000			03228nam a22002777a 4500
003			KOHA_MİRAKIL
005			20211208110111.0
008			211208d2021 cy ||||| m||| 00| 0 eng d
040			_aCY-NiCIU _beng _cCY-NiCIU _erda
041			_aeng
090			_aD 282 _bI36 2021
100	1		_aIdowu, Adeleye Olusanya
245	1	4	_aTHE PERCEPTION OF STUDENTS TOWARDS USEFULNESS AND EASE OF USING KAHOOT FOR LEARNING / _cADELEYE OLUSANYA IDOWU; SUPERVISOR: ASSOC. PROF. DR. MUESSER NAT
264			_c2021
300			_a165 sheets; _c31 cm. _eIncludes CD
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
502			_aThesis (PHD) - Cyprus International University. Institute of Graduate Studies and Research Management Information Systems Department
504			_aIncludes bibliography (sheets 121-157)
520			_aABSTRACT 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.
650		0	_aStructural equation modeling _vDissertations, Academic
650		0	_aEducational technology _vDissertations, Academic
700	1		_aNat, Müesser _esupervisor _91870
942			_2ddc _cTS
999			_c283437 _d283437