Using Kahoot as an Instructional Tool in Biology

Kahoot is an online application which offers different forms of assessment such as multiple-choice quizzes, discussion, surveys, and jumbles. The present study sought to determine the conceptual understanding, motivation, and engagement of the learners after integrating Kahoot in Biology class daily. It also explored the experiences and impressions of the teachers and learners after using it in Biology class. The primary data gathering technique was participant observation, mainly observational case study. The researcher gathered qualitative data from the participants using observation protocol, interview protocol, and daily reflection. The data were carefully analyzed through the following steps: obtaining the general sense of data, coding and categorizing. Moreover, the multiple cases of teachers’ and learners’ data were analyzed through within-case analysis and after this, cross-analysis followed. Member checking and triangulation of multiple data were observed to establish the credibility of data. The results of the quantitative data indicate that the learners’ conceptual understanding was average while the engagement and motivation were high. Key findings yield the following teachers’ experiences: pedagogy-related, class-management, and technology-related experiences while the learners’ experiences are subject-related, group-related, technology-related, content-related, and game-related experiences. Moreover, the teachers’ views of Kahoot include pedagogy related views, content related views and technology related views, the learners, on the other hand, are subject-related views, group-related views, content-related and game-related views. Overall, the results suggest positive outcome expectancy and perceived usefulness of Kahoot and enhanced teaching and learning experience in Biology.