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Kahoot, A New and Cheap Way to Get Classroom-Response Instead of Using Clickers

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

First-Year Programs Division Technical Session 1: Using Technology and/or Technology Tools to Enhance Learning

Tagged Division

First-Year Programs

Tagged Topic

Diversity

Page Count

11

DOI

10.18260/p.25512

Permanent URL

https://peer.asee.org/25512

Download Count

1921

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Paper Authors

biography

Rodrigo Cutri P.E. Maua Institute of Techonology

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Cutri holds a degree in Electrical Engineering from Maua Institute of Technology (2001), MSc (2004) and Ph.D. (2007) in Electrical Engineering - University of São Paulo. He is currently Titular Professor of Maua Institute of Technology, Professor of the University Center Foundation Santo André, and consultant - Tecap Electrical Industry Ltda. He has experience in Electrical Engineering with emphasis on Industrial Electronics and Engineering Education, acting on the following topics: power electronics and active learning.

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biography

Luiz Roberto Marim Maua Institute of Technology

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Graduated in Bachelor of Mathematics by the Foundation University Center Saint Andrew (1985), Graduate Degree in Physics from the University of Taubaté (2000), master's degree in Physics from the Technological Institute of Aeronautics (2002) and a PhD in Physics from the Technological Institute of Aeronautics (2006). I am currently associate professor of Maua Technology Institute and collaborator professor at the Institute of Aeronautical Technology (ITA), acting on the following topics: silicon, genetic algorithm, artificial neural networks and physical Olympics.

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Juliana Ribeiro Cordeiro

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Hector A. C. Gil Maua Institute of Technology

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Camila Cunha Toledo Guerald Maua Institute of Technology

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Abstract

This evidence based practice paper describes a study about an immediate feedback system using Internet and students’ own cell phones: Kahoot (getkahoot.com), also a comparison between implementing clickers and mobile participation systems is analyzed. Immediate feedback enhances students’ learning. For students, it’s a chance to go further by breaking misconceptions and changing learning routes. For teachers, it’s a practical opportunity to feel the “temperature” of the classroom in order to decide to either review some concepts or move forward to another subject. There are many cases in literature about the use of clickers as an immediate feedback system. The clicker itself is neither a tool to directly teach concepts, nor it is meant to replace quality lesson preparation and planning. The clicker is a powerful tool to augment and enhance active learning in classroom, and most importantly, it is a mean to provide accurate situational awareness to the instructor. However, implementing this solution is usually expensive, since it costs about US$ 50 each one. Kahoot is an online classroom-response system that eliminates the need to give students handheld clickers. Through Kahoot, teachers create online quizzes or surveys and mirror the questions on a big screen or interactive whiteboard; it’s also possible to embed videos. Students respond to the quiz items on any Internet-connected device, including their smartphones. During this session, participants take Kahoot quizzes as students. Participants may also create Kahoot quizzes as teachers, share their quizzes with other participants, and analyze quizzes results. It’s worth to mention that the result of every quiz played over the platform can be saved for further analysis. When learners start playing, they need to enter a nickname, which allows students to stay anonymous, and their recorded scores are saved in their profile. This unique feature makes Kahoot an engaging platform. In order to present students and teachers perception about this new methodology, Kahoot system is presented in five different approaches: Introduction of a new concept or topic; Reinforcement of knowledge; Encouragement of reflection and peer-led discussion; Connection of classrooms and Challenge for learners to make their own Kahoot quizzes. Some of these purposes presented were studied in Physics I and Chemistry courses for freshman students and Physics II course for sophomore students in an Engineering School.

Cutri, R., & Marim, L. R., & Cordeiro, J. R., & Gil, H. A. C., & Guerald, C. C. T. (2016, June), Kahoot, A New and Cheap Way to Get Classroom-Response Instead of Using Clickers Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25512

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2016 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015