Performance in Kahoot! activities as predictive of exam performance

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Abstract

Background

Game-based learning (GBL) is effective for increasing participation, creativity, and student motivation. However, the discriminative value of GBL for knowledge acquisition has not yet been proven. The aim of this study is to assess the value of Kahoot! as a discriminative tool for formative assessment in medical education in two different subjects.

Methods

A prospective experimental study was conducted on a sample of 173 students enrolled in neuroanatomy (2021–2022). One hundred twenty-five students individually completed the Kahoot! prior to the final exam. In addition, students enrolled in human histology during two academic courses were included in the study. The control group course (2018–2019) received a traditional teaching methodology (N = 211), while Kahoot! was implemented during 2020–2021 (N = 200). All students completed similar final exams for neuroanatomy and human histology based on theory tests and image exams.

Results

The correlation between the Kahoot score and the final grade was analyzed for all students enrolled in neuroanatomy who completed both exercises. The correlation between the Kahoot exercise and the theory test, image exam and final grade was significantly positive in all cases (r = 0.334 p < 0.001, r = 0.278 p = 0.002 and r = 0.355 p < 0.001, respectively). Moreover, students who completed the Kahoot! exercise obtained significantly higher grades in all parts of the exam. Regarding human histology, the theory tests, image exams and final grades were significantly higher when using Kahoot! versus the “traditional” methodology (p < 0.001, p < 0.001 and p = 0.014, respectively).

Conclusions

Our study demonstrates for the first time that Kahoot! can be used to improve and predict the final grade in medical education subjects.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12909-023-04379-x.

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Most cited references 31

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Identifying careless responses in survey data.

Adam Meade, S Bartholomew Craig (2012)

When data are collected via anonymous Internet surveys, particularly under conditions of obligatory participation (such as with student samples), data quality can be a concern. However, little guidance exists in the published literature regarding techniques for detecting careless responses. Previously several potential approaches have been suggested for identifying careless respondents via indices computed from the data, yet almost no prior work has examined the relationships among these indicators or the types of data patterns identified by each. In 2 studies, we examined several methods for identifying careless responses, including (a) special items designed to detect careless response, (b) response consistency indices formed from responses to typical survey items, (c) multivariate outlier analysis, (d) response time, and (e) self-reported diligence. Results indicated that there are two distinct patterns of careless response (random and nonrandom) and that different indices are needed to identify these different response patterns. We also found that approximately 10%-12% of undergraduates completing a lengthy survey for course credit were identified as careless responders. In Study 2, we simulated data with known random response patterns to determine the efficacy of several indicators of careless response. We found that the nature of the data strongly influenced the efficacy of the indices to identify careless responses. Recommendations include using identified rather than anonymous responses, incorporating instructed response items before data collection, as well as computing consistency indices and multivariate outlier analysis to ensure high-quality data.

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Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid‐19 Pandemic

Nalini Pather, Phil Blyth, Jamie Chapman … (2020)

Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid‐19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government‐imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid‐19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands‐on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand.

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The effect of using Kahoot! for learning – A literature review

Alf Inge Wang, Rabail Tahir (2020)

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Author and article information

Contributors

MC Garza:

Bio :

María Carmen Garza, Ph.D.

is an associate professor of anatomy in the Department of Anatomy and Human Histology, School of Medicine, University of Zaragoza. She teaches anatomy and histology to first- and second-year medical students. Her research interests are medical education and prion diseases.

S Olivan:

Bio :

Sara Oliván, Ph.D.

is an associate professor of anatomy in the Department of Anatomy and Human Histology, School of Medicine, University of Zaragoza. She teaches histology to first- and second-year medical students. Her research interests are medical education and the development of microfluidic devices and experimental models based on organ-on-chip technology.

E Monleón:

Bio :

Eva Monleón, Ph.D.

Ana Isabel Cisneros: aicisner@unizar.es

Bio :

Ana Isabel Cisneros, Ph.D., M.D.

is an associate professor of anatomy in the Department of Anatomy and Human Histology, School of Medicine, University of Zaragoza. She teaches embryology and neuroanatomy to first- and second-year medical students. Her research interests are medical education and the embryological development of the ear.

