Ascertaining students’ opinions and knowledge can be difficult when using in class questioning and surveys. Issues such as psychological safety and stereotype threat can have a negative effect on student participation and learning (Croizet et al 2004, Hunsu et al 2016). However technologies such as Audience Response Systems (ARS) may limit these negative effects by allowing students to respond to questions in a psychologically safe, anonymous manner (Mahon et al 2018). Kahoot! is an ARS that allows the instructor to construct various types of multiple-choice question (MCQ) which students answer anonymously via their own smart devices. This can be done as individuals or in teams with real-time results displayed on-screen in class creating the conditions for further discussion and learning to take place. We have successfully used Kahoot in a number of different ways in two different post graduate nursing programmes for in-class questioning and in-class surveys.
In our Foundation Programme in Perioperative Nursing Kahoot! is used at the beginning and end of study days. The pre-study day quizzes are used to assess existing knowledge and guide learning during the study days. The post-study day quizzes are used to assess the learning that has occurred and therefore the success and appropriateness of the teaching and learning strategies employed. Students also complete a Kahoot! survey on the last study day to give their attitudes and opinions of the theoretical component of the course.
Kahoot! has also been used in our Postgraduate Diploma in Nursing Programmes to examine students' ability to apply learning to simulated cases. It has also been used to survey students’ attitudes and opinions of Kahoot! as a teaching and learning tool (Mahon et al, 2018).
In this presentation we will describe and demonstrate the variety of ways that we have used Kahoot! in our programmes.
References
Croizet, J., Despres, G., Gauzins, M., Huguet, P., Leyens, J., & Meot, A. (2004). Stereotype threat undermines intellectual performance by triggering a disruptive mental load. J. Pers Soc Psychol Bulletin, 30(6), 721-731.
Hunsu, N., Adesope, O., & Bayly, D. J. (2016). A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect. Comput Educ, 94, 102-119.
Mahon, P. Lyng, C. Crotty, Y. Farren, M. (2018) Transforming classroom questioning using emerging technology. Br J Nurs 27(7), 389-394.
Topics: Gamification , Topics: Innovations and Design in Online and Blended Learning
