Use of Kahoot! and Jamboard for the realization and organization of creative school activities during the COVID-19 pandemic
Abstract
This mixed study analyzes the students’ perception about the use of Kahoot! and Jamboard in the teaching–learning process about the English language during the COVID-19 pandemic through data science. Kahoot! is a web tool that facilitates and promotes the participation between the educator and students through the realization of digital games and Jamboard is a virtual wall that allows the active role through the dissemination of information and exchange of ideas. The participants are 30 students of Design and Visual Communication who took the English Language course in the distance modality at the National Autonomous University of Mexico, Mexico, during the 2020 school year. The results of the machine learning technique indicate that the realization of digital games in Kahoot! and the dissemination and exchange of information in Jamboard positively influence the motivation, assimilation of knowledge and participation of the students during the Verbs Unit. Data science identified 6 predictive models on the use of these technological tools in the educational process about the English language through the decision tree technique. Finally, educators have the opportunity to create new virtual spaces and promote the active role of the students by incorporating Kahoot! and Jamboard in the school activities during the COVID-19 pandemic.
Keyword : COVID-19 pandemic, data science, English language, Jamboard, Kahoot!
How to Cite
Salas-Rueda, R.-A., Eslava-Cervantes, A.-L., & Alvarado-Zamorano, C. (2023). Use of Kahoot! and Jamboard for the realization and organization of creative school activities during the COVID-19 pandemic. Creativity Studies, 16(2), 784–804. https://doi.org/10.3846/cs.2023.15875
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Abdul Rashid, A., Yunus, Md. M., & Wahi, W. (2019). Using Padlet for collaborative writing among ESL learners. Creative Education, 10(3), 610–620. https://doi.org/10.4236/ce.2019.103044
Aktekin, N. C., Çelebi, H., & Aktekin, M. (2018). Let’s Kahoot! anatomy. International Journal of Morphology, 36(2), 716–721. https://doi.org/10.4067/S0717-95022018000200716
Alawadhi, A., & Abu-Ayyash, E. A. S. (2021). Students’ perceptions of Kahoot!: An exploratory mixed-method study in EFL undergraduate classrooms in the UAE. Education and Information Technologies, 26, 3629–3658. https://doi.org/10.1007/s10639-020-10425-8
Atencio, P., Sánchez-Torres, G., Iral Palomino, R., Branch Bedoya, J. W., & Burgos, D. (2021). Arquitectura conceptual de plataforma tecnológica de vigilancia epidemiológica para la COVID-19. Campus Virtuales, 10(1), 21–34.
Bamoallem, B., & Altarteer, S. (2022). Remote emergency learning during COVID-19 and its impact on university students perception of blended learning in KSA. Education and Information Technologies, 27, 157–179. https://doi.org/10.1007/s10639-021-10660-7
Celebi, E., & Eraldemir-Tuyan, S. (2022). Transformative experiences of EFL lecturers’ professional identity in online education. European Journal of Educational Research, 11(2), 795–804. https://doi.org/10.12973/eu-jer.11.2.795
Çevik, M., & Bakioğlu, B. (2022). Investigating students’ e-learning attitudes in times of crisis (COVID-19 pandemic). Education and Information Technologies, 27, 65–87. https://doi.org/10.1007/s10639-021-10591-3
DeWitt, D., Alias, N., Ibrahim, Z., Kee Shing, N., & Meeze Mohd. Rashid, S. (2015). Design of a learning module for the deaf in a higher education institution using Padlet. Procedia – Social and Behavioral Sciences, 176, 220–226. https://doi.org/10.1016/j.sbspro.2015.01.464
Fouche, I., & Andrews, G. (2022). “Working from home is one major disaster”: An analysis of student feedback at a South African University during the COVID-19 lockdown. Education and Information Technologies, 27, 133–155. https://doi.org/10.1007/s10639-021-10652-7
Jiménez-Becerra, I., & Segovia-Cifuentes, Y. (2020). Models of didactic integration with ICT mediation: Some innovation challenges in teaching practices. Culture and Education, 32(3), 399–440. https://doi.org/10.1080/11356405.2020.1785140
Kofi Nti, I., Akyeramfo-Sam, S., Bediako-Kyeremeh, B., & Agyemang, S. (2022). Prediction of social media effects on students’ academic performance using Machine Learning Algorithms (MLAs). Journal of Computers in Education, 9(2), 195–223. https://doi.org/10.1007/s40692-021-00201-z
Lee, Y.-J., Davis, R., & Li, Y. (2022). Implementing synchronous online flipped learning for pre-service teachers during COVID-19. European Journal of Educational Research, 11(2), 653–661. https://doi.org/10.12973/eu-jer.11.2.653
Licorish, Sh. A., Owen, H. E., Daniel, B., & Li George, J. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13. https://doi.org/10.1186/s41039-018-0078-8
Llerena Medina, E. G., & Rodríguez Hurtado, C. P. (2017). Kahoot! A digital tool for learning vocabulary in a language classroom. Revista Publicando, 4(12), 441–449.
