Kahoot - Game Based Student Response System

Authors

  • Gemma M Boden University of Greenwich
  • Lindsay Hart University of Greenwich

DOI:

https://doi.org/10.21100/compass.v11i1.668

Keywords:

Mobile Technology, Student Engagement, In-class Quizzing, Teaching Innovation, Classroom Enhancement

Abstract

N/A

Author Biographies

Gemma M Boden, University of Greenwich

Gemma BodenClinical Education Facilitator, University of Greenwich.BSc, PG Cert, FHEAGemma joined the London Ambulance Service (LAS) in 2004 as an Emergency Medical Technician, and successfully registered as a Paramedic in 2008.  During this time, the bulk of Gemma’s work was spent on a solo fast response vehicle, specialising in high acuity life-threatening calls, as well as supervising new members of staff as a practice placement educator.  In 2014 Gemma went through a selection process to become a Clinical Team Leader, both in field operations and within LAS’s clinical hub.Gemma joined the University of Greenwich’s academic staff in 2016 and teaches within the Adult Nursing & Paramedic Science department.

Lindsay Hart, University of Greenwich

Lindsay HartClinical Education Facilitator - University of Greenwich.FdSc, BSc (Hons), PG Cert, FHEA, MCParaAfter joining Kent Ambulance in 2001 as an Ambulance Technician, Lindsay undertook an FdSc in Paramedic Sciences at St George's University in 2008 and went on to complete a BSc (Hons) in Professional Practice in Health and Social Care in 2011. Lindsay held the position of Clinical Team Leader at South East Coast Ambulance Service (SECAmb) from 2013 -2016 and during this time was also a practice placement educator, a preceptor and a blue light driving assessor.  Before joining the University of Greenwich in 2016, Lindsay worked as a Community Paramedic, predominantly focusing on primary and urgent care.

References

Bester, G. and Brand, L. (2013) “The effect of technology on learner attention and achievement in the classroom” South African Journal of Education. 33(2)

Fontaris, P., Mastoras, T., Leinfellner, R. and Rosunally, R. (2016) “Climbing up the Leaderboard: An Empirical Study of Applying Gamification Techniques to a Computer Programming Class” Electronic Journal of e-learning. 14(2). p107

Ismail MA-A, Mohammad JA-M. (2017) “Kahoot: a promising tool for formative assessment in medical education” Education in Medicine Journal. 9(2)

Salas-Morera, L., Arauzo-Azofra, A., & García-Hernández, L. (2012) “Analysis of online quizzes as a teaching and assessment tool” Journal of Technology and Science Education (JOTSE). 2(1)

Wang, A. (2015) “The wear out effect of a game-based student response system” Computers and Education. 82.

Wang, A., Zhu, M. and Saetre, R. (2016) “ The Effect of Digitizing and Gamifying Quizzing in Classrooms” [Online]. Available at http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=23&sid=ba51a26f-6467-44ff-ac77-a9dda4fafa01%40sessionmgr4006 (Accessed 7th August 2017).

Downloads

Published

04/24/2018

Issue

Vol. 11 No. 1 (2018): Compass: Journal of Learning and Teaching

Section

Technology Reviews

License

Compass: Journal of Learning & Teaching provides immediate open access to its content on the principle that making research freely available to the public supports a more equitable global exchange of knowledge.

 

Works are released under the default licence of Creative Commons Attribution 4.0 International (CC BY) licence, which provides unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. If authors require a divergent licence, please contact [happy to have 'the Scholarly Communications Manager' (ks8035h@gre.ac.uk) listed here if that is easier.]

 

Authors of articles published in Compass: Journal of Learning & Teaching remain the copyright holders to their published work and grant third parties the right to use, reproduce, and share the article according to terms of the Creative Commons license agreement applied to the work by Compass: Journal of Learning & Teaching.

 

Self-archiving policy: authors are permitted, and encouraged, to deposit any version of their article - submitted, accepted, and published versions - in subject and institutional repositories at any time. 

 

If you have any queries about the choice of license, or which to discuss other options, please contact the Scholarly Communications Manager at scholarlycommunications@greenwich.ac.uk.