Bringing Kahoot! Into the Classroom: The Perceived Usefulness and Perceived Engagement of Gamified Learning in Higher Education

Abstract

With the emergence and growing use of ICT, educational institutions have tried to adapt to the new standard at an exponential rate. Gamification has the potential to positively impact students' behavior, dedication, and motivation, which can lead to knowledge and skill progress if utilized and integrated appropriately. The purpose of the study is to examine perceptions from undergraduate students concerning the use of Kahoot! in their classrooms. Statistical analysis was performed on the empirical data received from a questionnaire (n = 113). The findings revealed that gamification had a positive impact on the students learning progress. However, gamification did not keep them motivated throughout the entire course. Furthermore, foreign students perceive gamified learning as more useful than their Thai peers. The results of this study have practical implications for practitioners and theoretical implications for educational researchers.