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The Effective Role of using Kahoot Application in Supporting University Education in Saudi Universities: Case Study on King Abdulaziz University Jeddah, Saudi Arabia

Journal: International Journal of Computing, Communications and Networking (IJCCN) (Vol.11, No. 4)

Publication Date:

Authors : ;

Page : 1-36

Keywords : Kahoot Application; Motivation; Learning; Academic Achievemen;

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The Kahoot program now provides more than forty million pre-packaged games in all subjects and in various languages and levels. It is also available to all learners, which makes starting learning on it quickly, easy and appropriate, especially in the distance learning process when the time and conditions are not available to reach the educational institution. Since Kahoot is completely free, it simply requires you to create an account to start working on it. Students can use it through most electronic devices from anywhere and at any time after connecting to the Internet. This study aimed to identify the effectiveness of using Kahoot application in increasing motivation and achievement. The study was done on the faculty of communication and media- King Abdulaziz University. The most important results indicate that the use of the Kahoot application had a positive impact on increasing learning motivation and learning the offensive skills under discussion in a short time. The leaderboards for learners applying Kahoot had a positive impact on indirect learning among learners. Also, the results indicate that although teachers believe that Kahoot is qualified with several positive features, it still suffers from several disadvantages in which it can definitely improve. Finally it was found that the most important advantage of Kahoot application is immediate feedback. The teacher can gather information about how many students get the right answer at once and can compare that information with students' current level of knowledge about a topic. Kahoot also frees both the teachers and students from traditional assessment and evaluation models

Last modified: 2023-05-21 22:39:56