Email this article 
Students’ Acceptance towards Kahoot Application in Mastering Culinary Terminology
Abdul Wafi Abdul Rahman, Department of Vocational Education (Catering), Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, 86400 Parit Raja, Batu Pahat, Johor, Malaysia
Mohd Raden Farhan Helmy Raden Ismail, Department of Vocational Education (Catering), Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, 86400 Parit Raja, Batu Pahat, Johor, Malaysia
Mohd Akmal Rohiat, Department of Vocational Education (Catering), Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, 86400 Parit Raja, Batu Pahat, Johor
Nur Diyana Mohd Yazid, Department of Vocational Education (Catering), Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, 86400 Parit Raja, Batu Pahat, Johor, Malaysia
Siti Nurshafiqa Aminudin, Universiti Tun Hussein Onn Malaysia, 86400 Parit Raja, Batu Pahat, Johor, Malaysia
Siti Hajar Zakariah, Department of Vocational Education (Catering), Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, 86400 Parit Raja, Batu Pahat, Johor, Malaysia
Abstract
Kahoot! is a game-based learning platform used to review students’ knowledge, for formative assessment and provides an opportunity not only to assess students' conceptual understanding but also to build new knowledge through further clarification during or after the game. The objective of this study is to assess the acceptability of culinary students in the use of Kahoot! application for mastery the culinary terminology. This study aimed to identify students' acceptance of learning applications, to identify students' acceptance of Kahoot! use in terms of memory as well as students' level of mastering Kahoot! in the learning process. This study is a descriptive study that used a five-point Likert scale questionnaire as an instrument. A total of 48 second year students from the Catering program were used as the study sample. The collected data were analyzed using Statistical Package for Social Science Version 23.0 for Windows (SPSS). The results show that the aspect of students' level of mastering the culinary terminology using Kahoot! application is high with a mean score of 4.55. Whereas the students’ acceptance of Kahoot! as a learning application, was also high with a mean score of 4.44. Finally, the students’ acceptance of the culinary terminology tested using Kahoot! is high with a mean score of 4.45.
Keywords
Full Text:
PDFReferences
R. Dellos, “Kahoot! a digital game resource for learning,” Int. J. Instr. Technol. Distance Learn., vol. 12, no. 4, pp. 49–52, 2015.
F. Kirschner, F. Paas, P. A. Kirschner, and J. Janssen, “Differential effects of problem-solving demands on individual and collaborative learning outcomes,” Learn. Instr., vol. 21, no. 4, pp. 587–599, Aug. 2011, doi: 10.1016/j.learninstruc.2011.01.001.
K. M. Kapp, The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. San Francisco: John Wiley & Sons, 2012.
L. P. Rieber, “Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games,” Educ. Technol. Res. Dev., vol. 44, no. 2, pp. 43–58, 1996, doi: 10.1007/BF02300540.
Z. Hussin, S. Siraj, G. Darusalam, and N. H. M. Salleh, “Kajian model blended learning dalam jurnal terpilih: satu analisa kandungan,” JuKu J. Kurikulum Pengajaran Asia Pasifik, vol. 3, no. 1, pp. 1–6, 2017, [Online]. Available: https://juku.um.edu.my/article/view/8142.
W. C. Lin, J. Y. Ho, C. H. Lai, and B. S. Jong, “Mobile game- based learning to inspire students learning motivation,” in In 2014 International Conference on Information Science, Electronics and lectrical Engineering (ISEEE), 2014, pp. 810–813, doi: 10.1109/infoseee.2014.6947779.
S. Erhel and E. Jamet, “Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness,” Comput. Educ., vol. 67, pp. 156–167, Sep. 2013, doi: 10.1016/j.compedu.2013.02.019.
A. Mathrani, S. Christian, and A. Ponder-Sutton, “PlayIT: game based learning approach for teaching programming concepts,” Educ. Technol. Soc., vol. 19, no. 2, pp. 5–17, 2016.
G. J. Hwang, L. Y. Chiu, and C. H. Chen, “A contextual game-based learning approach to improving students’ inquiry-based learning performance in social studies courses,” Comput. Educ., vol. 81, pp. 13–25, Feb. 2015, doi: 10.1016/j.compedu.2014.09.006.
