1,148
Views
7
CrossRef citations to date
0
Altmetric
Articles

The effect of integrating Kahoot! and peer instruction in the Spanish flipped classroom: the student perspective

ORCID Icon
Pages 63-78 | Received 10 Mar 2020, Accepted 25 Jan 2021, Published online: 26 Apr 2021

References

  • Beatty, I. D. 2004. “Transforming Student Learning with Classroom Communication Systems.” Educause Center for Applied Research (ECAR) Research Bulletin ERB0403, Feb 3.
  • Bergmann, J. and A. Sams. 2014. Flipped Learning: Gateway to Student Engagement. Eugene, OR: International Society for Technology in Education.
  • Bergmann, J. and A. Sams. 2012. Flip your Classroom: Reach Every Student in Every Class Every Day. Eugene, OR: International Society for Technology in Education.
  • Bicen, H. and S. Kocakoyun. 2018. “Perceptions of Students for Gamification Approach: Kahoot as a Case Study.” International Journal of Emerging Technologies in Learning 13 (2): 72-93.
  • Blasco-Arcas, L., I. Buil, B. Hernández-Ortega, and F. J. Sese. 2013. “Using Clickers in Class. The Role of Interactivity, Active Collaborative Learning and Engagement in Learning Performance.” Computers & Education 62: 102-110.
  • Bowen, J. A. 2012. Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning. San Francisco: Jossey-Bass.
  • Brame, C. J. and R. Biel. 2015. “Test-Enhanced Learning: The Potential for Testing to Promote Greater Learning in Undergraduate Science Courses.” CBE-Life Sciences Education 14 (2): 1-12.
  • Bruff, D. 2009. Teaching with Classroom Response Systems: Creating Active Learning Environments. San Francisco: Jossey-Bass.
  • Capp, M. J. 2017. “The Effectiveness of Universal Design for Learning: A Meta-Analysis of Literature between 2013 and 2016.” International Journal of Inclusive Education 21 (8): 791-807.
  • Cárdenas-Moncada, C., M. Véliz-Campos, and L. Véliz. 2020. “Game-Based Student Response Systems: The Impact of Kahoot in a Chilean Vocational Higher Education EFL Classroom.” Computer-Assisted Language Learning Electronic Journal (CALL-EJ) 21 (1): 64-78.
  • Cardoso, W. 2011. “Learning a Foreign Language with a Learner Response System: The Students’ Perspective.” Computer Assisted Language Learning 24 (5): 393-417.
  • Crouch, C. H. and E. Mazur. 2001. “Peer Instruction: Ten Years of Experience and Results.” American Journal of Physics 69 (9): 970-977.
  • Dangel, H. L. and C. X. Wang. 2008. “Student Response Systems in Higher Education: Moving Beyond Linear Teaching and Surface Learning.” Journal of Educational Technology Development and Exchange 1 (1): 93-104.
  • Dolezal, D., A. Posekany, R. Motschnig, and R. Pucher. 2018. “Effects of Introducing a Game-Based Student Response System into a Flipped, Person-Centered Classroom on Object-Oriented Design.” In Advances in Web-Based Learning – ICWL 2018, eds. G. Hancke, M. Spaniol, K. Osathanunkul, S. Unankard, and R. Klamma, Lecture Notes in Computer Science 11007: 132-139. Cham: Springer.
  • Dörnyei, Z. 2007. Research Methods in Applied Linguistics: Quantitative, Qualitative, and Mixed Methodologies. Oxford: Oxford University Press.
  • Dumont, A. 2013. “Peer Instruction to Learn English.” ICT for Language Learning: 6th Conference edition, 14-15. Florence.
  • Educause Horizon Report. 2019. Higher Education Edition 1-44.
  • European University Association. 2019. “Promoting Active Learning in Universities.” Thematic Peer Group Report. Learning & Teaching Paper #5: 1-12.
  • Fadel, H. T. 2017. Utilizing Recorded Lecturers and Simple Mobile Phone Audience Response Systems in a Modified Flipped Classroom-Peer Instruction Format. In Innovative Teaching and Learning in Higher Education, eds. J. Branch et al., 191-201. Oxfordshire: Libri Publishing.
  • Garrison, D. R. and N. D. Vaughan. 2008. Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Francisco, CA: Jossey-Bass.
  • Gillies, R. M. 2014. “Developments in Classroom-Based Talk.” International Journal of Educational Research 63: 63-68.
  • Hung, H. T. 2017a. “Clickers in the Flipped Classroom: Bring Your Own Device (BYOD) to Promote Student Learning.” Interactive Learning Environments 25 (8): 983-995.