Llorens-Largo, F., Villagrá-Arnedo, C., Gallego-Durán, F., & Molina-Carmona, R. (2021). COVID-proof: cómo el aprendizaje basado en proyectos ha soportado el confinamiento. Campus Virtuales, 10(1), 73–88.
Lu, J. (2020). The WeChat public platform: Strengthening HSS academics’ global competitiveness in non-English speaking countries. Culture and Education, 32(3), 609–620. https://doi.org/10.1080/11356405.2020.1785141
Martínez Navarro, G. (2017). Technologies and new trends in education: Learning by playing. Kahoot! case. Opción, 33(83), 252–277.
Pal’ová, D., & Vejačka, M. (2022). Implementation of gamification principles into higher education. European Journal of Educational Research, 11(2), 763–779. https://doi.org/10.12973/eu-jer.11.2.763
Pardo-Cueva, M., Magali Chamba-Rueda, L., Higuerey Gómez, Á., & Jaramillo-Campoverde, B. G. (2020). Las TIC y rendimiento académico en la educación superior: Una relación potenciada por el uso del Padlet. Revista Ibérica de Sistemas e Tecnologias de Informação, 28(4), 934–944.
Ploj Virtič, M., Dolenc, K., & Šorgo, A. (2021). Changes in online distance learning behaviour of university students during the Coronavirus Disease 2019 outbreak, and development of the model of forced distance online learning preferences. European Journal of Educational Research, 10(1), 393–411. https://doi.org/10.12973/eu-jer.10.1.393
Recuero Virto, N., & Blasco López, M. F. (2020). Lessons from lockdown: Are students willing to repeat the experience of using interactive smartboards? International Journal of Emerging Technologies in Learning, 15(24), 225–231. https://doi.org/10.3991/ijet.v15i24.19327
Rivera-Trigueros, I., & Sánchez-Pérez, M. del M. (2020). Conquering the Iron Throne: Using classcraft to foster students’ motivation in the EFL classroom. Teaching English with Technology, 20(2), 3–22.