A. R. Denham, R. Mayben, and T. Boman, “Integrating game-based learning initiative: increasing the usage of game-based learning within k-12 classrooms through professional learning groups,” TechTrends, vol. 60, no. 1, pp. 70–76, Jan. 2016, doi: 10.1007/s11528-015-0019-y.
T. Reiners and L. Wood, Gamification in Education and Business. Cham: Springer, 2015.
S. A. Licorish, H. E. Owen, B. Daniel, and J. L. George, “Students’ perception of Kahoot!’s influence on teaching and learning,” Res. Pract. Technol. Enhanc. Learn., vol. 13, no. 1, p. 9, Dec. 2018, doi: 10.1186/s41039-018-0078-8.
M. Mansur and D. Fadhilawati, “Applying Kahoot to improve the Senior High School students’ vocabulary achievement,” VELES Voices English Lang. Educ. Soc., vol. 3, no. 2, p. 164, Oct. 2019, doi: 10.29408/veles.v3i2.1591.
F. Rofiyarti and A. Y. Sari, “TIK untuk AUD:penggunaan platform ‘kahoot!’ dalam menumbuhkan jiwa kompetitif dan kolaboratif anak,” Pedagog. J. Anak Usia Dini dan Pendidik. Anak Usia Dini, vol. 3, no. 3b, pp. 164–172, 2017.
D. Sandy, “Use of Kahoot as an evaluation and teaching learning tool in the teaching of industrial microbiology,” Holos, vol. 1, pp. 170–179, 2018.
D. S. Santos, “The quiz do bis: Use of Kahoot! as a learning tool,” 2017.
D. Tan, M. Ganapathy, and M. K. M. Singh, “Kahoot! it: gamification in higher education,” Pertanika J. Soc. Sci. Humanit., vol. 26, no. 1, pp. 565–582, 2018.
A. I. Wang and A. Lieberoth, “The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot!,” 2016.
B. Taylor and E. Reynolds, “Building vocabulary skills and classroom engagement with Kahoot!,” in 26th Korea TESOL international conference, 2018, p. 89.
H. Hadijah, B. W. Pratolo, and R. Rondiyah, “Interactive game ‘Kahoot!’ as the media of students’ vocabulary assessment,” J. English as a Foreign Lang., vol. 10, no. 1, pp. 87–105, Mar. 2020, doi: 10.23971/jefl.v10i1.1670.
R. V. Krejcie and D. W. Morgan, “Determining sample size for research activities,” Educ. Psychol. Meas., vol. 30, no. 3, pp. 607–610, Sep. 1970, doi: 10.1177/001316447003000308.
S. Kocakoyun, “Perceptions of students for gamification approach: Kahoot as a case study,” Int. J. Emerg. Technol. Learn., vol. 13, no. 02, pp. 72–93, Feb. 2018, doi: 10.3991/ijet.v13i02.7467.
N. Yürük, “Edutainment: using Kahoot! as a review activity in foreign language classrooms,” J. Educ. Technol. Online Learn., vol. 2, no. 2, pp. 89–101, 2019, doi: 10.31681/jetol.557518.
P. A. Baszuk and M. L. Heath, “Using Kahoot! to increase exam scores and engagement,” J. Educ. Bus., vol. 95, no. 8, pp. 548–552, Nov. 2020, doi: 10.1080/08832323.2019.1707752.
E. G. L. Medina and C. P. R. Hurtado, “Kahoot! a digital tool for learning vocabulary in a language classroom,” Rev. Publicando, vol. 4, no. 12 (1), pp. 441–449, Sep.2017, Accessed: Mar. 17, 2021. [Online]. Available: https://revistapublicando.org/revista/index.php/crv/article/view/673.
DOI: https://doi.org/10.21831/jptk.v27i1.38391
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Jurnal Pendidikan Teknologi dan Kejuruan
This work is licensed under a Creative Commons Attribution 4.0 International License.
Online (e-ISSN): 2477-2410 || Printed (p-ISSN): 0854-4735
Jurnal Pendidikan Teknologi Kejuruan by http://journal.uny.ac.id/index.php/jptk was distributed under a Creative Commons Attribution 4.0 International License.
View My StatsSupported by:
Social Media:
