Polar knowledge of US students as indicated by an online Kahoot! quiz game

References

• American Museum of Natural History. (2019). Retrieved from https://create.kahoot.it/profile/AMNH_Official
   Google Scholar
• Anisimov, O. A., Vaughan, D. G., Callaghan, T. V., Furgal, C., Marchant, H., Prowse, T. D., Vilhjálmsson, H., & Walsh, J. E. (2007). Polar regions (Arctic and Antarctic). In M. L. Parry, O. F. Canziani, J. P. Palutikof, P. J. van der Linden, and C. E. Hanson (Eds.), Climate Change 2007: Impacts, Adaptation and Vulnerability. Contribution of Working Group II to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change (pp. 653–685). Cambridge University Press.
   Google Scholar
• Bicen, H., & Kocakoyun, S. (2017). Determination of University students' most preferred mobile application for gamification. World Journal on Educational Technology: Current Issues, 9(1), 18–23. https://doi.org/10.18844/wjet.v9i1.641
   Google Scholar
• Cameron, K. E., & Bizo, L. A. (2019). Use of the game-based learning platform KAHOOT! To facilitate learner engagement in Animal Science students. Research in Learning Technology, 27, 1–14. https://doi.org/10.25304/rlt.v27.2225
   Web of Science ®Google Scholar
• Carriveau, R. (2016). Connecting the dots: Developing student learning outcomes and outcomes-based assessments (2nd ed.). Stylus Publishing.
   Google Scholar
• Çetin, H. S. (2018). Implementation of the digital assessment tool kahoot in elementary school. International Technology and Education Journal, 2(1), 9–20.
   Google Scholar
• Chang, K. E., Wu, L. J., Weng, S. E., & Sung, Y. T. (2012). Embedding game-based problem-solving phase into problem-posing system for mathematics learning. Computers & Education, 58(2), 775–786.
   Web of Science ®Google Scholar
• Cho, E. (2016). Making reliability reliable: A systematic approach to reliability coefficients. Organizational Research Methods, 19(4), 651–682. https://doi.org/10.1177/1094428116656239
   Web of Science ®Google Scholar
• EdTech. (2018). EdTech Top 40. Retrieved from https://learnplatform.com/edtech-top-40
   Google Scholar
• Everitt, B. S., Landau, S., & Leese, M. (2001). Cluster analysis (4th ed.). Arnold.
   Google Scholar
• Francis, J. A., & Vavrus, S. J. (2012). Evidence linking Arctic amplification to extreme weather in mid-latitudes. Geophysical Research Letters, 39(6), L06801. https://doi.org/10.1029/2012GL051000
   Web of Science ®Google Scholar
• Grinias, J. P. (2017). Making a game out of it: Using web-based competitive quizzes for quantitative analysis content review. Journal of Chemical Education, 949, 1363–1366.
   Web of Science ®Google Scholar
• Hamilton, L. C. (2012). Did the Arctic ice recover? Demographics of true and false climate facts. Weather, Climate, and Society, 4(4), 236–249. https://doi.org/10.1175/WCAS-D-12-00008.1
   Web of Science ®Google Scholar
• Hamilton, L. C. (2013). Statistics with Stata (version 12). Cengage.
   Google Scholar
• Hamilton, L. C. (2015). Polar facts in the age of polarization. Polar Geography, 38(2), 89–106. https://doi.org/10.1080/1088937X.2015.1051158
   Web of Science ®Google Scholar
• Hamilton, L. C. (2016). Where is the North Pole? An election-year survey on global change. Durham, NH: Carsey School of Public Policy. http://scholars.unh.edu/carsey/285/
   Google Scholar
• Hamilton, L. C. (2018). Self-assessed understanding of climate change. Climatic Change, 151(2), 349–362. https://doi.org/10.1007/s10584-018-2305-0
   Web of Science ®Google Scholar
• Hamilton, L. C. (2020). Two kinds of polar knowledge. Journal of Geoscience Education, 1–7. doi:10.1080/10899995.2020.1838849.