A García-Barrios:

Bio :

Alberto García-Barrios, Ph.D.

is an associate professor of anatomy in the Department of Anatomy and Human Histology, School of Medicine, University of Zaragoza. He teaches embryology and splanchnology to first- and second-year medical students. He has a strong interest in technology-enhanced learning and how it can be used to support learners’ gains.

I Ochoa:

Bio :

Ignacio Ochoa, Ph.D.

is an associate professor of anatomy in the Department of Anatomy and Human Histology, School of Medicine, University of Zaragoza. He teaches histology to first- and second-year medical students. His research interests are medical education and the development of microfluidic devices and experimental models based on organ-on-chip technology.

J Whyte:

Bio :

Jaime Whyte, Ph.D., M.D.

is a professor of anatomy in the Department of Anatomy and Human Histology, School of Medicine, University of Zaragoza. He teaches neuroanatomy and splanchnology to second-year medical students. His research interests are medical education and the embryological development of the ear.

I Lamiquiz-Moneo: itziarlamiquiz@unizar.es

Bio :

Itziar Lamiquiz Moneo, Ph.D.

is an associate professor of anatomy in the Department of Anatomy and Human Histology, School of Medicine, University of Zaragoza. She teaches neuroanatomy and embryology to first- and second-year medical students. Her research interests are medical education and the genetic causes of metabolic diseases, such as dyslipidemia, diabetes and cardiovascular diseases.

Journal

Journal ID (nlm-ta): BMC Med Educ

Journal ID (iso-abbrev): BMC Med Educ

Title: BMC Medical Education

Publisher: BioMed Central (London )

ISSN (Electronic): 1472-6920

Publication date (Electronic): 6 June 2023

Publication date PMC-release: 6 June 2023

Publication date Collection: 2023

Volume: 23

Electronic Location Identifier: 413

Affiliations

[1 ]GRID grid.11205.37, ISNI 0000 0001 2152 8769, Department of Human Anatomy and Histology, School Medicine, , University of Zaragoza, ; Zaragoza, Spain

[2 ]GRID grid.11205.37, ISNI 0000 0001 2152 8769, Tissue Microenvironment (TME) Lab. Aragón Institute of Engineering Research (I3A), , University of Zaragoza, ; Zaragoza, Spain

[3 ]GRID grid.488737.7, ISNI 0000000463436020, Institute for Health Research Aragón (IIS Aragón), ; Zaragoza, Spain

[4 ]GRID grid.429738.3, ISNI 0000 0004 1763 291X, Biomedical Research Networking Center in Bioengineering, Biomaterials, and Nanomedicine, , CIBER- BBN, ; Planta, Spain

[5 ]GRID grid.488737.7, ISNI 0000000463436020, Medical and Genetic Research Group (GIIS099) IIS Aragón, ; Zaragoza, Spain

[6 ]GRID grid.411106.3, ISNI 0000 0000 9854 2756, Unidad de Lípidos, IIS Aragón, CIBERCV, Hospital Universitario Miguel Servet, ; Avda. Isabel La Católica 1-3, Zaragoza, 50009 Spain

Article

Publisher ID: 4379

DOI: 10.1186/s12909-023-04379-x

PMC ID: 10242591

SO-VID: 44813b3f-9cd5-41dc-928c-97436853a4c2

License:

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

History

Date received : 23 January 2023

Date accepted : 19 May 2023

Custom metadata

ScienceOpen disciplines: Education

Keywords: game-based learning,kahoot!,predictive tool,neuroanatomy,human histology,medicine

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ScienceOpen disciplines: Education

Keywords: game-based learning, kahoot!, predictive tool, neuroanatomy, human histology, medicine

Performance in Kahoot! activities as predictive of exam performance

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Abstract

Background

Methods

Results

Conclusions

Supplementary Information

Related collections

New directions in predictive processing

Most cited references 31

Identifying careless responses in survey data.

Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid‐19 Pandemic

The effect of using Kahoot! for learning – A literature review

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