Abstract—The benefits of game-based learning have been confirmed by many studies, and it has also been proven to be a method that can bring meaningful learning to learners. However, its application in Taiwan’s higher education stage is still infrequent, and only few related studies. Therefore, this study uses Kahoot with an interactive response system (IRS) mechanism as one of the curriculum teaching tools. The research adopted purposive sampling method. Participants were students from two universities in northern Taiwan who took Thai language and culture courses. The total number of valid participants was 103, including 25 males (29.8%) and 59 females (70.2%). This study was based on the theory of cognitive learning of multimedia learning, and the design of Kahoot’s game content. Based on the special CATLM and focus influence model, six research hypotheses were proposed to build a research model. The results showed that online cognitive failure was negatively correlated with gameplay flow; online cognitive failure was positively correlated with gameplay anxiety; gameplay flow was positively correlated with learning performance; gameplay anxiety was not correlated with learning performance; anxiety does not necessarily affect the effectiveness of game-based learning.
Index Terms—Game-based learning, instant response system, internet cognitive failure, Kahoot, Thai language and culture.
Jian-Hong Ye is with the Department of Industrial Education and Institute for Research Excellence in Learning Sciences, and Chinese Language and Technology Center, National Taiwan Normal University, Taiwan (e-mail: email@example.com). Nitiwat Watthanapas is with the BA Program in Southeast Asian Languages and Cultures, National Chengchi University, Taiwan (e-mail: firstname.lastname@example.org). Yu-Feng Wu is with the Graduate Institute of Sport, Leisure and Hospitality Management, National Taiwan Normal University, Taiwan (e-mail: email@example.com).
Cite:Jian-Hong Ye, Nitiwat Watthanapas, and Yu-Feng Wu, "Applying Kahoot in Thai Language and Culture Curriculum: Analysis of the Relationship among Online Cognitive Failure, Flow Experience, Gameplay Anxiety and Learning Performance," International Journal of Information and Education Technology vol. 10, no. 8, pp. 563-572, 2020.Copyright © 2020 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).