Abstract
Innovative teaching intends to create a resonant enhancement of learner competency and competiveness. This research intends to find whether the spice of innovative teaching has gone far enough to be carefully chopped, marinated, and blended for the digital natives. One of the main contributing factors for the learning benefits of technology is gamification which is used to facilitate classroom management and collect immediate feedback from the teaching process. It turns the teaching and learning processes virtual because it is compatible with every digital device, so that the creation of Kahoot! came as a godsend to the classroom. Therefore, the purpose of this research was to reveal how the behavioral and attitudinal mindset among adult learners learning business English was affected because of the implementation of Kahoot!. This study was carried out in a business school during the pandemic. A total of two Business English Training courses were examined. These courses were taught by the same instructor using a uniform textbook. Kahoot! was incorporated into these courses at the end of a teaching session when a unit was finished. A questionnaire consisting of a total of 18 items, grouping under categories on learning environment, applications of Kahoot!, and anticipation of gamification, was distributed at the end of the semester. Descriptive statistics was conducted to summarize the learning experiences. Responses identified that Kahoot! has a positive impact and further assured the engaging attributes of gamification.
Author Information
Yung-huei Chen, National Chung Cheng University, Taiwan
Paper Information
Conference: ACEID2023
Stream: Learning Experiences
This paper is part of the ACEID2023 Conference Proceedings (View)
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To cite this article:
Chen Y. (2023) Savor a Kahoot!-Licious Classroom: Embodying Gamification in a Business School as a Recipe for Innovation Among the Digital Natives ISSN: 2189-101X – The Asian Conference on Education & International Development 2023 Official Conference Proceedings https://doi.org/10.22492/issn.2189-101X.2023.51
To link to this article: https://doi.org/10.22492/issn.2189-101X.2023.51
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