Formative assessment: Game-based tool for improving Psychological Abilities

Abstract

Keeping students interested and motivated to learn new material, particularly if they see it as difficult or unfamiliar, may be a herculean task. Kahoot, along with other forms of academic technology, may be used to make learning difficult scientific concepts more engaging for pupils. An increasing amount of focus has been placed on using video games to teach in recent years. The digital generation enjoys using mobile applications. A lot of education-research work has been put into evaluating Kahoot's usefulness for learning. Kahoot has developed as an appealing and participatory game platform. Kahoot, as a formative assessment tool, which has been demonstrated to be successful in numerous educational subjects, is one of the critical applications. The study's goal was to encourage instructors to use digital assessment tools and approaches to enhance students' psychological abilities, such as motivation, enjoyment, and performance in learning. The study used the educational technology application Kahoot for formative assessment. Our objective is to determine how the use of online game “KAHOOT” affect the students' motivation, enjoyment, engagement and learning outcome which is used to complement traditional teacher centered learning. Volunteered participants were divided into two groups: Kahoot (n=32) and paper-based (n=32), and were given lectures on a particular chemistry topic for a specific period. Then quiz was conducted in groups; the participants in the Kahoot groups gave the test on Kahoot mobile application, while the student in the paper-based group traditionally gave the quiz. Then the participants in both groups were surveyed on a Likert-scale questionnaire to determine their perceptions of participants on the above-stated themes. Then, the mean, standard deviation, and T test were used to determine the perceptions in both groups. The participants ultimately agreed that xii effective Learning, Motivation, Engagement, and fun were all in the Kahoot-based group compared to the paper-based group with a statistically striking difference. In conclusion, this study supported the hypothesis that Kahoot is a powerful tool for engaging students in their class. The overall activity had a definite effect on the learners and instructors as the students enjoyed exploring “Atoms and ions” in their chemistry class through the use of ‘KAHOOT!