Open Access Peer-reviewed Research Article

The use of Kahoot in preschool mathematics education

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first level's mathematical problems
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Submitted   Dec 23, 2022
Published   Feb 20, 2023
Issue    Vol 3 No 1 (2023)
DOI   10.25082/AMLER.2023.01.014

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Aikaterini Xezonaki corresponding author
Department of Preschool Education, Faculty of Education, University of Crete, Crete, Greece

Abstract

During the preschool period children acquire basic mathematics skills during preschool, the foundation for their later formal mathematics education. One tool that could enhance students' mathematical skills at this age and which utilizes the elements of games in non-game settings. This study aimed to implement an intervention program to examine whether gamification affects the mathematical competencies of preschool-aged students. Thirty-one students aged 4 to 6 participated, of which 15 shaped the experimental group and 16 shaped the control group. During the intervention program, students in the experimental group were tutored through tablets and games designed in Kahoot! application and involved basic math exercises such as addition and subtraction, while the control group did the same exercises without tablets. The results of the student's performance in the experimental group showed that their performance in mathematics before and after the intervention differed significantly. Therefore, students' mathematical skills were improved through Kahoot-based learning games. It can be concluded that the application of Kahoot! Learning games can improve the mathematical learning outcomes of preschool students. Pedagogical and psychological research should be used more to improve the mathematical skills of preschoolers.

Keywords
Information and Communications Technology (ICT), mobile learning, mathematics, Realistic Mathematics Education (RME), preschool education

Article Details

How to Cite
Xezonaki, A. (2023). The use of Kahoot in preschool mathematics education. Advances in Mobile Learning Educational Research, 3(1), 648-657. https://doi.org/10.25082/AMLER.2023.01.014
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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