   Google Scholar
• Hamilton, L. C., Cutler, M. J., & Schaefer, A. (2012). Public knowledge and concern about polar-region warming. Polar Geography, 35(2), 155–168. https://doi.org/10.1080/1088937X.2012.684155
   Google Scholar
• Hamilton, L. C., & Fogg, L. M. (2019). Physical-world knowledge and public views on climate change. University of New Hampshire Scholars Repository. https://scholars.unh.edu/faculty_pubs/648/
   Google Scholar
• Hamilton, L. C., & Keim, B. D. (2009). Regional variation in perceptions about climate change. International Journal of Climatology, 29(15), 2348–2352. https://doi.org/10.1002/joc.1930
   Web of Science ®Google Scholar
• Hamilton, L. C., & Lemcke-Stampone, M. (2014). Arctic warming and your weather: Public belief in the connection. International Journal of Climatology, 34(5), 1723–1728. https://doi.org/10.1002/joc.3796
   Web of Science ®Google Scholar
• Hamilton, L. C., Wirsing, J., Brunacini, J., & Pfirman, S. (2017). Arctic knowledge of the US. Witness the Arctic. https://www.arcus.org/witness-the-arctic/2017/5/highlight/2
   Google Scholar
• Howe, P. D., Mildenberger, M., Marlon, J., & Leiserowitz, A. (2015). Geographic variation in opinions on climate change at state and local scales in the USA. Nature Climate Change, 5(6), 596–603. https://doi.org/10.1038/nclimate2583
   Web of Science ®Google Scholar
• Jamil, Z., Fatima, S. S., & Saeed, A. A. (2018). Preclinical medical students' perspective on technology enhanced assessment for learning. JPMA, 68, 898–903.
   Google Scholar
• Kahoot! (2018). Company presentation, December 17, 2018. https://kahoot.com/files/2018/12/Kahoot_Company_Presentation_17_Dec2018.pdf
   Google Scholar
• Kahoot! (2020). Kahoot! for schools ways to play. https://kahoot.com/schools/ways-to-play/
   Google Scholar
• Leung, E., & Pluskwik, E. (2018). Effectiveness of gamification activities in a project-based learning classroom. Paper presented at ASEE Annual Conference & Exposition. Paper ID #22413.
   Google Scholar
• Mavridis, A., & Tsiatsos, T. (2016). Game-based assessment: Investigating the impact on test anxiety and exam performance. Journal of Computer Assisted Learning, 33(2), 1–14. https://doi.org/10.1111/jcal.12170
   Google Scholar
• McDonnell, J., Hotaling, L., Schofield, O., & Kohut, J. (2020). Key concepts in polar science: Coming to consensus on the essential polar literacy principles. Current: The Journal of Marine Education, 34(1), 2–8. https://doi.org/10.5334/cjme.42
   Google Scholar
• McGaw, B., Wardrop, J. L., & Bunda, M. A. (1972). Classroom observation schemes: Where are the errors? American Educational Research Journal, 9(1), 13–27. Retrieved from http://www.jstor.com/stable/1162047NationalAssociationofGeoscienceTeachers.(2019).Geoscienceliteracies. Retrieved from https://nagt.org/nagt/teaching_resources/literacies.html https://doi.org/10.3102/00028312009001013
   Web of Science ®Google Scholar
• National Geographic. (2019). Retrieved from https://create.kahoot.it/pages/NationalGeographic/12623069-dd17-40db-ae6b-098d323d3877
   Google Scholar
• National Research Council. (2012). Lessons and legacies of international polar year 2007–2008. The National Academies Press.
   Google Scholar
• Newton, R., Pfirman, S., Schlosser, P., Tremblay, B., Murray, M., & Pomerance, R. (2016). White Arctic vs. Blue Arctic: A case study of diverging stakeholder responses to environmental change. Earth's Future. 44(8), 396–405. https://doi.org/10.1002/2016EF000356
   Web of Science ®Google Scholar
• Niemi, R. G., & Junn, J. (1998). Civic education: What makes students learn. Yale University Press.
   Google Scholar
• Plump, C. M., & LaRosa, J. (2017). Using Kahoot! in the classroom to create engagement and active learning: A game-based technology solution for eLearning novices. Management Teaching Review, 2(2), 151–158. https://doi.org/10.1177/2379298116689783
   Google Scholar
• Provencher, J., Baeseman, J., Carlson, D., Badhe, R., Bellman, J., Hik, D., Huffman, L., Legg, J., Pauls, M., Pit, M., Shan, S., Timm, K., Ulstein, K., & Zicus, S. (2011). Polar research education, outreach and communication during the fourth IPY: How the 2007–2008 international polar year has contributed to the future of education, outreach and communication. International Council for Science (ICSU). Retrieved from https://munin.uit.no/bitstream/handle/10037/3730/article.pdf?sequence=1
   Google Scholar
• Rodriguez, M. C., & Haladyna, T. M. (2013). Writing selected-response items for classroom assessment. In SAGE handbook of research on classroom assessment (pp. 293–312). SAGE Publications Inc.
