The effect of gamified student response system on students' perception and achievement

Abstract

Rapid advances in technology affect many areas of our lives, one of which is education. In the local Indonesian context, teachers and schools sometimes still see technology as a threat to the teaching and learning process. To get the benefits of information technology advances in teaching and learning process at schools; we need to find a technology that is easy for the teacher to use and fun for the students to learn it. Kahoot! is a form of technology in the Student Response System (SRS) with a gamification approach that can increase student involvement in the classroom. This study aims to look at the students' perceptions of Kahoot! And see the effect on non-cognitive aspects, namely Likeness and Interesting, and cognitive aspects, namely Achievement. As many as 153 students were involved in this study consisting of 127 students in the experimental class and 26 students in the control class. We implemented Kahoot! in chemistry lessons for three months in the innovative class then surveyed to see their perceptions. We also compare the academic score of a chemistry lesson from both courses before and after the implementation. More than 90% of the students perceived Kahoot! as easy, fun and engaging, and 83.75% of respondents felt more positive towards the topic. The results show that Kahoot! has a positive effect on student perceptions and non-cognitive aspects, but the application of Kahoot! has no direct impact on the cognitive elements observed, namely Achievement.