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Students' perceptions of Kahoot!: An exploratory mixed-method study in EFL undergraduate classrooms in the UAE

机译：学生对Kahoot的看法！：在阿联酋的EFL本科教室中的探索混合方法研究

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In recent years, game-based student response systems (GSRS) such as Socrative, Quizlet, and Kahoot! has become a popular tool to increase motivation, enhance classroom engagement, and facilitate collaborative learning. Despite the popularity of GSRS, little research has attempted to understand student perceptions using these platforms for language learning across higher education in the Middle East. The purpose of this exploratory mixed methods research was to examine undergraduate student perceptions of Kahoot!, a game-based interactive platform in an English language course at a federal higher education institution in the UAE. The qualitative phase of data collection involved using semi-structured interviews (N=10) to understand Emirati students' general perception of Kahoot!. In addition, quantitative evidence was collected through an online survey (N=112) to find out which variables identified in the interviews were experienced by the majority of undergraduate students using Kahoot!. Results were found to be consistent with the current literature as there was a positive general response towards Kahoot!, with the highest influence reported on increased motivation, improved classroom engagement, and enhanced learning experience. However, the effect on academic performance was not significant as perceived by Emirati students. The outcome of this study suggests that gamified digital platforms could be incorporated as part of the teaching pedagogy to retain students' attention, increase participation, and provide students with an enhanced enjoyable learning experience.
机译：近年来，基于比赛的学生响应系统（GSR），如Socrative，Quizlet和Kahoot！已成为一种流行的工具来增加动力，提升课堂参与，并促进协作学习。尽管GSR的普及，但很少的研究已经尝试了解学生在中东地区高等教育的语言学习平台的看法。该探索性混合方法研究的目的是审查Kahoot的本科生看法！，在阿联酋联邦高等教育机构的英语语言课程中基于比赛的互动平台。使用半结构化访谈（n = 10）涉及的数据收集的定性阶段，以了解Emirati学生对Kahoot的一般性感知！此外，通过在线调查（n = 112）收集量化证据，以了解采访中确定的哪些变量，这些本科生使用Kahoot的大多数本科生都会遇到！发现结果与目前的文献一致，因为对Kahoot的正面一般反应，因为增加了动机，改善了课堂参与和增强学习经验的最高影响力。然而，与Emirati学生所感知的学术表现的影响并不重要。本研究的结果表明，群体数字平台可以作为教学教学的一部分，以保留学生的注意力，增加参与，并为学生提供增强的愉快的学习体验。

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