Kahoot! Game-based digital learning platform: A comprehensive meta-analysis

Abstract

Background

In recent years, the widespread use of technology in classrooms has encouraged the transition from traditional lecture methods to digital-based learning environments. Technological game-based learning platforms, such as Kahoot!, which are used to encourage students' active participation and interaction in learning environments, are used significantly by teachers and students in educational environments worldwide.

Objectives

This article aims to examine the effects of Kahoot, a digital learning platform, on education through meta-analysis. This meta-analysis provides a holistic understanding of the potential impact of Kahoot on education by synthesizing the results of various experimental studies. This study evaluates the influence of Kahoot on key educational variables, such as academic achievement, retention, motivation, anxiety and attitude, which are essential for enhancing teaching methods and optimizing learning environments.

Methods

The study conducted a meta-analysis following the guidelines outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). A total of 43 studies that met the specified criteria were included in the sample, providing a comprehensive overview of the impact of Kahoot across different contexts. The sample was n = 1706 for the experimental group and n = 1647 for the control group.

Results and Conclusion

The findings from the meta-analysis indicate that Kahoot has a significant moderate positive effect on academic achievement, with an average effect size of 0.772 (95%CI: 0.540–1.004). The analysis also shows a very large positive effect on retention, with an average effect size of 1.492, suggesting that students using Kahoot tend to have significantly higher retention compared with those who do not. For motivation, Kahoot demonstrates a large positive effect, with an average effect size of 0.960, indicating that students using Kahoot tend to be more motivated. The impact on anxiety is less clear, with a small negative effect size of −0.338, suggesting a moderate reduction in anxiety levels among students using Kahoot. Lastly, Kahoot appears to have a medium positive effect on students' attitudes towards learning, with an average effect size of 0.678.

Takeaways

These results underscore the potential of Kahoot as an effective educational tool. The results of this study provide valuable guiding information for educators and policy makers by helping to optimize teaching methods and learning environments through the effective use of digital tools, such as Kahoot. The findings suggest that Kahoot can increase academic achievement, retention, motivation and attitudes and potentially reduce anxiety, making it a promising digital tool for modern educational practice.