Document Details
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Document Type |
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Thesis |
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Document Title |
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Knowledge and Perceptions of Medical Students After Using Kahoot Towards General Pharmacology Practical Sessions at King Abdulaziz University معرفة وتصورات طلاب الطب بعد استخدام كاهوت نحو جلسات عملي علم الأدوية العامة في جامعة الملك عبد العزيز |
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Subject |
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Faculty of medicine |
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Document Language |
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Arabic |
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Abstract |
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Several researchers found that college students often do not study effectively or devote enough time to study. One possible way to motivate students to study is through the use of games as a study aid. Although the games were described as learning aids for college students favorably in the educational literature, few experimental investigations have been reported. Kahoot is a technology-based learning tool with limited research conducted about it to date.
The aim of this study is to investigate the potential benefits of technology-assisted assessment for the interactive learning process using the software Kahoot in general pharmacology practical sessions at King Abdulaziz University (KAU)-Faculty of Medicine to encourage students’ participation and improve their performance.
Practical sessions were divided into two groups: The control session and the Kahoot session. In each general practical pharmacology session, students were asked to take pre and post-tests. A questionnaire was given to the students on the final day of the course to determine their attitudes and perceptions toward technology-assisted assessment for the interactive learning process using Kahoot. In addition, a focus group with faculty members was conducted to evaluate their perception. Academic success was assessed through the final exam.
A total of 195 out 274 students responded to the questionnaire (the response rate 71%). The results revealed that 43% and 37% strongly agreed that Kahoot was an effective learning tool and motivated them to learn more, respectively. When it came to improving analytical skills, ability to retain information, addressing lecture objectives, improving attendance and participation in lectures, 55.9%,79.7%, 68.8%, and 61.1% respectively agreed that Kahoot had a positive influence. However, 43.6% of the students disagreed that they were prepared for the tests and quizzes after using Kahoot. More than two thirds of the participants (66.2%), (71.0%), and (74.0%) agreed on “utilizing Kahoot in other basic medical sciences”, “sharing this technology with friends and other students” and “considering it as a fun game and looking forward to play it”, respectively. Approximately one third of the participants strongly disagreed on that the Kahoot game was a distraction for the students. In addition, 8.2% and 12.3% agreed and strongly agreed that “Kahoot game was a distraction for the students”. The highest and lowest means were for items like “Kahoot quizzes were fun” while the lowest perception was associated with “The Kahoot game was a distraction”. There was a statistically significant difference between Kahoot and traditional sessions, where the means of improvement in the Kahoot was higher than traditional sessions (p< 0.05). There was a statistically significant difference in the difficulty indexes in the final exam between Kahoot and traditional sessions (p= 0.35). The faculty members involved in the focus group discussion agreed that the positive effects of Kahoot interactive sessions largely out weighted the negative ones.
The findings of this study provide insights into the learners’ perceptions of Kahoot, mainly the enjoyment associated with the use of Kahoot for students and faculty members. Moreover, it provides them with a tool that integrates their lessons for better learning outcomes. Also, it was found that Kahoot might allow decision-makers at KAU to push forward more changes in the delivery of their curriculum by having interactive student-centered sessions. Additionally, the implementation of Kahoot in classroom will contribute to formative assessments, promote teaching-learning processes, and foster students’ involvement during the pharmacology practical course. |
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Supervisor |
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Dr. Lana Al-Shawwa |
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Thesis Type |
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Master Thesis |
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Publishing Year |
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1441 AH
2020 AD |
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Co-Supervisor |
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Prof. Ara Tekian |
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Added Date |
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Thursday, June 11, 2020 |
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Researchers
| فاطمة عمر كامل | Kamel, Fatemah Omar | Researcher | Master | |
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