My thoughts on Kahoot

Creating a fun environment for students is crucial, allowing them to share their knowledge. I wish to avoid class sessions full of me presenting a PowerPoint. Therefore, I try to find ways for the session to be engaging. I began using Kahoot a few months ago and found it a great tool to do check-ins with the students without being formal. Using Kahoot quite regularly, I monitored what areas needed further focus and which students were struggling with. I run Kahoot in two forms, groups and individuals. When the session is in group games, it becomes more of a competitive game for students, resulting in the class becoming more lively.

Singer (2016) stated that by 2016, 20 million users were using Kahoot, which have doubled by 2022 and has been associated with the pandemic and the movement to online classes. This shows the inclusive education approach, not only in the classroom but also online. However, Kapp (2012) advises not to become too dependent on this as an education tool, as it needs to be meaningful and to challenge and promote feedback. As Kapp (2012) explains, simply repeating it to offer can flatten interest and engagement levels. With Kahoot quizzes, I have to be mindful that it is not overused. As it can then become boring for students. By using this as a part of my check-in with students.

Boller (2012) states that forty years of research showcase that people learn from games and that it is an effective tool for education. I use Kahoot for assessment reviews; for example, for my international students, I use it as a check-in, especially whether there is any confusion over the assessment guide or objectives. When anyone answers it incorrectly, the students do not feel so singled out, as it’s in a group setting, and they are awarded points as a group. I am also about then do a re-cap session for the students. As the students are based in China, having an interactive game also breaks up the teaching session online.

Becker (2001) states the value of games as a vehicle for teaching concepts while inspiring students is now well-accepted at almost all levels of education. Plump and LaRosa (2017) explain the interaction game gives student immediate feedback and credits the students engagment. In a way encouraging others to get involved, as they may feel they are missing out on the fun, and engagement level if not taking part. Furthermore, Plump and LaRosa (2017) explain that students like the idea of the anonymous aspect, as fake names can be used to remove any pressures of getting the right answer. Also removes the fear of what others may think if they are incorrect.

Reference list.

Becker, K. (2001). Teaching with games: The minesweeper and asteroids experience. Journal of Computing in Small Colleges, 17(2), 23 33.

Boller, S. (2012, October 20). Game based learning: Why does it work?  BLP News – Lessons on Learning Blog. Retrieved from

Kapp, K. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer.

Plump, Carolyn & LaRosa, Julia. (2017). Using Kahoot! in the Classroom to Create Engagement and Active Learning: A Game-Based Technology Solution for eLearning Novices. Management Teaching Review. 2. 237929811668978. 10.1177/2379298116689783.

Singer, N. (2016. Kahoot app brings urgency of a quiz show to the classroom.  The New York Times. Retrieved from


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