The Courses are Online, What about the Students? Did They Really Online? Using Kahoot! In the Emergency Remote Teaching Process

Year 2023, , 74 - 89, 30.04.2023

Ayşegül Nihan Erol Şahin

https://doi.org/10.54535/rep.1264989

Abstract

This study investigates the effectiveness of using Kahoot! as an educational tool for emergency remote teaching during the COVID-19 pandemic. The research follows a phenomenological approach, which is a qualitative research method. The study group consists of 83 university students who were taking the HIST-101 course on Ataturk's Principles and History of the Turkish Revolution. The sample was selected using easily accessible sampling due to the pandemic situation. The research utilized a semi-structured interview form developed by the researchers and LMS records as data collection tools. The study lasted for 15 weeks, and the interviews were conducted online via Google Forms and the LMS. The findings were analyzed using content analysis from a holistic perspective. The research concludes that Kahoot! sessions positively impacted the students' attitudes towards the lesson and enhanced their learning. Many students found Kahoot! to be a useful tool for learning, engaging with the lesson, and having an emotionally comfortable and enjoyable educational experience without stress. The study's results suggest that using such tools for distance education has numerous benefits.

Keywords

Emergency Remote Teaching Process, Gamification, History teaching, Kahoot!, Online learning

Supporting Institution

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Project Number

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References

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