Abstract—The underlying purpose of this research was examining the use of Kahoot in practice to test and revise what students had been learning at class to determine its viability as a supplement to existing materials. Twenty teachers and twenty students of English major were asked about Kahoot and its uses in teaching and learning. Pre-survey questionnaires showed that none teachers or students had used Kahoot in testing or assessment, only one teacher had heard of Kahoot before but had not actually used it. Regarding the students’ habit of technology in learning, all twenty students were engaged with using their smartphones to revise content covered in class. All students agreed to take part in a three-week pilot study using Kahoot as a supporting tool. This involved training teachers in using Kahoot, requiring teachers to design quizzes and brief tasks to test and assess the students’ outcomes after classes. The students created a Kahoot account for an analysis of student usage. Technical and networking problems did hinder usage of Kahoot, but both teachers and learners indicated it was still beneficial. The results of using Kahoot in testing and assessment are discussed in terms of the implications for teachers, students, and the curriculum.
Index Terms—Kahoot introduction and application, mobile device, online testing and assessment, teachers’ and learners’ attitudes towards Kahoot.
The authors are with Knowledge System Laboratory, Information Science and Control Engineering Department, Nagaoka University of Technology, Nagaoka, Niigata, Japan (e-mail: thuy@nut-kslab.net, yukawa@vos.nagaokaut.ac.jp).
Cite: Thuy Thi Thanh Nguyen and Takashi Yukawa, "Kahoot with Smartphones in Testing and Assessment of Language Teaching and Learning, the Need of Training on Mobile Devices for Vietnamese Teachers and Students," International Journal of Information and Education Technology vol. 9, no. 4, pp. 286-296, 2019.