The educational impact of Kahoot!; the motivational value of clarity in teaching; the counterintuitive relationship between motivation and achievement.
The importance of lesson clarity feels intuitive and aligns with my own teaching experience. Clear, structured lessons have consistently helped my students perform well, both in my current and past roles.
Thoughts on Kahoot!:
As a student in an engineering diploma program, I found Kahoot! less effective because the questions often didn’t match the depth or focus of the exam content. They were surface-level and didn’t challenge deeper understanding. Since I built my foundation through thorough textbook study and practice, Kahoot! felt redundant.
That said, this study reminded me of its potential value for students who lack time to study extensively after class. I plan to incorporate Kahoot! into my statistics courses next semester to reinforce key concepts engagingly.
Thoughts on Motivation and Achievement:
I’ve always believed motivation leads to achievement—motivated students take positive actions, which lead to results. My own experience supports this: I struggled with chemistry initially but, driven by interest, kept learning and eventually excelled. Was it motivation that led to achievement, or did I redefine achievement by progress instead of results? Maybe it was both.
I agree with the study’s deeper point: lack of prior knowledge is often a bigger barrier than low motivation. This is especially true in subjects like math or statistics. Strengthening foundational knowledge seems more effective than relying solely on new teaching methods to boost motivation. The human brain is complex, and there’s still much to discover about how it learns.
I love Kahoot, but there are always a couple neurodivergent kiddos who CANNOT handle the fact that they got the answer right and are not at the top of the leaderboard.
Thoughts on Lesson Clarity:
The importance of lesson clarity feels intuitive and aligns with my own teaching experience. Clear, structured lessons have consistently helped my students perform well, both in my current and past roles.
Thoughts on Kahoot!:
As a student in an engineering diploma program, I found Kahoot! less effective because the questions often didn’t match the depth or focus of the exam content. They were surface-level and didn’t challenge deeper understanding. Since I built my foundation through thorough textbook study and practice, Kahoot! felt redundant.
That said, this study reminded me of its potential value for students who lack time to study extensively after class. I plan to incorporate Kahoot! into my statistics courses next semester to reinforce key concepts engagingly.
Thoughts on Motivation and Achievement:
I’ve always believed motivation leads to achievement—motivated students take positive actions, which lead to results. My own experience supports this: I struggled with chemistry initially but, driven by interest, kept learning and eventually excelled. Was it motivation that led to achievement, or did I redefine achievement by progress instead of results? Maybe it was both.
I agree with the study’s deeper point: lack of prior knowledge is often a bigger barrier than low motivation. This is especially true in subjects like math or statistics. Strengthening foundational knowledge seems more effective than relying solely on new teaching methods to boost motivation. The human brain is complex, and there’s still much to discover about how it learns.
I love Kahoot, but there are always a couple neurodivergent kiddos who CANNOT handle the fact that they got the answer right and are not at the top of the leaderboard.
Thanks Linyi -- Great points!