Abstract—With the emergence and growing use of ICT,
educational institutions have tried to adapt to the new standard
at an exponential rate. Gamification has the potential to
positively impact students' behavior, dedication, and motivation,
which can lead to knowledge and skill progress if utilized and
integrated appropriately. The purpose of the study is to
examine perceptions from undergraduate students concerning
the use of Kahoot! in their classrooms. Statistical analysis was
performed on the empirical data received from a questionnaire
(n = 113). The findings revealed that gamification had a positive
impact on the students learning progress. However,
gamification did not keep them motivated throughout the entire
course. Furthermore, foreign students perceive gamified
learning as more useful than their Thai peers. The results of this
study have practical implications for practitioners and
theoretical implications for educational researchers.
Index Terms—Gamification, higher education,
technology-enhanced learning, online learning.
Kevin Fuchs is with the Faculty of Hospitality and Tourism, Prince of
Songkla University, Phuket 83120 Thailand (e-mail:
kevin.f@phuket.psu.ac.th).
Cite: Kevin Fuchs, "Bringing Kahoot! Into the Classroom: The Perceived Usefulness and Perceived Engagement of Gamified Learning in Higher Education," International Journal of Information and Education Technology vol. 12, no. 7, pp. 625-630, 2022.
Copyright © 2022 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).