  • Hung, H. T. 2017b. “The Integration of a Student Response System in Flipped Classrooms.” Language Learning and Technology 21 (1): 16-27.
  • Lage, M. J., G. J. Platt, and M. Treglia. 2000. “Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment.” The Journal of Economic Education 31 (1): 30-43.
  • Lavrakas, P. J. 2008. “Content Analysis.” In Encyclopedia of Survey Research Methods, ed. P. J. Lavrakas, 141-144. Thousand Oaks, CA: SAGE.
  • Licorish, S. A., H. E. Owen, B. Daniel, and J. L. George. 2018. “Students’ Perception of Kahoot!’s Influence on Teaching and Learning.” Research and Practice in Technology Enhanced Learning 13 (9): 1-23.
  • Liu, C., S. Sands-Meyer, and J. Audran. 2019. “The Effectiveness of the Student Response System (SRS) in English Grammar Learning in a Flipped English as a Foreign Language (EFL) Class.” Interactive Learning Environments 27 (8): 1178-1191.
  • Lizzio, A., K. Wilson, and R. Simons. 2002. “University Students’ Perceptions of the Learning Environment and Academic Outcomes: Implications for Theory and Practice.” Studies in Higher Education 27 (1): 27-52.
  • Lucke, T., U. Keyssner, and P. Dunn. 2013. “The Use of a Classroom Response System to More Effectively Flip the Classroom.” 2013 IEEE Frontiers in Education Conference (FIE) 491-495.
  • Mackey, A. and S. M. Gass. 2005. Second Language Research: Methodology and Design. Mahwah, NJ: Lawrence Erlbaum.
  • Mazur, E. 1997. Peer Instruction: A User's Manual. Series in Educational Innovation. Upper Saddle River, NJ: Prentice Hall.
  • Medina, E. G. L. and C. P. R. Hurtado. 2017. “Kahoot! A Digital Tool for Learning Vocabulary in a Language Classroom.” Revista Publicando 4 (12, 1): 441-449.
  • Mercer, N. and C. Howe. 2012. “Explaining the Dialogic Processes of Teaching and Learning: The Value and Potential of Sociocultural Theory.” Learning, Culture and Social Interaction 1 (1): 12-21.
  • Neumeier, P. 2005. “A Closer Look at Blended Learning — Parameters for Designing a Blended Learning Environment for Language Teaching and Learning.” ReCALL 17 (2): 163-178.
  • Nicolaidou, I. 2018. “Turn Your Classroom into a Gameshow with a Game-Based Student Response System.” In Proceedings of the 12th European Conference on Games Based Learning (ECGBL 2018), 4-5 October 2018, Sophia Antipolis, France, ed. Melanie Ciussi, 487-494. Sonning Common: Academic Conferences and Publishing International Ltd.
  • Osguthorpe, R. T. and C. R. Graham. 2003. “Blended Learning Environments: Definitions and Directions.” Quarterly Review of Distance Education 4 (3): 227-233.
  • Richardson, A. M., P. K. Dunn, C. McDonald, and F. Oprescu. 2015. “CRiSP: An Instrument for Assessing Student Perceptions of Classroom Response Systems.” Journal of Science Education and Technology 24 (4): 432-447.
  • Richardson, S. and A. Radloff. 2014. “Allies in Learning: Critical Insights into the Importance of Staff-Student Interactions in University Education.” Teaching in Higher Education 19 (6): 603–615.
  • Rowley, N. and J. Green. 2015. “Just-In-Time Teaching and Peer Instruction in the Flipped Classroom to Enhance Student Learning.” Education in Practice 2 (1): 14-17.
  • Schell, J. A. and A. C. Butler. 2018. “Insights from the Science of Learning Can Inform Evidence-Based Implementation of Peer Instruction.” Frontiers in Education 3 (33): 1-13.
  • Tapscott, D. and A. Williams. 2010. “Innovating the 21st Century University: It’s Time.” Educause Review 45 (1): 17-29.
  • Wang, A. I. 2015. “The Wear Out Effect of a Game-Based Student Response System.” Computers & Education 82: 217-227.
  • Wang, A. I. and Tahir, R. 2020. “The Effect of Using Kahoot! for Learning – A Literature Review.” Computers & Education 149: 103818.
  • Wichadee, S. and F. Pattanapichet. 2018. “Enhancement of Performance and Motivation through Application of Digital Games in an English Language Class.” Teaching English with Technology 18 (1): 77-92.
  • Zou, D. and H. Xie. 2019 “Flipping an English Writing Class with Technology-Enhanced Just-In-Time Teaching and Peer Instruction.” Interactive Learning Environments 27 (8): 1127-1142.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.