Speaker
Description
Kahoot! is a widely-used game-based learning platform in K-12 classrooms, valued for its ability to review knowledge, facilitate formative assessments, and provide an engaging alternative to traditional learning activities. However, its use in college-level physics education remains limited. Moreover, most Kahoot! games typically rely on teacher-generated questions or pre-made content. This study explores the integration of Kahoot! as an interactive engagement tool in two introductory physics courses at Stevenson University. In this approach, students were actively involved in developing the questions for the Kahoot! games, which served two key purposes: (1) encouraging students to engage with the textbook content and create Kahoot-style questions, and (2) fostering a fun, collaborative learning experience.
To assess the impact of this method, I conducted a preliminary study using pre- and post-test results from the Force Concept Inventory (FCI), a well-established diagnostic tool in physics education. The effectiveness of using Kahoot! with student-generated questions was measured by the average normalized gain <g>, representing the course’s ability to promote conceptual understanding. The results were compared to traditional lecture-based courses with minimal or no interactive engagement, as documented in the literature. Additionally, a secondary analysis was conducted to examine the outcomes for both male and female students. In this presentation, I will discuss the findings and share my conclusions.
