Impact of a game-based tool on student engagement in a foreign language course
A three-term analysis
Bibliographic Data
| ID | 22161990 |
|---|---|
| Authors | Chiraz Anane (0000-0002-6203-8317, University of Sharjah, corresponding author) |
| Year | 2024 |
| Volume | 9 |
| Publication date | 2024-09-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2024.1430729 |
| OpenAlex | W4402694066 |
| Language | EN |
| Citations received | 3 |
| References cited | 61 |
In recent years, the use of game-based learning platforms has gained significant attention in educational settings for their potential to enhance student engagement and learning outcomes. This paper examines the effectiveness of Kahoot!, a game-based student response system, in an online French as a foreign language course. The study aims to assess how students perceive Kahoot! across three academic terms. A mixed-methods approach was used, combining quantitative data from structured questionnaires with qualitative insights from open-ended questions. This provided a comprehensive view of student perceptions and experiences with Kahoot!. The findings show consistently high student enthusiasm and engagement with Kahoot! across the three terms. Most students strongly agreed that Kahoot! positively impacted their learning, with high mean scores and low standard deviations reflecting widespread consensus. However, some students showed variations in competitive motivation, and minor technical challenges were noted. Overall, the study underscores Kahoot!’s sustained effectiveness in improving student engagement and learning in online French courses. Despite variations in motivation and some technical issues, the tool was largely seen as beneficial. This research adds to the growing evidence of the value of game-based learning tools in online education, particularly for foreign language instruction
Foreign language · Mathematics education · Student engagement · Computer Science · Educational Games and Gamification · Engineering · Innovative Teaching Methods · Online Learning and Analytics · Psychology
Flipped classroom in English language teaching
Digital game-based vocabulary learning
Using gamification to support learning English as a second language
Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning
Student-centered online assesment in foreign language classes
Kahoot, is it fun or unfun? Gamifying vocabulary learning to boost exam scores, engagement, and motivation
Engagement in Online Learning
Use of a Gamified Platform to Improve Scientific Writing in Engineering Students
Kahoot! In an EFL Reading Class
A meta-thematic analysis of using technology-mediated gamification tools in the learning process
Incorporation of a game-based approach into the EFL online classrooms
Exploring EFL learners’ perspectives on using Kahoot as a game-based student response system
The effect of using Kahoot! for learning – A literature review
Gamification in the classroom
An Empirical Study on the Effects of Using Kahoot as a Game-Based Learning Tool on EFL Learners’ Vocabulary Recall and Retention
Effect of Online English Learning Game ‘Kahoot’ on L2 Undergraduate Learners in a Malaysian University
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |