TY - JOUR
T1 - A ‘KAHOOT!’ Approach
T2 - The Effectiveness of Game-Based Learning for an Advanced Placement Biology Class
AU - Jones, Serena M.
AU - Katyal, Priya
AU - Xie, Xuan
AU - Nicolas, Madeleine P.
AU - Leung, Eric M.
AU - Noland, Damon M.
AU - Montclare, Jin Kim
N1 - Funding Information:
Jones Serena M. 1 Katyal Priya 1 Xie Xuan 1 Nicolas Madeleine P. 1 Leung Eric M. 1 Noland Damon M. 2 Montclare Jin Kim 1 3 4 5 1 New York University Tandon School of Engineering, USA 2 The Urban Assembly Institute of Math and Science for Young Women, USA 3 New York University College of Arts and Science, USA 4 New York University College of Dentistry, USA 5 New York University School of Medicine, USA Jin Kim Montclare, Department of Chemical and Biomolecular Engineering, New York University Tandon School of Engineering, 6 MetroTech Center, Brooklyn, NY 11201, USA. Email: [email protected] 10 2019 1046878119882048 © The Author(s) 2019 2019 SAGE Publications Background. Keeping high school students engaged and motivated to learn complex scientific concepts can be difficult and challenging; this is especially true if the task feels daunting and unfamiliar to the students. Incorporating educational technology, such as KAHOOT, into the classroom can help students learn scientific material even when it is difficult. Aim. Our objective is to determine the effectiveness of gamification in an Advanced Placement Biology ( AP biology) classroom by using the online game ‘KAHOOT!’ as a supplement to traditional teacher-centered learning. In addition, we determine the use of ‘KAHOOT!’ in enhancing student engagement and the learning experience for biology. Methods. A presentation on Transcription and Translation was given to a small group of high school AP Biology students ( n = 18, 18 women). After the presentation, the students were given 15 questions and twenty seconds to answer each question in the ‘KAHOOT!’ game. Both the students and the teacher were given a post-activity survey to assess their interest in the activity. Results. Based on the responses in the Students’ Survey, ‘KAHOOT!’ can be used as a gamified assessment tool to help students learn the topic of ‘Transcription and Translation’ by actively engaging them in a fun and exciting manner. Conclusion. The overall activity had a positive impact on the students and teacher as the students enjoyed learning Transcription and Translation through the use of ‘KAHOOT!’. Advanced placement biology (AP Biology) educational technology game-based learning gamification ‘KAHOOT!’ student engagement Division of Materials Research https://doi.org/10.13039/100000078 DMR 1420073 Division of Materials Research https://doi.org/10.13039/100000078 DMR 1728858 edited-state corrected-proof We would like to thank UAI for allowing us to conduct this research activity with their students as well as the NSF for funding this research activity. Authors’ Contributions SMJ created the presentation, questions for the ‘KAHOOT!’ Game, the survey questions, and drafted the manuscript. PK developed the Chimera visualizations and videos, assisted in presentation and edited the manuscript. XX assisted in presentation and developing the Chimera visualizations and videos. MPN and EML transferred our content accessible URLs. JKM and DNM conceived this study. All the authors’ read and approved the final manuscript. Availability of Data and Materials All materials that were used to develop a conclusion can be found in the links embedded in the manuscript and in the supporting information section. Declaration of Conflicting Interests The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Funding The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the NSF-DMREF under Award Number DMR 1728858 and NSF-MRSEC Program under Award Number DMR 1420073. IRB Statement This research was approved by both New York University’s Institutional Review Board and New York City Department of Education Institutional Review Board.
Funding Information:
We would like to thank UAI for allowing us to conduct this research activity with their students as well as the NSF for funding this research activity. The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the NSF-DMREF under Award Number DMR 1728858 and NSF-MRSEC Program under Award Number DMR 1420073.
Publisher Copyright:
© The Author(s) 2019.
PY - 2019/12/1
Y1 - 2019/12/1
N2 - Background.Keeping high school students engaged and motivated to learn complex scientific concepts can be difficult and challenging; this is especially true if the task feels daunting and unfamiliar to the students. Incorporating educational technology, such as KAHOOT, into the classroom can help students learn scientific material even when it is difficult. Aim. Our objective is to determine the effectiveness of gamification in an Advanced Placement Biology (AP biology) classroom by using the online game ‘KAHOOT!’ as a supplement to traditional teacher-centered learning. In addition, we determine the use of ‘KAHOOT!’ in enhancing student engagement and the learning experience for biology. Methods. A presentation on Transcription and Translation was given to a small group of high school AP Biology students (n = 18, 18 women). After the presentation, the students were given 15 questions and twenty seconds to answer each question in the ‘KAHOOT!’ game. Both the students and the teacher were given a post-activity survey to assess their interest in the activity. Results. Based on the responses in the Students’ Survey, ‘KAHOOT!’ can be used as a gamified assessment tool to help students learn the topic of ‘Transcription and Translation’ by actively engaging them in a fun and exciting manner. Conclusion. The overall activity had a positive impact on the students and teacher as the students enjoyed learning Transcription and Translation through the use of ‘KAHOOT!’.
AB - Background.Keeping high school students engaged and motivated to learn complex scientific concepts can be difficult and challenging; this is especially true if the task feels daunting and unfamiliar to the students. Incorporating educational technology, such as KAHOOT, into the classroom can help students learn scientific material even when it is difficult. Aim. Our objective is to determine the effectiveness of gamification in an Advanced Placement Biology (AP biology) classroom by using the online game ‘KAHOOT!’ as a supplement to traditional teacher-centered learning. In addition, we determine the use of ‘KAHOOT!’ in enhancing student engagement and the learning experience for biology. Methods. A presentation on Transcription and Translation was given to a small group of high school AP Biology students (n = 18, 18 women). After the presentation, the students were given 15 questions and twenty seconds to answer each question in the ‘KAHOOT!’ game. Both the students and the teacher were given a post-activity survey to assess their interest in the activity. Results. Based on the responses in the Students’ Survey, ‘KAHOOT!’ can be used as a gamified assessment tool to help students learn the topic of ‘Transcription and Translation’ by actively engaging them in a fun and exciting manner. Conclusion. The overall activity had a positive impact on the students and teacher as the students enjoyed learning Transcription and Translation through the use of ‘KAHOOT!’.
KW - Advanced placement biology (AP Biology)
KW - educational technology
KW - game-based learning
KW - gamification
KW - student engagement
KW - ‘KAHOOT!’
UR - http://www.scopus.com/inward/record.url?scp=85074346889&partnerID=8YFLogxK
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U2 - 10.1177/1046878119882048
DO - 10.1177/1046878119882048
M3 - Article
AN - SCOPUS:85074346889
SN - 1046-8781
VL - 50
SP - 832
EP - 847
JO - Simulation and Gaming
JF - Simulation and Gaming
IS - 6
ER -