Kahoot! Technology for Improving Student Motivation

Concurrent Session 4
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Brief Abstract

 Kahoot! is a game-based learning classroom response system that can bring motivation and fun into the classroom for students. Kahoot! can be used in the online classroom by directly adding a survey or question into the discussion post, create quizzes, assigned through homework (possibly instead of assignment or in conjunction with assignments), or through direct challenges. Counseling Instructors can add a spur-of-the-moment question(s) in the discussion post and record the responses for later analysis or grading.  Specifically, Counselor Education instructors can choose to create a Kahoot!, to prepare students for the NCE. Kahoot! offers a free reporting feature, where instructors can retrieve overall student performance and feedback. Additionally, Kahoot! can be used in real time by using a shared screen through Skype or Google Hangouts. Kahoot! can breathe new excitement to the online learning system, spawn significant student engagement, especially with the Generation Z learners. 


Kahoot! D. Latham. (2017, July 6). Global learning with Kahoot! showcased at ISTE 2017 [Web log

post]. Retrieved from https://kahoot.com/blog/2017/07/06/global-learning-kahott-iste-


My educational background began when I received my undergraduate from West Liberty State College (now University), where I majored in Psychology and carried a minor in Social Work. I graduated Magna Cum Laude and have very fond memories as a Hilltopper! Next, I attended West Virginia University and obtained a Masters in Rehabilitation Counseling. After receiving my Masters, I decided to apply to the Counselor Education and Supervision program at Duquesne University in Pittsburgh, PA., Where I received my doctorate. I have 16+ years of field counseling experience as a Rehabilitation Counselor in the federal, state, and county sectors. My teaching experience includes courses in Sociology and Psychology. I have a license in professional counseling (LPC) and certifications as a Certified Rehabilitation Counselor (CRC) and a Certified Advanced Alcohol and Drug Counselor (CAADC). I currently work as a substance abuse counselor and conduct individual and group counseling. Currently teaching Pre-Practicum 2 in the Mental Health Counseling Program.

Extended Abstract

 As educators, we need to remain cognizant and understand the digital footprint of Generation Z learners. Demonstrating the use of Kahoot! will provide our faculty with an innovative tool that will assist educators in connecting, motivating, and inspiring our digital Generation Z learners.



Studies show that game-based learning can be a useful tool to inspire, motivate, aid in education, and to keep students engaged in the learning process. Kahoot! is a free application tool where an educator can create a quiz, discussion, or survey that permits the students to choose answers from a multiple-choice bank. Kahoot! can be downloaded on student’s smartphones or computers and they can receive instant gratification from their responses.




Plump & LaRosa (2018) found that game-based learning is gaining approval for use in eLearning in higher education. Specifically, game-based learning works by engaging students with immediate feedback. , Bawa (2019), Douligeries, Seraalidou, & Gkotsiopoulos (2018), Plump & LaRosa (2018) also found that students in higher education, both graduate and undergraduate, have responded favorably to the use of Kahoot in the online environment with responses of fun and engaging. A survey study by Correia & Santos (2017) found that using Kahoot! in higher education significantly increased students’ motivation and can be useful for assessing learning.  In addition, Barnes (n.d.) suggests the use of Kahoot! resulted in improved student engagement and can foster a greater



connection to the learning process. Several studies including, Chaiyo & Nokham (2017), Iwamoto, Hargis, Taitano, & Vuong, (2017) Kuo & Chuang (2018), Licorish, Owen, Daniel & George (2018), concluded that Kahoot! is an excellent tool for use in higher education to influence greater student motivation, classroom dynamics, and improved learning experience.


Furthermore, generation Z learners appear to respond effectively to gamification techniques such as Kahoot! (Kuo & Chuang 2018).

Kahoot! can provide healthy competition and is quick to reward the right answer, motivates educators, as well as students.  According to Sabandar, Supit, & Suryana (2018), educators can stretch their imagination by creating game-based assessments in several different arrangements including multiple-choice questions, jumbled vocabulary, and jumbled sentences. Also, educators point out greater student involvement and participation, better performance, and the advancement of learning when using Kahoot! (Correia & Santos (2017), Yeung (2017).


According to Ren & Wagner (2016) Kahoot! was created in 2013 and within a year it had 1.5 million registered educators.  Participants simply go to getkahoot.com and follow the simple first-time user registration process. Educators can create a quiz, edit a quiz, and set time limits for question answering. Kahoot! will generate a “game pin,” to access the quiz and provide to students. Students will be requested to assign themselves a player nickname. Players will enter the six-digit game code to enter into the quiz after downloading the Kahoot! application. The Kahoot! application is free and has been tested with the major browsers including Chrome, Firefox, Internet Explorer, Safari, and Android.


