Kahoot! Quizzes: A Formative Assessment Tool to Promote Students’ Self- Regulated Learning Skills

Nahla Helmy Nadeem, Hanady Abdulaziz Al Falig


Gamified student response systems (GSRSs) have been increasingly used for formative assessment (FA) purposes in higher education. While previous studies on Kahoot! have given empirical evidence of the effectiveness of its gamified features in increasing students’ motivation, enhancing classroom dynamics and providing immediate feedback on students’ learning, the present study mainly investigates the students’ ratings of Kahoot! Quizzes (KQs) as a FA tool that facilitates the development of self-regulatory learning (SRL) skills. The study uses the seven principles of effective feedback to design a FA model that promotes students’ self- regulatory skills by defining the teacher’s role and students’ responsibilities while administering KQs. The study is a classroom action research that was done during a summer course and involved (n =70) female students in two linguistics courses. The researchers used a questionnaire and a focus group discussion to get students’ feedback on the effectiveness of KQs in enhancing their self-regulated learning. The results consistently showed positive evaluation of KQs along three dimensions: effective feedback, classroom environment and developing students’ meta-cognitive skills, the three essential ingredients of self-regulated learning. The model proved to be extremely effective in designing effective KQs that enhance students’ self- regulatory skills.


Gamified student response system (GSRS), Kahoot! Quizzes (KQs), formative assessment (FA), feedback principles, self-regulated learning (SRL), and higher education

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