One of the problems that we may encounter in our classes is the difficulty of making our students understand that revisions are an integral part of learning and stabilizing knowledge.
The Kahoot app allowed my students and me to make this moment of joint reviews more fun and less formal.
Weak points and strong points of this digital tool
- Site in English
Stable internet connection
Video projector required
Single response (two responses cannot be selected)
Random quality of the quizzes offered on the site
- Ease of use and creation
Multi supports (tablets, phones, PC …)
Emulation within groups
Number of players (up to 4000)
Mishmash (put the proposals in order according to a criterion: chronology, size, etc.)
Federation of the group around a fun educational tool
Development of citizen attitudes (empathy, fair play, pleasure, etc.)
What is the Kahoot application used for?
“Kahoot is an online application for generating interactive multiple-choice questions. These, used in class on a tablet, iPhone or computer, give students the opportunity to self-assess, while viewing live their degree of success as well as that of their classmates. The system is similar to that of voting boxes and allows the teacher to assess, for each student, the degree of acquisition of the content studied. “( Definition proposed by ESPE Lille ) for more complete detail about kahoot login click on the link,
More concretely, in the different sessions in which we used it, this tool allowed students to quickly identify the points of the lesson that they mastered or not.
Discovery and use of Kahoot by the teacher
The “create new Kahoot” tab provides access to the creation interface.
Four types of the quiz are offered: the classic quiz, the Jumble (which could be translated as hodgepodge), the debate tool, and the survey.
My primary desire in the use of Kahoot being to identify the needs of students for a day of examination on several sequences of history-geography and French, so I chose to create a classic quiz.
Getting started is fast and intuitive despite the fact that the site is in English.
I did not need a tutorial to use Kahoot but several videos and files are available to help people who are discovering this tool for the first time and who are not comfortable with computer support.
The advantage of this quiz generator is to be able to offer several types of support for the questions asked (images, text, video, etc.). This allows a variety of questions and keeps students focused.
So I alternated “Text” questions, “Image” questions, and “Video” questions in the first review quiz I created on the “Humanism and Renaissance” study object.
Discovery and use of Kahoot by students
At the start of the course, I asked the students to download the Kahoot application on their phone. They had been warned at the end of the previous course: they had to bring their mobile phones in order to “play” with this support.
The Kahoot application requires a wifi or 3G / 4G connection. Some students have therefore made a connection sharing so that everyone can download it. In the two test classes, only 4 students could not access the tool (two because they did not have a mobile phone or not enough battery, two because the phone model was obsolete).
Spontaneously the pupils who did not have a laptop or could not use it put themselves next to a friend to follow.
In order to be able to play the quiz I created, the students launched the application and wrote down the number of the projected quiz on the board.
The game master (GM) will see the names of the participants appear during the registrations and when all of the players are known, the GM starts the quiz using his keyboard.
The first question is displayed and a few seconds later, players are offered answers.
A bar graph is proposed after each question; this allows immediate feedback on student responses
Just after this diagram, a temporary ranking indicates the performance of each and the number of points earned.
Kahoot allows the GM to control the pace of the quiz. This is an advantage because the teacher will be able to use this time cursor according to his educational objectives:
If learning session: the teacher will pause the game and explain the concept questioned in the question (he can rely on the visuals or the proposed answers)
If a preparation session for a control: the teacher, based on the diagram, will be able to stop on the problematic questions and clarify the concepts studied.
If a pre-assessment (or even assessment) session: the teacher can run all of the questions and have feedback on the knowledge acquired by his students during this chapter (a summary and detailed file gathering all the answers of the students is proposed at the end of the questionnaire).
Beyond this “reward”, Kahoot offers an extremely interesting feature to make a more structured remediation of the questions asked.
Indeed, the application allows you to download the results and draw an Excel table with precise data that the professor will be able to use
I was thus able to quickly know the points of the lesson that had been understood by the majority of the students in the class, those that absolutely had to be reviewed…
The revision work that took place during the second half of the hour could therefore be individualized and targeted. Each student was instructed to write down the questions on which he had made a mistake, then use the course, the textbooks and the revision sheets that I had sent them a few days earlier to find the correct answer. (the pupils had to write a precise and developed answer).
The students, being in a positive and enthusiastic energy after this quiz, were driving forces to fill any gaps they could have on the subject of study.
And a few days later, this same quiz was “replayed”: the pupils were able to see very concretely, the benefits of regular learning of lessons.
Indeed, of the 23 students, only half had had a result above 70% and only two students had had a score of more than 85% during the first session.
In the second session, 15 students achieved a score greater than 75%, five with more than 87% correct answers and two with a perfect score. All had a score of more than 60% of correct answers.
The students were very surprised at their memory and sometimes even tried to put this result into perspective by saying “it was easy since we had already seen it”.
It was an opportunity for me to explain to them that our learning was a succession of repetitions and “identical” exercises so that they anchor this knowledge and skills in a lasting and solid way.
These points won during these quizzes gave rise to a bonus during the interrogation (this time written) in order to enhance their research work.
I could see during my corrections that the answers had been more detailed and more generally provided. The anecdotes told to clarify some of the Kahoot questions have been reused (sometimes awkwardly but the effort was visible). The average did not increase in an extraordinary way compared to the usual questions (+ 0.8pts) but I could see that there were fewer questions put aside: the vast majority of students made the effort to answer all of the questions asked, which is a big step forward for me, our students having a real complex in writing.
Review of the Kahoot experience
From the first question, the students got into the game. They instinctively understood the use of the phone as a remote control and if some forgot to validate their answer for the first try, none made the mistake for a second. time. The students focused more on the questions asked and took the time to READ the instructions.
During this part, I could see an extremely positive class energy, a relaxed but not dissipated atmosphere.
As of the following questions, I could observe in the students a real will to participate and to answer the quiz, they took a real pleasure to participate in the various questionnaires which I could propose thereafter.
Reading everyone’s score after each new question asked created a lot of excitement in the classroom. Challenges were launched between students, a lot of laughs, some “self-annoyance” were heard when they did not know the answer or they pressed too quickly, teasing too but they were always fair play.
Once the quizzes are over, we can visualize the podiums, a moment that is both very fun and very “solemn” for the winners (biceps were revealed).
These quizzes have become a ritual in the classes with which I tested it. It is not uncommon when I finish my lesson today and there are a few minutes left before the bell rings that we are going to Kahoot.com. As I have not yet created quizzes on my entire program, we will look for quizzes already created. Several categories are offered by the site. Using the filters made available (language, quiz created by teachers or students, etc.), we select the questionnaires that we like: not all are of equivalent quality.
I was surprised at how quickly the students embraced the concept so fully and with such enthusiasm, even though there are two classes that are generally showing good will.
Prospects for use
The idea is that each student can propose a questionnaire and become a game master. This is the next step in this Kahoot experience: create quizzes on one of the story chapters not yet treated in this form and question his comrades. Several advantages to this exercise:
- Use of the computer tool for inserting documents, keyboard, etc.
- Selection of the essential points of a lesson sorting information, prioritizing it…
- Writing a question why a question is written in a certain way and not in another, what are the expectations of the corrector behind this question.
- Choice of answers the creator of the quiz chooses the 4 proposals so must question the degree of difficulty
- Learning cooperation and group work, students will have to communicate with each other to select the lesson points that they will integrate into the final quiz.
A few tips :
- Pay attention to the different quiz setting options (question reading time, response time, etc.). Improperly controlled settings can make the quiz extremely frustrating or boring.
- Vary the question materials: text, still images, videos to diversify the question mode. This allows students to remain attentive to the quiz while understanding that documents of a different nature are not studied in the same way.