Rodríguez-Fernández, L. (2017). Smartphones and learning: Use of Kahoot! in the university classroom. Mediterranean Journal of Communication, 8(1), 181–190. https://doi.org/10.14198/MEDCOM2017.8.1.13
Salas-Rueda, R.-A. (2021). Students’ perceptions of the use of the flipped classroom during the educational process of linear functions. Culture and Education, 33(3), 431–454. https://doi.org/10.1080/11356405.2021.1949109
Shardlow, M., Sellar, S., & Rousell, D. (2022). Collaborative augmentation and simplification of text (CoAST): Pedagogical applications of natural language processing in digital learning environments. Learning Environments Research, 25, 399–421. https://doi.org/10.1007/s10984-021-09368-9
Tian, Ch., Ye, Y., Lou, Y., Zuo, W., Zhang, G., & Li, Ch. (2022). Daily power demand prediction for buildings at a large scale using a hybrid of physics-based model and generative adversarial network. Building Simulation, 15, 1685–1701. https://doi.org/10.1007/s12273-022-0887-y
Tomás-Cámara, D. (2020). The classroom as a space of welcome: Exploration of the current challenges of teaching Spanish for refugees. Culture and Education, 32(4), 776–795. https://doi.org/10.1080/11356405.2020.1819122
VanLeeuwen, Ch. A., Veletsianos, G., Belikov, O., & Johnson, N. (2020). Institutional perspectives on faculty development for digital education in Canada. Canadian Journal of Learning and Technology, 46(2). https://doi.org/10.21432/cjlt27944
Voloshyna, V., Stepanenko, I., Zinchenko, A., Andriiashyna, N., & Hohol, O. (2022). Moderating the neuropsychological impact of online learning on psychology students. European Journal of Educational Research, 11(2), 681–695. https://doi.org/10.12973/eu-jer.11.2.681
Zhang, Q., & Yu, Zh. (2021). A literature review on the influence of Kahoot! On learning outcomes, interaction, and collaboration. Education and Information Technologies, 26, 4507–4535. https://doi.org/10.1007/s10639-021-10459-6
Aktekin, N. C., Çelebi, H., & Aktekin, M. (2018). Let’s Kahoot! anatomy. International Journal of Morphology, 36(2), 716–721. https://doi.org/10.4067/S0717-95022018000200716
Alawadhi, A., & Abu-Ayyash, E. A. S. (2021). Students’ perceptions of Kahoot!: An exploratory mixed-method study in EFL undergraduate classrooms in the UAE. Education and Information Technologies, 26, 3629–3658. https://doi.org/10.1007/s10639-020-10425-8
Atencio, P., Sánchez-Torres, G., Iral Palomino, R., Branch Bedoya, J. W., & Burgos, D. (2021). Arquitectura conceptual de plataforma tecnológica de vigilancia epidemiológica para la COVID-19. Campus Virtuales, 10(1), 21–34.
Bamoallem, B., & Altarteer, S. (2022). Remote emergency learning during COVID-19 and its impact on university students perception of blended learning in KSA. Education and Information Technologies, 27, 157–179. https://doi.org/10.1007/s10639-021-10660-7
Celebi, E., & Eraldemir-Tuyan, S. (2022). Transformative experiences of EFL lecturers’ professional identity in online education. European Journal of Educational Research, 11(2), 795–804. https://doi.org/10.12973/eu-jer.11.2.795
Çevik, M., & Bakioğlu, B. (2022). Investigating students’ e-learning attitudes in times of crisis (COVID-19 pandemic). Education and Information Technologies, 27, 65–87. https://doi.org/10.1007/s10639-021-10591-3
DeWitt, D., Alias, N., Ibrahim, Z., Kee Shing, N., & Meeze Mohd. Rashid, S. (2015). Design of a learning module for the deaf in a higher education institution using Padlet. Procedia – Social and Behavioral Sciences, 176, 220–226. https://doi.org/10.1016/j.sbspro.2015.01.464
Fouche, I., & Andrews, G. (2022). “Working from home is one major disaster”: An analysis of student feedback at a South African University during the COVID-19 lockdown. Education and Information Technologies, 27, 133–155. https://doi.org/10.1007/s10639-021-10652-7
Jiménez-Becerra, I., & Segovia-Cifuentes, Y. (2020). Models of didactic integration with ICT mediation: Some innovation challenges in teaching practices. Culture and Education, 32(3), 399–440. https://doi.org/10.1080/11356405.2020.1785140
Kofi Nti, I., Akyeramfo-Sam, S., Bediako-Kyeremeh, B., & Agyemang, S. (2022). Prediction of social media effects on students’ academic performance using Machine Learning Algorithms (MLAs). Journal of Computers in Education, 9(2), 195–223. https://doi.org/10.1007/s40692-021-00201-z
Lee, Y.-J., Davis, R., & Li, Y. (2022). Implementing synchronous online flipped learning for pre-service teachers during COVID-19. European Journal of Educational Research, 11(2), 653–661. https://doi.org/10.12973/eu-jer.11.2.653
Licorish, Sh. A., Owen, H. E., Daniel, B., & Li George, J. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13. https://doi.org/10.1186/s41039-018-0078-8
Llerena Medina, E. G., & Rodríguez Hurtado, C. P. (2017). Kahoot! A digital tool for learning vocabulary in a language classroom. Revista Publicando, 4(12), 441–449.
