Using Kahoot! as a formative assessment tool in medical education: a phenomenological study
Using Kahoot! as a formative assessment tool in medical education: a phenomenological study
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DOI：
10.1186/s12909-019-1658-z
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发表时间：
2019-06-25
影响因子：
3.6
通讯作者：
Pa, Mohamad Najib Mat
中科院分区：
文献类型：
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作者：
Ismal, Muhd Al-Aarifin;Ahmad, Anisa;Pa, Mohamad Najib Mat
背景教育中的游戏化现象日益普遍。它是一种促进形成性评价和促进学生学习的技术。事实证明，这种方法比传统方法更有效。这项现象学研究是为了探索通过使用Kahoot！游戏化的优势。医学教育形成性评价平台。方法采用现象学设计。参加过几次Kahoot的医学生参加了五个焦点小组！结果焦点小组讨论产生了36个类别和9个分主题。他们被分成三个主题：吸引人的学习工具、学习指导和动机来源。会议激励学生学习，确定需要学习的主题，并意识到他们所学到的东西。因此，该平台是一种很有前途的医学教育形成性评估工具。
BackgroundGamification is an increasingly common phenomenon in education. It is a technique to facilitate formative assessment and to promote student learning. It has been shown to be more effective than traditional methods. This phenomenological study was conducted to explore the advantages of gamification through the use of the Kahoot! platform for formative assessment in medical education.MethodsThis study employed a phenomenological design. Five focus groups were conducted with medical students who had participated in several Kahoot! sessions.ResultsThirty-six categories and nine sub-themes emerged from the focus group discussions. They were grouped into three themes: attractive learning tool, learning guidance and source of motivation.ConclusionsThe results suggest that Kahoot! sessions motivate students to study, to determine the subject matter that needs to be studied and to be aware of what they have learned. Thus, the platform is a promising tool for formative assessment in medical education.