   Google Scholar
• Santos-Beneit, G., Sotos-Prieto, M., Bodega, P., Rodríguez, C., Orrit, X., Pérez-Escoda, N., Bisquerra, R., Fuster, V., Peñalvo, J. L. (2015). Development and validation of a questionnaire to evaluate lifestyle-related behaviors in elementary school children. BMC Public Health, 15, 1–7. https://doi.org/10.1186/s12889-015-2248-6
   Google Scholar
• Schloesser, K. A., & Gold, A. U. (2020). Bringing polar topics into the classroom: Teacher knowledge, practices, and needs. Journal of Geoscience Education, https://doi.org/10.1080/10899995.2020.1729076
   Google Scholar
• Schroeter, S., Lowther, N., Kelman, E., & Arnold, M. (2015). Overcoming challenges to communicating Antarctic climate science. The Polar Journal, 5(1), 59–81. https://doi.org/10.1080/2154896X.2015.1040257
   Google Scholar
• Shabudin, A. F. A., Rahim, R. A., & Ng, T. F. (2016). Strengthening scientific literacy on polar regions through education, outreach and communication (EOC). International Journal of Environmental & Science Education, 11(12), 5498–5515.
   Google Scholar
• Silver, N. (2008). State similarity scores. FiveThirtyEight, July 7, 2008. https://fivethirtyeight.com/features/state-similarity-scores/
   Google Scholar
• Tan, D., Ganapathy, M., Kaur, M. (2018). Kahoot! it: Gamification in higher education. Pertanika Journal of Social Sciences & Humanities, 26(1), 565–582.
   Google Scholar
• Theobald, E., & Dolan, E. L. (2018). Students are rarely independent: When, why, and how to use random effects in discipline-based education research. CBE Life Sciences Education, 17(3), 1–12.10.1187/cbe.17-12-0280
   Web of Science ®Google Scholar
• Turan, Z., & Meral, E. (2018). Game-based versus to non-game-based: The impact of student response systems on students' achievements, engagements and test anxieties. Informatics in Education, 17(1), 105–116. https://doi.org/10.15388/infedu.2018.07
   Web of Science ®Google Scholar
• Turrin, M., Zaima, L., Keen, C., Pfirman, S. (2019). Climate challenge Kahoot! campaign. https://create.kahoot.it/profile/Columbia_University
   Google Scholar
• Turrin, M., Pfirman, S., & Hamilton, L. (2020). Polar Fun and Games. Current: The Journal of Marine Education, 34(1), 9–14. https://doi.org/10.5334/cjme.43
   Google Scholar
• U.S. Department of Education, National Center for Education Statistics. (2001). A Comparison of the National Assessment of Educational Progress (NAEP), the Third International Mathematics and Science Study Repeat (TIMSS-R), and the Programme for International Student Assessment (PISA), NCES 2001-07, by David Nohara. Arnold A. Goldstein, project officer. U.S. Department of Education, National Center for Education Statistics.
   Google Scholar
• Wang, T. H. (2008). Web-based quiz-game-like formative assessment: Development and evaluation. Computers & Education, 51, 1247–1263.
   Web of Science ®Google Scholar
• Wang, A. I., & Lieberoth, A. (2016, October). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot. In European Conference on Games Based Learning (Vol. 20). Academic Conferences International Limited.
   Google Scholar
• Wang, A. I., Zhu, M., & Saetre, R. (2016). The effect of digitizing and gamifying quizzing in classrooms. Academic Conferences and Publishing International. 10th European Conference on Game Based Learning (ECGBL 2016), At Paisley, Scotland.
   Google Scholar
• Wichadee, S., & Pattanapichet, F. (2018). Enhancement of performance and motivation through application of digital games in an English language class. Teaching English with Technology, 18(1), 77–92.
   Google Scholar
• Xavier, J. C., Fugmann, G., Beck, I., Huffman, L., & Jensen, E. (2016). Education on biodiversity in the polar regions. In Biodiversity and education for sustainable development (pp. 43–56). Springer.
   Google Scholar
• Zarzycka-Piskorz, E. (2016). Kahoot it or not? Can games be motivating in learning grammar? Teaching English with Technology, 16(3), 17–36.
   Google Scholar