Assessing the Use of "Kahoot!" in an Undergraduate General Chemistry Classroom

Autor/in	Youssef, Mena
Titel	Assessing the Use of "Kahoot!" in an Undergraduate General Chemistry Classroom
Quelle	In: Journal of Chemical Education, 99 (2022) 2, S.1118-1124 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Youssef, Mena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00799
Schlagwörter	Educational Technology; Undergraduate Students; Chemistry; Tests; Formative Evaluation; Audience Response Systems; Game Based Learning; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Chemie; Examination; Prüfung; Examen; Unterrichtserfolg
Abstract	Formative assessment is a crucial element of teaching and learning which allows students to identify challenging course concepts and enables educators to assess the effectiveness of their teaching strategies. Web-based student response systems have gained popularity for their ability to provide instant feedback to students and instructors while simultaneously promoting active learning and student engagement. "Kahoot!," a competitive game-based student response system, has recently been used to assess students at various academic levels across numerous disciplines, though its effectiveness in undergraduate general chemistry classrooms remains unclear. This paper presents the use of "Kahoot!" during sequential semesters of General Chemistry I and II with the same group of undergraduate students. The utility of using "Kahoot!" as an assessment tool is evaluated by analyzing anonymous student feedback surveys. The student response to using "Kahoot!" is encouraging and indicates that "Kahoot!" may be an enjoyable, engaging, and effective assessment tool when used in undergraduate general chemistry classrooms. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01