JMIR Publications

ABSTRACT

Background:

Kahoot is a web-based technology quiz game; wherein, teachers can design their own quizzes via provided game templates. The advantages of these games are their attractive interfaces, which have stimulating music, motion pictures and colorful, animated shapes to keep students attentiveness whilst performing the quizzes.

Objective:

The aim of this study was to evaluate the results of using Kahoot as a tool to summarize the essential content in aspects of final examination scores, and the perception of students; in the aspects of his learning environment as well as to process management, compared with a traditional teaching approach.

Methods:

This study was a retrospective matched control study of 85 medical students. Forty-three students played Kahoot, while 42 students had a paper quiz. All students had a lecture, the topic being: bone and joint infection, and a short case discussion. Students from both groups had the same content and study material, with the exception being at the end of the lesson; wherein, students in the Kahoot group had a quiz; to summarize the essential content from the lecture; whereas, the other group had a paper quiz, with the same questions, and the teacher gave an explanation after students had finished. The students’ satisfaction was evaluated after the class, and their final examination was 2 weeks following the class.

Results:

The mean, final examination score in the Kahoot group was 62.84± 8.79, compared to 60.81± 9.25 in the control group (p= 0.3). Student’s satisfaction in class environment, learning process management and teacher were not significantly different between both groups (p >0.05).

Conclusions:

This study found that using Kahoot as a tool to summarize the essential content in medical student classes which having a lecture and case discussion did not affect the final examination score, nor student satisfaction in class environment, learning process management and teacher.