Wang, A. I., & Tahir, R. (2020). The effect of using kahoot! for learning – A literature review. Computers and Education, 149, 103818. doi:10.1016/j.compedu.2020.103818
The study by Wang and Tahir (2020) presents a systematic literature review of 93 studies looking at the effects of Kahoot! in classrooms. The review finds that Kahoot! generally enhances learning, classroom dynamics, and student and teacher attitudes. Additionally, it helps with student motivation, engagement, and enjoyment. However, some studies report little or no effect, and there are some concerns about increased student anxiety due to Kahoot!’s competitive nature.
To conduct this literature review, Wang & Tahir (2020) followed a very structured review protocol, including database searches, inclusion criteria, critical appraisal, data extraction, and synthesis, to ensure reliability. Articles were only included if they specifically referenced Kahoot! in the title or abstract, were published in an international peer-reviewed journal or conference, and were written in English. The final selection consisted of both quantitative and qualitative studies, with 86% including quantitative analyses and 52% containing qualitative analyses. Their findings support the idea that student response systems (SRS) like Kahoot! improve engagement by integrating game design principles. This review is valuable for educators considering Kahoot! as a teaching tool, as it provides perspective on its strengths and limitations. It also highlights gaps in research, particularly regarding long-term learning effects and teacher perceptions.
Wang & Tahir’s findings are well-supported with 88% of studies reporting a positive impact of Kahoot! on both students and teachers. Their review protocol was carefully structured, with clear justifications for excluding certain articles and a strong effort to identify potential validity threats. Overall, Wang & Tahir provide a thorough review, effectively assessing Kahoot!’s role as a game based student response system.
Powers, F. E., & Moore, R. L. (2021). When Failure Is an Option: a Scoping Review of Failure States in Game-Based Learning.
In this scoping review, Powers and Moore (2021) investigate the role of failure within game-based learning (GBL), emphasizing the concept of “failure states” in which learners encounter setbacks or challenges in games. The authors look at the existing research on failure in GBL and analyze how different types of failure impact learning outcomes.
The review covers a variety of studies, identifying common themes related to failure in games. Powers and Moore (2021) categorize failure states into two primary types: permanent failure, where the game ends or the learner cannot progress, and temporary failure, where the learner can retry or learn from mistakes. The review also explores how game design, including feedback systems and the framing of failure, influences students’ emotional responses and their learning behaviors.
The authors conducted a review of peer-reviewed articles, bringing together findings from various fields including education, psychology, and game design. This approach allowed for a comprehensive understanding of how failure is integrated into GBL and its effects on learners. The review also acknowledges gaps in the literature around the use of failure or loss within game-based learning experiences. They suggest further research is needed in this area to understand how it can be utilized to enhance educational outcomes.
Ultimately, the paper argues that failure, when framed in the right way, can serve as an effective tool for learning. It emphasizes the importance of using failure as an opportunity for growth, providing valuable insights for educators and game developers looking to design more effective learning experiences.