Kahoot! Using a game-based approach to blended learning to support effective learning environments and student engagement in traditional lecture theatres

ABSTRACT

Traditional lecture theatre environments present significant challenges in higher education, in light of increasingly large and diverse student populations. This small-scale study explores how blended learning through the game-based platform Kahoot! can be used to enhance the learning experience offered to students in these spaces, from the perspective of 44 final-year primary education undergraduates. An action research approach was employed with data collected from pre- and post-lecture surveys. Findings suggest that the integration of synchronous online learning in lecture theatres presented no technical difficulties and that gaming was successful in enabling active participation and interactive learning. Students valued its competitive nature, the immediacy of feedback on their knowledge and structured opportunities for further discussion. Students reported improvements in engagement, concentration and retention, although results for the latter were more ambiguous and would benefit from further investigation.

KEYWORDS:

• Kahoot!
• lecture theatre
• student engagement
• blended learning
• learning environment

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Christine Elizabeth Holbrey

Christine Elizabeth Holbrey is a senior lecturer in education and initial teacher training at Carnegie School of Education, Leeds Beckett University. Her passions, both as a practitioner and researcher, have focused on the continuum of professional development and supporting the development of teams of outstanding people who can deliver outstanding, relevant and engaging learning. She works within both undergraduate and postgraduate teams delivering face-to-face and online learning. Recent research has focused on the impact of social media in initial teacher training and the development of online learning communities. Prior to her current role, the author had an extensive career as a secondary school teacher, senior leader, education consultant and head teacher.