NAME : NUR SYAKIRAH BINTI HASAN BASRI

METRIC NUMBER : MPP 171149

Mohd Muhridza, N. H., Mohd Rosli, N. A., Sirri, A., & Samad, A. A. (2018). Using Game-
based Technology, KAHOOT! for Classroom Engagement. LSP International Journal, 5(2),
37-48.
Nguyen, T. T. T. & Yukawa, T. (2019). Kahoot with Smartphones in Testing and Assessment
of Language Teaching and Learning, the Need of Training on Mobile Devices for
Vietnamese Teachers and Students. International Journal of Information and Education
Technology, 9(4), 286-296.

1.0 INTRODUCTION

The first article, Kahoot with Smartphones in Testing and Assessment of Language Teaching
and Learning, the Need of Training on Mobile Devices for Vietnamese Teachers and
Students consists of nine subheadings: Abstract, Introduction, Literature Review,
Methodology and Data Collection, Procedures, Findings, Implications, Discussions and
Conclusion, while in the second article, Using Game-based Technology, KAHOOT! for
Classroom Engagement consists of seven subheadings: Abstract, Introduction, Use of
Kahoot!, Research Philosophy and Design, Research Scopes and Procedures, Findings and
Discussions and Conclusion. These entire subheadings resemble each other as the same main
idea is to organise the structure of writing in order to explain the ideas. These elements are
important where it help us to identify the main points in the paper and lead the flow of the
discussion.

2.0 SUMMARY OF ARTICLES

2.1 SUMMARY OF ARTICLE A

The first article discusses four research questions: 1) What is Kahoot?, 2) How possible is
Kahoot applied in language testing and assessment in Vietnamese teaching settings?, 3) How
do teachers and students feel towards Kahoot application?, and 4) What are implications for
teachers, learners and school teaching curriculum with Kahoot?. It is a case study that
involved 20 teachers and 20 students of English Department in University of Da Nang,
Vietnam. In this study, questionnaire and interview were used where in pre survey
questionnaire, the teachers and students showed their surprise when using the application at
their first sight. During pilot test study, all of them were introduced to Kahoot! and they were
asked in the questionnaire about their understanding, opinions, attitudes and requests for
acceptances of using Kahoot!. Meanwhile, the interview was conducted to see the attitudes of
teachers and students towards the use of Kahoot!. The findings from the study stated that
95% teachers agreed that Kahoot! saved teachers’ time for statistics and believed in the
accuracy of counting the correct answers. However, 100% agreed that it took time to design
the questions in the platform. Then, 100% teachers wanted to use Kahoot! in their class and
claimed that it benefited them more than the inconvenience caused, where 60% of them said
that the most useful part was the ranking in result summary. Majority of students were aware
of importance of technology in learning, were satisfied to use Kahoot! on their smart phones,
excited about the continuation in using Kahoot! and met their agreement in doing the revision
with positive feedback. Majority of teachers showed smooth usage of Kahoot!, always design
tests to test their learning outcomes and mentioned that it is easy to use despite the digital
language and online requirement.

2.2 SUMMARY OF ARTICLE B

The second article discusses two research questions: 1) To what extent have the students
mastered the words that they have read in the text? and 2) What is the students’ level of
engagement when playing Kahoot! in class?. It is a case study that involved 29 students of
Biomedical Engineering in Academic English Skills class of Universiti Teknologi Malaysia.
In this study, observation and interview were used where the researcher is the observer and
also the interviewer. The instrument used was scoresheet for synonym quiz created on
Kahoot! based on words in English for Academic Purposes textbook and in the interview,
semi structured questions were asked where anyone can add to the answers. Field notes were
taken in the observations based on event sampling and actions of the students that involved
teacher’s engagement with the students, the students’ engagement, the interaction between
group members, the interaction between different groups and students’ response post-activity.
As the result, majority of 91.3% scored correctly. Teachers has made the flow of the game by
providing internet and hyping the groups while the students displayed expressions through
hand gestures, whooping, physical movements and vocal. They interacted using auditory and
visual cues such as depending on quick wit of friend, discussed answers in quiet but hurried,
exclamations, congratulatory, expressing fear, comparing scores, gasps and claps. In the
interview session, students said it helped their learning and promotes healthy competition,
promotes unity, release tension and stress, able to test their competency, can learn vocabulary
and promotes communication. The observation also showed that other students agreed to the
interview session with nods and affirmative noises. However, the students agreed that poor
connection was a challenge, limited time gives them pressure and all disagreed that they do
not prefer to do it individually as it decrease sportsmanship and they were unable to get
assistance from friends.

