Journal of Computer Assisted Learning, Journal Year: 2024, Volume and Issue: unknown
Published: Oct. 22, 2024
Abstract Background In recent years, the widespread use of technology in classrooms has encouraged transition from traditional lecture methods to digital‐based learning environments. Technological game‐based platforms, such as Kahoot!, which are used encourage students' active participation and interaction environments, significantly by teachers students educational environments worldwide. Objectives This article aims examine effects Kahoot, a digital platform, on education through meta‐analysis. meta‐analysis provides holistic understanding potential impact Kahoot synthesizing results various experimental studies. study evaluates influence key variables, academic achievement, retention, motivation, anxiety attitude, essential for enhancing teaching optimizing Methods The conducted following guidelines outlined Preferred Reporting Items Systematic Reviews Meta‐Analysis (PRISMA). A total 43 studies that met specified criteria were included sample, providing comprehensive overview across different contexts. sample was n = 1706 group 1647 control group. Results Conclusion findings indicate significant moderate positive effect with an average size 0.772 (95%CI: 0.540–1.004). analysis also shows very large 1.492, suggesting using tend have higher retention compared those who do not. For demonstrates effect, 0.960, indicating be more motivated. is less clear, small negative −0.338, reduction levels among Kahoot. Lastly, appears medium attitudes towards learning, 0.678. Takeaways These underscore effective tool. this provide valuable guiding information educators policy makers helping optimize tools, suggest can increase motivation potentially reduce anxiety, making it promising tool modern practice.
Language: Английский