I propose to engage participants by introducing attendees to a 15 minute powerpoint presentation of what is Kahoot!, and why use this interactive, fun, pedagogical gaming device in the classroom. Next, I plan to begin a 65 minute active participant workshop on how to use Kahoot! through several interactive demonstrations that each audience member can participate. The final 10 minutes of the workshop will be aimed at a Q &A session. Participants in this workshop will need to have a smartphone, computer, or laptop to participant, as well as, WiFi.  


I intend to employ Kahoot! technology to engage, motivate, and encourage faculty to participate in a new innovative technique of teaching. I plan to utilize an overhead projector (if available) and my

personal computer and monitor. I will introduce several quizzes and jumbles prevalent to today’s counseling topics. The topics of quizzes will include, understanding legal and ethical issues, address the several diagnosis and process recommendations to a dispensary to obtain medical marijuana; check your knowledge on PTSD; REBT techniques; and other up to date counseling issues. 


Learning outcomes for participants who engage in this workshop will include:

  • What is Kahoot!, and why Kahoot! is a good choice to use in the online classroom to motivate students. 

  • The several types of media to access Kahoot! 

  • How to create and share Kahoot!

  • How to play Kahoot!, both live and asynchronous.

  • How to duplicate Kahoot!

  • How to utilize and access the reports section for assessments.

  • Engage in a fun, exciting, and live learning experience. 



Barnes, R. (n.d.). Kahoot! in the Classroom: Student Engagement Technique. NURSE EDUCATOR, 42(6), 280. https://doi-org.ezp.waldenulibrary.org/10.1097/NNE.0000000000000419


Bawa, P. (2019). Using Kahoot to Inspire. Journal of Educational Technology Systems, 47(3), 373–390. https://doi-org.ezp.waldenulibrary.org/10.1177/0047239518804173.


Chaiyo, Y., & Nokham, R. (2017). The effect of Kahoot, Quizizz [sic] and google forms on the student’s perception in the classrooms response system. (2017).


2017 International Conference on Digital Arts, Media and Technology (ICDAMT). Digital Arts, Media and Technology (ICDAMT), International conference on, 178.  https://doi-org.ezp.waldenulibrary.org/10.1109/ICDAMT.2017.7904957


Correia, M., & Santos, R., (2017, November). Game-based learning: The use of Kahoot in teacher education. International Symposium on Computers in Education. Lisbon, Porrtugal. doi:10.1109/SIIE.2017.8259670

Douligeris, C., Seralidou, E., & Gkotsiopoulos, P. (2018, April). Let’s learn with Kahoot! 2018 IEEE Global Engineering Education

Conference (EDUCON), Global Engineering Education Conference (EDUCON), 2018 IEEE, 677. https://doi-org.ezp.waldenulibrary.org/10.1109/EDUCON.2018.8363296


Iwamoto, D. H., Hargis, J., Taitano, E. J., & Vuong, K. (2017). Analyzing the efficacy of the testing effect using Kahoot™ on student performance. Turkish Online Journal of Distance Education, 18(2), 80-93. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=eric&AN=EJ1145220&site=eds-live&scope=site


Kuo, C. L., & Chuang, Y. H. (2018). Kahoot: Applications and effects in education. Journal of Nursing 65(6), 13-19. https://doi-org.ezp.waldenulibrary.org/10.6224/JN.201812_65(6).03

Licorish, S. A., Owen, H. E.,  Daniel, B., & George, J. L. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research & Practice in Technology Enhanced Learning, 13(1), 1. https://doi-org.ezp.waldenulibrary.org/10.1186/s41039-018-0078-8


Plump, C. M., & LaRosa, J. (2017). Using Kahoot! In the Classroom to Create Engagement and Active Learning: A Game-Based Technology Solution for eLearning Novices. Management Teaching Review, 2(2), 151–158. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=eric&AN=EJ1147425&site=eds-live&scope=site


Ren, C., & Wagner, J. (2016). Kahoot! TESL-EJ, 20(2), 1–10. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=eue&AN=118290160&site=eds-live&scope=site


Sabandar, G., Supit, N., & Suryana, E. (2018). Kahoot!: Bring the fun into the classroom! IJIE (Indonesian Journal of Informatics Education), (2), 127. https://doi-org.ezp.waldenulibrary.org/10.20961/ijie.v2i2.26244


T. Trust. (2019, June 17). Online tools for teaching learning [Web log comment]. Retrieved from https://blogs.umass.edu/onlinetools/assessment-centered-tools/kahoot/

Yeung, S. A. (2017). Creating a better learning and teaching atmosphere with Kahoot! Modern English Teacher, 26(1), 50–52. Retrieved from