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Kahoot

This study investigated the effectiveness of the online game Kahoot for increasing science vocabulary acquisition among students with learning disabilities. Six students participated in a single subject ABAB multiple baseline study where their vocabulary quiz scores were measured during baseline and intervention phases when playing Kahoot twice a week. Results found that all six students increased their mean vocabulary scores from the second baseline to intervention phase, with the greatest increase being for one student. Students also reported that Kahoot was easy to use and kept them engaged. However, the small sample size limited generalizing the results to all special education students.

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Kareena Grasya
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157 views

Kahoot

This study investigated the effectiveness of the online game Kahoot for increasing science vocabulary acquisition among students with learning disabilities. Six students participated in a single subject ABAB multiple baseline study where their vocabulary quiz scores were measured during baseline and intervention phases when playing Kahoot twice a week. Results found that all six students increased their mean vocabulary scores from the second baseline to intervention phase, with the greatest increase being for one student. Students also reported that Kahoot was easy to use and kept them engaged. However, the small sample size limited generalizing the results to all special education students.

Uploaded by

Kareena Grasya
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 6

For the degree of Master of Arts in Special Education at

Rowan University May 10, 2017

Okay lets start...


Basically, we’re going to focus. On this popular online gaming
app, i guess you’re familiar, or even your younger siblings are
using this on their online classes.
It can be used through, ipads, laptops, or even phones, long as
you have your data or innnernet connection, then you’re
ready to go for this game.

Significance of this study?


Student difficulty acquiring academic vocabulary is an issue
across the country and in every subject taught in schools.
Integrated.
When students read words that they do not
understand but have previously learned, they begin focusing
on specific word meaning rather than information processing.
Being able to read information and derive meaning from new
vocabulary terms is essential, and providing vocabulary
strategies to students who struggle with science vocabulary
may increase their overall academic science outcomes.

A student’s success in science class may be dependent on their


ability to comprehend and use uncommon vocabulary terms.
Teachers can create quizzes using multiple choice questions
presented in
a game-based format to students. The quizzes contain
questions that have up to four possible choices, and questions
can contain various multimedia contents such as pictures or
videos. LEARNING WHILE HAVING FUN.

OBJECTIVE
Objective, goal about why is this research being conducted
Through this study we’re going to investigate the
effectiveness of the online game Kahoot as a tool for
increasing vocabulary acquisition for students with learning
disabilities.
This research seeks to some questions

Kahoot, and its effects on student science vocabulary


acquisition, will be the focus of this research paper.

METHODOLOGY
WHY PUPILS WITH LEARNING DISABILITIES?
Students with learning disabilities may have difficulty
understanding new words
without repeated exposure to those words.AND THESE
difficulty of the texts may cause
students with learning disabilities to struggle, maintaining
focus while reading for
extended periods of time, struggle completing assignments,
and struggle studying for tests.

-a single subject ABAB multiple baseline


- Phase A baseline data was collected for five weeks prior
to beginning of the intervention. Students played the online
game Kahoot twice a week
during the intervention, phase B, to aid their vocabulary
acquisition of content words that
coincided with the current unit of instruction. To play the
online game Kahoot, the
students used a Chromebook and responded to the questions
that were displayed to the
class on the ActivBoard in the front of the room. Students
were assessed on their
vocabulary acquisition via weekly vocabulary quizzes.
Students filled in the correct
vocabulary term that coincided with each definition provided.
After that, pupils were also asked
about their satisfaction with playing the online game Kahoot.
They were given a Likert
survey at the conclusion of the second intervention phase.

DATA ANALYSIS
The scores of each vocabulary quiz were recorded on a
spreadsheet
After the scores of
the quizzes were entered into the spreadsheet, the mean
baseline data was compared to
the mean intervention data with tables and graphs. Each
student’s baseline data was
compared to their own intervention data. A checklist was
used to measure students satisfaction with playing the online
game Kahoot.
The checklist data was input onto a spreadsheet and
graphed to show each student’s engagement while playing
the online game Kahoot. The
data collected from the Likert survey was placed into a graph
to show the students’
satisfaction with playing the online game Kahoot.
After the analysis of the researcher and the statistician, coz
basically this study is using quantitative method.

RESULTS
. All six of the
participants increased their mean vocabulary scores from the
second baseline phase to the
second intervention phase. Participant 1 showed the greatest
increase in mean vocabulary
scores from baseline phases to intervention phases.
Participant 5 had the smallest increase
in mean vocabulary scores from baseline phases to
intervention phases due to her score
decreasing from the first baseline phase to the first
intervention phase. These findings
corroborate the findings of Abrams and Walsh (2014), in
which students’ language
acquisition increased with the use of online video games.

DISCUSSION

This early and prolonged exposure to technology may lessen


36
the effects it has with on task behavior when compared to
other students from districts
that do not rely on technology as much.

All of the participants agreed that they found Kahoot easy to


use. All of the participants
indicated that they enjoyed using Kahoot in class, and 75% of
the students indicated that
they felt better prepared for tests and quizzes after playing
Kahoot. In terms of Kahoot
keeping participants on task, 75% of the students indicated
that they felt Kahoot kept
them on task and 67% of the participants indicated that they
prefer to use technology to
stay on task over traditional methods of instruction. Similarly,
75% of the students
indicated that they strongly disagreed that Kahoot was a
distraction in class. These results
reflect the results of the mean on task behavior scores that
are shown in Table 4. In terms
of sharing Kahoot with their peers, 83% of the participants
indicated that they would like
to share Kahoot with their friends and other students.
DISADVANTAGE

Finally, a limitation inherent to single subject design is small


sample size. This
study was conducted with six participants. Due to the small
number of participants in this
study, the results cannot be generalized to the entire
population of special education
students, and additional research with a larger sample size is
warranted.

TO SUM IT UP, THIS STUDY IS GREAT AND USEFUL TO KNOW


THE EFFECT OF THIS ONLINE GAME APP KAHOOT in education.
It’s just that the responddets of this study has a small sample
size and it would be better if it would be conducted on larger
population. Soon, maybe soon another researcher will going
to take risk to conduct this study on a larger population, to
make it more reliable.

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