Furthermore, correct answer. The teacher serves as

Furthermore, Dellos (2015) described four different types of Kahoot. These are survey, quiz, discussion and jumble. Each type has a slightly different user interface and experience. In the quiz mode, the teacher can use features such as assigning right and wrong answers, setting time limit and enabling point system. Quizzes can introduce new topics and review recently learned materials. Since it is also a multimedia software, the teacher can also insert pictures or even short video clips before and during each question.

In survey mode, the point system is disabled. Thus, there are no correct or wrong answers. Surveys can be used to find out what participants already know (or just learned) without competition and will use bar graphs to guide conversation.

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Meanwhile, Discussion mode can be used possibly during the middle of the lecture and the teacher wants to ask a spur of the moment question. This is identical to a survey, but with a limit of only one question. Discussions aim to get you through building the question and into hosting it quickly. Finally, the jumble mode offers the same competitive play as a Quiz but with a twist. Student should place answers in correct order rather selecting one correct answer. The teacher serves as the host and the students being the contestants (Hwang, Wong and Lam, 2015).

Every student could see the questions through projectors or wide screens then and everyone can answer the questions using their Kahoot app via their smartphones. It creates an enjoyable and exciting environment (Miller, 2016). In addition, Kahoot app is popularly known as a gamified assessment tool that is formative in nature. It could be used as a form of drill or practice to strengthen the understanding of a certain concept. Since it is gamified, students will actively participate the activities. Students with correct answers will be rewarded through points and will be displayed through the students’ smartphone. Below is an example of Kahoot Quiz screen.


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