THE PERCEPTION OF STUDENTS TOWARDS USEFULNESS AND EASE OF USING KAHOOT FOR LEARNING / ADELEYE OLUSANYA IDOWU; SUPERVISOR: ASSOC. PROF. DR. MUESSER NAT

Yazar: Katkıda bulunan(lar):Dil: İngilizce 2021Tanım: 165 sheets; 31 cm. Includes CDİçerik türü:
  • text
Ortam türü:
  • unmediated
Taşıyıcı türü:
  • volume
Konu(lar): Tez notu: Thesis (PHD) - Cyprus International University. Institute of Graduate Studies and Research Management Information Systems Department Özet: ABSTRACT Kahoot! is a free web-based application, which allows tertiary educators to incorporate gamified learning environments in tertiary teaching and learning. However, there is a shortage of literature on student acceptance and effective use of Kahoot! in a learning environment. Therefore, this research added system interactivity, task-technology and learning-game conflict factors into the Technology Acceptance Model to investigate students intention and usage of Kahoot!. The success of this instructional approach largely depends on students’ acceptance to study with the game based learning in the learning environment. Structural Equation Modelling SEM using LISREL was employed to analyze data collected from 250 randomly selected university students. The questionnaires were carried out at the end of the semester, after their final examinations. The results revealed that system interactivity has a positive influence on perceived usefulness of Kahoot!, while task-technology fit has a positive influence on Kahoot! usage. Furthermore, findings show that learning-game conflict has a positive influence on student behavioral intention. A linear multiple regression was used to analyze the collected data to answer the research question four to five of the study employed an experimental method approach which tested student engagement, class attendance and class performance. Students’ engagement has a direct and positive influence on their attendance and academic performance in class using Kahoot!. Thus, students’ class attendance mediates the relationship between students’ engagement and their academic performance. The findings serve as a guide for planning, designing and implementing Kahoot! to foster university students’ academic performance, engagement, attendance and learning experience. Also, results showed that the TAM model with the inclusion of learning-game conflict, system interactivity, and Task-Technology Fit factors help to predict and explain university students’ acceptance of game based learning to improve their academic performance, attendance and engagement.
Materyal türü: Thesis
Mevcut
Materyal türü Geçerli Kütüphane Koleksiyon Yer Numarası Durum Notlar İade tarihi Barkod Materyal Ayırtmaları
Thesis Thesis CIU LIBRARY Tez Koleksiyonu Tez Koleksiyonu D 282 I36 2021 (Rafa gözat(Aşağıda açılır)) Kullanılabilir Management Information Systems Department T2550
Suppl. CD Suppl. CD CIU LIBRARY Görsel İşitsel D 282 I36 2021 (Rafa gözat(Aşağıda açılır)) Kullanılabilir Management Information Systems Department CDT2550
Toplam ayırtılanlar: 0

Thesis (PHD) - Cyprus International University. Institute of Graduate Studies and Research Management Information Systems Department

Includes bibliography (sheets 121-157)

ABSTRACT
Kahoot! is a free web-based application, which allows tertiary educators to incorporate gamified learning environments in tertiary teaching and learning. However, there is a shortage of literature on student acceptance and effective use of Kahoot! in a learning environment. Therefore, this research added system interactivity, task-technology and learning-game conflict factors into the Technology Acceptance Model to investigate students intention and usage of Kahoot!. The success of this instructional approach largely depends on students’ acceptance to study with the game based learning in the learning environment. Structural Equation Modelling SEM using LISREL was employed to analyze data collected from 250 randomly selected university students. The questionnaires were carried out at the end of the semester, after their final examinations. The results revealed that system interactivity has a positive influence on perceived usefulness of Kahoot!, while task-technology fit has a positive influence on Kahoot! usage. Furthermore, findings show that learning-game conflict has a positive influence on student behavioral intention. A linear multiple regression was used to analyze the collected data to answer the research question four to five of the study employed an experimental method approach which tested student engagement, class attendance and class performance. Students’ engagement has a direct and positive influence on their attendance and academic performance in class using Kahoot!. Thus, students’ class attendance mediates the relationship between students’ engagement and their academic performance. The findings serve as a guide for planning, designing and implementing Kahoot! to foster university students’ academic performance, engagement, attendance and learning experience. Also, results showed that the TAM model with the inclusion of learning-game conflict, system interactivity, and Task-Technology Fit factors help to predict and explain university students’ acceptance of game based learning to improve their academic performance, attendance and engagement.

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