Tiara Maharani, Siswana

Pre-Service Teachers’ Perceptions of Kahoot! as a Teaching Tool During Internships

Introduction

Pre-service teachers’ perceptions of kahoot! as a teaching tool during internships. Pre-service teachers view Kahoot! as an effective, engaging teaching tool during internships, enhancing student motivation and participation. Recommends gamified tools for teacher education.

Abstract

This study explores how pre-service teachers perceive the use of Kahoot! during their teaching internships, especially in English language classrooms. As digital tools become more common in education, Kahoot! stands out for making lessons more interactive and enjoyable. Through a survey of 180 education students, this research looks at how Kahoot! supports engagement, ease of use, and effectiveness in teaching. Most participants found it helpful in boosting student motivation and participation. They also saw it as simple to use and easy to apply in the classroom. Interestingly, factors like a student's semester and age influenced how effective they thought Kahoot! was, while their study program and how often they used it did not. Overall, the study shows that gamified tools like Kahoot! can enhance the teaching experience and suggests that teacher education programs should consider including them to make learning more dynamic and effective.

Review

This study provides a timely and relevant exploration into pre-service teachers' perceptions of Kahoot! as a teaching tool during their internships, particularly within English language classrooms. In an era where digital fluency is crucial for educators, understanding how future teachers embrace and evaluate gamified learning platforms is highly valuable. The research effectively highlights Kahoot!'s perceived strengths in fostering student motivation, participation, and ease of integration into lesson plans, based on the insights of 180 education students. Its findings contribute meaningfully to the discourse on technology integration in teacher education, affirming the potential of such tools to enhance the dynamism and effectiveness of the learning environment. While the study offers valuable insights, there are areas where further depth would strengthen its contributions. The reliance solely on self-reported survey data, while practical for a broad survey, inherently limits the capture of nuanced experiences and potential discrepancies between perception and actual classroom application. For instance, the abstract notes that "factors like a student's semester and age influenced how effective they thought Kahoot! was," yet the nature and direction of these influences are not detailed, leaving a gap in understanding *why* these demographic variables matter. Similarly, the finding that study program and frequency of use did not influence perceptions warrants further qualitative exploration to understand the underlying reasons, and to distinguish perceptions of their own use as students versus their pedagogical application during internships. Despite these considerations, the study's overall message—that gamified tools like Kahoot! are positively perceived by pre-service teachers and can enhance the teaching experience—remains robust. The recommendation for teacher education programs to include such tools is well-founded and practical. Future research could build upon this foundation by employing mixed-methods approaches, incorporating observational data or student feedback to complement teacher perceptions. Further investigation into the specific pedagogical strategies employed by pre-service teachers using Kahoot!, as well as a deeper dive into the contextual factors that moderate its perceived effectiveness, would also be highly beneficial. This study serves as an excellent starting point for understanding the landscape of technology adoption among future educators and offers valuable direction for enhancing pedagogical training.

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