About this paper

Appears in:
Pages: 58-61
Publication year: 2017
ISBN: 978-84-697-6957-7
ISSN: 2340-1095
doi: 10.21125/iceri.2017.0030

Conference name: 10th annual International Conference of Education, Research and Innovation
Dates: 16-18 November, 2017
Location: Seville, Spain

GAMIFICATION IN LANGUAGE LEARNING - USING KAHOOT! AND POLL EVERYWHERE TO ENGAGE, ENCOURAGE AND ASSESS STUDENTS

C. Evans

Cardiff University (UNITED KINGDOM)
The aim of this paper is to look at the use of gaming in language learning environments, particularly within Cardiff University’s innovative Languages for All programme.

Kahoot! describes itself as a “free game-based learning platform that makes it fun to learn – any subject, in any language, on any device, for all ages!”.

As the use of digital technology (and in particular gaming) continues to increase in teaching methodology, there also seems to be an equivalent requirement to provide real time feedback to students. Student feedback is high on the agenda of many Universities’ strategic plans, as it is a key indicator of their performance. It is measured on the NSS and is a fundamental factor in enriching students’ experience.

This paper will examine how gaming can invigorate learning, engage students, improve student feedback, encourage participation from less confident students, and how it can be an excellent way of formative assessment and for immediate feedback in language learning. It will look at how student motivations have developed, and what lessons could be learnt for the future of language learning in an increasingly digital age.

In a study provided by the Kahoot! Journal, it reported: “students that did the game-based quiz (Kahoot!), learned 22% more than students that did paper quizzes, and 52% more than students that used the student-response system Clickers.” Furthermore, the results showed that “students that used Kahoot! were 25% more motivated by the quiz compared to the paper quiz, and 21% more motivated than students using the non-game student-response system.”

Languages for All and the School of Modern Languages at Cardiff University has piloted the use of Kahoot! in classrooms using a variety of different pedagogical approaches. This has included for “ice breaking” exercises, consolidation of learning, fun and competitive quizzing, through to formal and summative assessment. The positive impact on teaching and learning and the excellent feedback from students has helped to support the belief that gaming can be an effective tool for language learning.

References:
[1] http://www.gamification.co/2016/03/28/games-in-education-kahoot/
[2] http://blog.getkahoot.com/post/67459251583/results-from-using-various-quiz-approaches-in
@InProceedings{EVANS2017GAM,
author = {Evans, C.},
title = {GAMIFICATION IN LANGUAGE LEARNING - USING KAHOOT! AND POLL EVERYWHERE TO ENGAGE, ENCOURAGE AND ASSESS STUDENTS},
series = {10th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2017 Proceedings},
isbn = {978-84-697-6957-7},
issn = {2340-1095},
doi = {10.21125/iceri.2017.0030},
url = {http://dx.doi.org/10.21125/iceri.2017.0030},
publisher = {IATED},
location = {Seville, Spain},
month = {16-18 November, 2017},
year = {2017},
pages = {58-61}}
TY - CONF
AU - C. Evans
TI - GAMIFICATION IN LANGUAGE LEARNING - USING KAHOOT! AND POLL EVERYWHERE TO ENGAGE, ENCOURAGE AND ASSESS STUDENTS
SN - 978-84-697-6957-7/2340-1095
DO - 10.21125/iceri.2017.0030
PY - 2017
Y1 - 16-18 November, 2017
CI - Seville, Spain
JO - 10th annual International Conference of Education, Research and Innovation
JA - ICERI2017 Proceedings
SP - 58
EP - 61
ER -
C. Evans (2017) GAMIFICATION IN LANGUAGE LEARNING - USING KAHOOT! AND POLL EVERYWHERE TO ENGAGE, ENCOURAGE AND ASSESS STUDENTS, ICERI2017 Proceedings, pp. 58-61.
User:
Pass: