6,957
Views
10
CrossRef citations to date
0
Altmetric
Original Article

Innovating pathology learning via Kahoot! game-based tool: a quantitative study of students` perceptions and academic performance

ORCID Icon & ORCID Icon
Pages 215-223 | Received 03 Jan 2021, Accepted 07 Jul 2021, Published online: 29 Jul 2021

References

  • Knollmann-Ritschel BEC, Regula DP, Borowitz MJ, et al. Pathology competencies for medical education and educational cases. Acad Pathol. 2017;4:Article No. 2374289517715040.
  • Ismail M-A-A, Mohammad JA-M. Kahoot: a promising tool for formative assessment in medical education. Educ Med J. 2017;9(2):19–26.
  • Wassef R, Elkhamisy FA. Evaluation of a web-based learning management platform and formative assessment tools for a medical parasitology undergraduate course. PUJ. 2020;13(2): p. 99–106. DOI:https://doi.org/10.21608/PUJ.2020.29543.1070
  • Krouska A, Troussas C, Sgouropoulou C. Applying genetic algorithms for recommending adequate competitors in mobile game-based learning environments. In: Kumar V, Troussas C, editors. Intelligent tutoring systems. ITS 2020. Lecture notes in computer science. Vol. 12149. Cham: Springer; 2020. p. 196–204. DOI:https://doi.org/10.1007/978-3-030-49663-0_23.
  • Plass JL, Homer BD, Kinzer CK. Foundations of game-based learning. Educ Psychologist. 2015;50(4):258–283.
  • Yulian VN, Hayati N. Enhancing students’ mathematical connection by brain based learning model. J Phys Conf Ser. 2019;1315(1):012029.
  • Troussas C, Krouska A, Sgouropoulou C. Collaboration and fuzzy-modeled personalization for mobile game-based learning in higher education. Comput Educ. 2020;144:103698.
  • Felszeghy S, Pasonen-Seppänen S, Koskela A, et al. Using online game-based platforms to improve student performance and engagement in histology teaching. BMC Med Educ. 2019;19:273.
  • Bicen H, Kocakoyun S. Determination of university students’ most preferred mobile application for gamification. World J Educ Tech. 2017;9(1):18–23.
  • Plump CM, LaRosa J. Using Kahoot! in the classroom to create engagement and active learning: a game-based technology solution for elearning novices. Manag Teach Rev. 2017;2(2):1–8.
  • Ofori E, Abulaila Y, DAl-Kurdi D, et al. Application of Kahoot! as a teaching and learning tool in PharmD curriculum. FASEB J. 2020;34(S1). DOI:https://doi.org/10.1096/fasebj.2020.34.s1.03176
  • Ismail MA, Ahmad A, Mohammad JA, et al. Using Kahoot! as a formative assessment tool in medical education: a phenomenological study. BMC Med Educ. 2019;19:230.
  • Á T, Lógó P, Lógó E. The effect of the kahoot quiz on the student’s results in the exam. Polytech Soc Manag Sci. 2019;27(2):173–179.
  • Basuki Y, Hidayati YN, Trenggalek S, et al. Kahoot! or Quizizz: the students’ perspectives [Internet]. ELLIC. 2019. DOI: https://doi.org/10.4108/eai.27-4-2019.2285331
  • Aktekin NC, Çelebi H, Aktekin M. Let’s Kahoot! anatomy. Int J Morphol. 2018;36(2):716–721.
  • Wang AI, Tahir R. The effect of using Kahoot! for learning – a literature review. Comput Educ. 2020;149(2020):103818.
  • Neureiter D, Klieser E, Neumayer B, et al. Feasibility of Kahoot! as a Real-time assessment tool in (histo-)pathology classroom teaching. Adv Med Educ Pract. 2020;11:695–705.
  • Healy AF, Wohldmann EL. Psychology of learning and motivation, Vol. 57, 227–253. Elsevier: 2012. USA. https://doi.org/https://doi.org/10.1016/B978-0-12-394293-7.00006-6
  • Harden RM, Sowden A, Dunn WR. Educational strategies in curriculum development: the SPICES model. Med Educ. 1984;18(4):284–297.
  • Likert RA. Technique for the measurement of attitudes. Arch Psychol. 1932;22:5–55.
  • Craig S, Tait N, Boers D, et al. Review of anatomy education in Australian and New Zealand medical schools. ANZ J Surg. 2010;80:212–216.
  • Al-Hariri MT, Al-Hattami AA. Impact of students’ use of technology on their learning achievements in physiology courses at the University of Dammam. J Taibah Univ Med Sci. 2017;12(1):82–85.
  • Bergdah N, Nouri J, Fors U. Disengagement, engagement and digital skills in technology-enhanced learning. Educ Inf Technol. 2020;25:957–983.
  • Sagun L, Arias R. Digital pathology: an innovative approach to medical education. PJP. 2018;3:7–11.
  • Mukundu Nagesh N, Chiva Giurca B, Lishman S. Innovating undergraduate pathology education through public engagement. Virchows Arch. 2018;472:853–863.
  • Banikowski AK, Mehring TA. Strategies to enhance memory based on brain research. Focus Except Child. 1999;32(2):1–16.
  • Janssen A, Shaw T, Goodyear P, et al. A little healthy competition: using mixed methods to pilot a team-based digital game for boosting medical student engagement with anatomy and histology content. BMC Med Educ. 2015;15:173.
  • Knowles MS. Andragogy in action: applying modern principles of adult education. 1st ed. San Francisco CA: Jossey Bass; 1984.
  • Ogg T, Zimdars A, Heath A. Schooling effects on degree performance: a comparison of the predictive validity of aptitude testing and secondary school grades at Oxford University. BERJ. 2013;35(5):781–807.
  • Bruestle P, Haubner D, Schinzel B et al. Doing E-learning/doing gender? Examining the relationship between students’ gender concepts and E-learning technology. 5th European Symposium on Gender & ICT Digital Cultures: Participation - Empowerment – Diversity, March 5-7, 2009. University of Bremen; 2013. Germany. http://www.informatik.unibremen.de/soteg/gict2009/proceedings/GICT2009_Adamus.pdf.
  • Kristen Y, Ethan L, Justin FS. Comparison of traditional and gamified student response systems in an undergraduate human anatomy course. HAPS Educ. 2019;23(1):29–36.
  • Sumanasekera W, Chase T, Kaven L, et al. Evaluation of multiple active learning strategies in a pharmacology course. Curr Pharm Teach Learn. 2020;12(1):88–94.
  • Chang C-Y, Hwang G-J. Trends in digital game-based learning in the mobile era: a systematic review of journal publications from 2007 to 2016. Int J Mobile Learn Organ. 2019;13(1):68–90.
  • Martin W, Silander M, Rutter S. Digital games as sources for science analogies: learning about energy through play. Comput Educ. 2019;130:1–12.
  • Schmidt HG, Mamede S. How to improve the teaching of clinical reasoning: a narrative review and a proposal. Med Educ. 2015;49(10):961–973.
  • Krouska A, Troussas C, Sgouropoulou C. A personalized brain-based quiz game for improving students’ cognitive functions. In: Frasson C, Bamidis P, Vlamos P, editors. Brain function assessment in learning. BFAL 2020. Lecture notes in computer science. Vol. 12462. Cham: Springer; 2020. p. 102–106. DOI:https://doi.org/10.1007/978-3-030-60735-7_11.
  • Röpke R, Schroeder U, Drury V, et al. Towards personalized game-based learning in anti-phishing education, 2020 IEEE 20th International Conference on Advanced Learning Technologies. 2020: 65–66. Tartu, Estonia.