Teaching and Learning Centre
Using a game-based platform to facilitate active learning and better understanding
[Please note that Kahoot! change their policy and only offer up to 10 players in the free version.]
In the spring semester 2018, Dr. Gary Zhan, the lecturer of Consumer Culture & Value, conducted a lesson for undergraduates from various majors, using blended learning approach.
The lesson was about product design and promotion. Normally this topic is hard to teach as students lack practical experience and prior knowledge. To enrich students’ learning experience, they were asked to participate an online learning session with the use of Kahoot which is a game-based learning platform. They could discuss with each other, express their opinions, and choose from the given options.
Photo 1: Participants login Kahoot
Photo 2: Gamification in education with Kahoot
The instructor helped students to login the website-based game. Each player needs to enter a user name and a given pin number (available in the Kahoot website). One of the interesting part was that students could use their self-created names when joining the game so that they could put answers without worrying about embarrassment and it was observed that they had lots of fun in participating the online game.
Photo 3: Participants doing math with Kahoot
Photo 4: Integration with other online sources
They may see questions in different formats and select the right answer from four or two options. The teaching and learning process is more playful and joyful than traditional in-class activities. Particularly, business and social science students used to lack interest or confidence in doing math. Teaching math-related topics with the use of Kathoot makes their learning experience more engaging. The instructor may also seek opportunities to integrate Kahoot with other online sources such as Youtube and Facebook. Students can directly give comments to an online video or post.
Photo 5: Participants were making choices with the use of Kahoot
After making the selection, students could see winners for each question. The lecturer then gave comments and explanation on the basis of student choices. Students chose funny answers also had opportunities to share with us their logic. The final winners were also shown at the end of the session which made the class more excited. From this fruitful experience, I am planning to tryout using online tools to enhance learning and teaching effectiveness from this semester onward.