3.0 CRITICAL REVIEW

In my opinion, both articles are appropriate and can be related into today’s teaching as
teachers should understand how to integrate technology to support teaching as a part of
diverse teaching and learning pedagogy. This also aligns with Malaysia Education Blueprint
(2013-2025) that suggests eleven strategic shifts for 21 st century learning in education sector
and Shift 7 of the blueprint is to “Leverage ICT to scale up quality learning across Malaysia”.
Shand & Farrelly (2018) mentioned that the availability and access towards online and
blended course served as a repository of content resources and grades and enabled fast and
frequent communication. It is very useful for teachers to provide students with flexibility in
learning and engage them with the contents, allowing them to have the experiential learning
where they will have the experiences and able to reflect it to make sure they can apply it in
the real environment. Kahoot! is flexible, simple, diverse, engaging, global, free and offers
engaging contents such as games that will influence active participations among the learners
where they can interact and enjoying themselves in the learning process

Both of the articles mentioned that the students were excited and giving positive feedbacks
during their interaction time using Kahoot!:
“Turning to the students’ attitudes towards Kahoot, they were keen to join in groups and
play the games with their teammates. All twenty students (100%) were highly excited about
the continuation in using Kahoot to do revision”.
“The engagement is overall excellent, with the majority of the groups displaying outward
expressions of happiness, anxiousness, and enthusiasm. These expressions were observed
through hand gestures, gasps, whooping, and physical movement from the group.”
I do agree that it is relevant to use game based technology to support students’ development
in cognitive, emotional and social aspects. A study by Bicen & Kocakoyun (2018) result
shows that students’ word distribution increases when the Kahoot is played twice a week.
The students’ emotional and motivation variants also show success variants by 68% and 22%
respectively. It is also supported by Licorish et. al (2018) when they mentioned that
displaying students’ points on the screen motivates students to get to the top of the leader
board. The students will become motivated and having fun during the learning process as
they are engaging themselves in the process. Then, it has the need to have the impact on
students’ learning. Games in education are used to improve the knowledge on the cognitive
levels of remembering, understanding, and application as stated in Bloom’s taxonomy
(Anderson et. al., 2001). Kahoot! is used as medium of learning where the students can have
fun in relaxing environment, promoting the learning, feeling confidence with their effort and
able to achieve the target learning objectives.

There are several strengths and weaknesses in both articles. In the first article, highlights the
importance of assessment. I do agree that assessment is necessary to track the students’
progress.

All twenty teachers and twenty students confirmed that they always had tests after classes for
reviewing and revision. The types of tests could be oral, written or game-based testing
formats assigned by their teachers and the teachers are highly aware of the importance to
review, revise and reinforce the knowledge for their learners after class.

However, the first article highlights the weakness of time consuming in creating the
assessment.
In terms of preparation and designing questions, all twenty teachers agreed that it took time
to do the tasks, while Kahoot probably saves much of the class time in testing and assessment
learners’ outcomes.

Strengths
These interactions showed how interacting with group members does reflect engagement
towards the game. Their active discussions make up for the lack of physical action, yet it is
still seen as a form of engagement to the game. Both visual and auditory cues were expressed
at the same level for this aspect.

These responses can be seen on questions like why Kahoot! is an enjoyable game in the
classroom and the advantages of the game in the classroom. The responses to the game are a
sign of familiarity with the game. The students, as a whole, nodded and agreed that playing
Kahoot! is a fun and great way to implement language games in the classroom.

Weaknesses
They mutually agreed that poor Internet connection was a challenge. It can be observed that
during the game, some students became quite demotivated when a group was not able to
submit their answer due to the loss of connection to the Kahoot! page.

Respondent 3 stated that this activity helped to release the stress and tension they were
facing, but it was countered by Respondent 2 who said that the limited time given to answer a
particular question aggravated them more.

Additionally, when the teacher prompted whether or not they would prefer to play it
individually in the future, all disagreed with a loud NO.

4.0 C0NCLUSIONS
Similarities both discusses the importance but not suggested solutions

Differences
Shand, K. & Farrelley, S. G. (2018). The Art of Blending: Benefits and Challenges of a
Blended Course for Pre service Teachers. Journal of Educators Online, 15(1), 1-16.
Licorish, S. A., Owen, H. E., Daniel, B. & George, J. L. (2018). Students’ Perception of
Kahoot!’s Influence on Teaching and Learning. Research and Practice in Technology
Enhanced Learning, 13(9), 1-23.
Bicen, H. & Kocakoyun, S. (2018). Perceptions of Students for Gamification Approach:
Kahoot as a Case Study. iJET, 13(2), 72-93.