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ORIGINAL RESEARCH article

Front. Educ.
Sec. Digital Learning Innovations
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1430729
This article is part of the Research Topic Trends in the digitization of education: approaches, innovations and scenarios View all 3 articles

Impact of a Game-Based Tool on Student Engagement in a Foreign Language Course: A Three-Term Analysis

Provisionally accepted
Chiraz Anane Chiraz Anane *
  • University of Sharjah, Sharjah, United Arab Emirates

The final, formatted version of the article will be published soon.

    This paper explores the effectiveness of the game-based student response system Kahoot! in an online course for French as a foreign language. It examines how this tool impacted student engagement, motivation, and learning outcomes over three academic terms. The study combined quantitative data from structured questionnaires with qualitative insights from open-ended questions, providing a holistic view of the students' perceptions. The research was aimed at understanding the sustained impact of Kahoot! on learning and identifying any trends or variations in the student responses over time. This paper contributes to the field by offering a detailed analysis of Kahoot! in foreign-language education, particularly in an online setting. Throughout the three academic terms, high enthusiasm for and engagement with Kahoot! were consistently observed. The majority of the students expressed strong agreement about the tool's positive impact on learning, with high mean scores and low standard deviations indicating a broad consensus. However, variations in competitive motivation and some technical challenges were noted. Overall, this study underscores the sustained effectiveness of Kahoot! in enhancing student engagement and learning in online courses for French as a foreign language.

    Keywords: Online Education, game-based learning, student engagement, Educational Technology, Foreign language instruction, Kahoot!

    Received: 10 May 2024; Accepted: 29 Aug 2024.

    Copyright: © 2024 Anane. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Chiraz Anane, University of Sharjah, Sharjah, United Arab Emirates

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.