Abstract
The present study explores the potential of improving the attractiveness and efficiency of academic lectures at university science courses with the use of online game-based tools. The main purpose of the study was to investigate the extent to which the use of Kahoot can increase learners’ attendance, interest and active participation in the science lectures, and whether it can demonstrate students’ better cognitive results in science learning. A number of 287 university learners from pedagogical departments, aiming to be prospective primary education level teachers participated in the research. Students’ semester final examinations results, note taking, personal interviews and a focus group discussion were used as research tools. According to the findings, the integration of Kahoot in the teaching lecturing process enhanced students’ enthusiasm, class anticipation, attendance and active participation. Students displayed a higher percentage of success in the final exams, as opposed to previous years’ lower performance.
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This paper has been financed by the funding programme “MEDICUS”, of the University of Patras.
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Tsihouridis, C., Batsila, M., Vavougios, D., Tsichouridis, A. (2023). “In Vivo” Science Learning - Academic Teaching Through a Game-Based Process. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds) Learning in the Age of Digital and Green Transition. ICL 2022. Lecture Notes in Networks and Systems, vol 634. Springer, Cham. https://doi.org/10.1007/978-3-031-26190-9_15
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