Assessing the Use of Kahoot! in an Undergraduate General Chemistry Classroom
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Mena Youssef [1]
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[1] New York Institute of Technology
New York Institute of Technology
Estados Unidos
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 99, Nº 2, 2022, págs. 1118-1124
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Formative assessment is a crucial element of teaching and learning which allows students to identify challenging course concepts and enables educators to assess the effectiveness of their teaching strategies. Web-based student response systems have gained popularity for their ability to provide instant feedback to students and instructors while simultaneously promoting active learning and student engagement. Kahoot!, a competitive game-based student response system, has recently been used to assess students at various academic levels across numerous disciplines, though its effectiveness in undergraduate general chemistry classrooms remains unclear. This paper presents the use of Kahoot! during sequential semesters of General Chemistry I and II with the same group of undergraduate students. The utility of using Kahoot! as an assessment tool is evaluated by analyzing anonymous student feedback surveys. The student response to using Kahoot! is encouraging and indicates that Kahoot! may be an enjoyable, engaging, and effective assessment tool when used in undergraduate general chemistry classrooms.
