Senior high-school students’ experiences in using kahoot! as a gamified learning tool

Lazaba, Richa Qonitatin (2026) Senior high-school students’ experiences in using kahoot! as a gamified learning tool. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

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Abstract

The growing use of gamified learning tools such as Kahoot! does not always lead to consistent student engagement. Some learners responded enthusiastically while others appeared disengaged or pressured during its use. This situation raised the need to understand what students actually experienced in gamified classroom environments. Therefore, this study explored student’s experience in using Kahoot! as a gamified learning tool in tenth-grade English classroom. Using a qualitative narrative inquiry, the data were collected through semi-structured interviews. The data were analyzed thematically to identify patterns in students’ experiences when using Kahoot! during the learning process. The findings revealed that students experienced educative learning when Kahoot! increased motivation, active participation, peer interaction, and understanding through instant feedback. However, mis-educative experiences occurred when students paid less attention to teacher’s explanations and preferred to move quickly to the next question. In addition, challenges arose when learning focus shifted toward score achievement and speed, as well as when technical issues disrupted learning continuity. Overall, this study provided a deeper understanding of how students personally experienced gamified learning and offered insights that might benefit researchers and educators who aimed to design more effective and supportive gamified learning environments.

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