Llorens-Largo, F., Villagrá-Arnedo, C., Gallego-Durán, F., & Molina-Carmona, R. (2021). COVID-proof: cómo el aprendizaje basado en proyectos ha soportado el confinamiento. Campus Virtuales, 10(1), 73–88.
Lu, J. (2020). The WeChat public platform: Strengthening HSS academics’ global competitiveness in non-English speaking countries. Culture and Education, 32(3), 609–620. https://doi.org/10.1080/11356405.2020.1785141
Martínez Navarro, G. (2017). Technologies and new trends in education: Learning by playing. Kahoot! case. Opción, 33(83), 252–277.
Pal’ová, D., & Vejačka, M. (2022). Implementation of gamification principles into higher education. European Journal of Educational Research, 11(2), 763–779. https://doi.org/10.12973/eu-jer.11.2.763
Pardo-Cueva, M., Magali Chamba-Rueda, L., Higuerey Gómez, Á., & Jaramillo-Campoverde, B. G. (2020). Las TIC y rendimiento académico en la educación superior: Una relación potenciada por el uso del Padlet. Revista Ibérica de Sistemas e Tecnologias de Informação, 28(4), 934–944.
Ploj Virtič, M., Dolenc, K., & Šorgo, A. (2021). Changes in online distance learning behaviour of university students during the Coronavirus Disease 2019 outbreak, and development of the model of forced distance online learning preferences. European Journal of Educational Research, 10(1), 393–411. https://doi.org/10.12973/eu-jer.10.1.393
Recuero Virto, N., & Blasco López, M. F. (2020). Lessons from lockdown: Are students willing to repeat the experience of using interactive smartboards? International Journal of Emerging Technologies in Learning, 15(24), 225–231. https://doi.org/10.3991/ijet.v15i24.19327
Rivera-Trigueros, I., & Sánchez-Pérez, M. del M. (2020). Conquering the Iron Throne: Using classcraft to foster students’ motivation in the EFL classroom. Teaching English with Technology, 20(2), 3–22.
Rodríguez-Fernández, L. (2017). Smartphones and learning: Use of Kahoot! in the university classroom. Mediterranean Journal of Communication, 8(1), 181–190. https://doi.org/10.14198/MEDCOM2017.8.1.13
Salas-Rueda, R.-A. (2021). Students’ perceptions of the use of the flipped classroom during the educational process of linear functions. Culture and Education, 33(3), 431–454. https://doi.org/10.1080/11356405.2021.1949109
Shardlow, M., Sellar, S., & Rousell, D. (2022). Collaborative augmentation and simplification of text (CoAST): Pedagogical applications of natural language processing in digital learning environments. Learning Environments Research, 25, 399–421. https://doi.org/10.1007/s10984-021-09368-9
Tian, Ch., Ye, Y., Lou, Y., Zuo, W., Zhang, G., & Li, Ch. (2022). Daily power demand prediction for buildings at a large scale using a hybrid of physics-based model and generative adversarial network. Building Simulation, 15, 1685–1701. https://doi.org/10.1007/s12273-022-0887-y
Tomás-Cámara, D. (2020). The classroom as a space of welcome: Exploration of the current challenges of teaching Spanish for refugees. Culture and Education, 32(4), 776–795. https://doi.org/10.1080/11356405.2020.1819122
VanLeeuwen, Ch. A., Veletsianos, G., Belikov, O., & Johnson, N. (2020). Institutional perspectives on faculty development for digital education in Canada. Canadian Journal of Learning and Technology, 46(2). https://doi.org/10.21432/cjlt27944
Voloshyna, V., Stepanenko, I., Zinchenko, A., Andriiashyna, N., & Hohol, O. (2022). Moderating the neuropsychological impact of online learning on psychology students. European Journal of Educational Research, 11(2), 681–695. https://doi.org/10.12973/eu-jer.11.2.681
Zhang, Q., & Yu, Zh. (2021). A literature review on the influence of Kahoot! On learning outcomes, interaction, and collaboration. Education and Information Technologies, 26, 4507–4535. https://doi.org/10.1007/s10639-021-10459-6