Measuring student perceptions of motivation and engagement with Kahoot!: a case study in primary education in Portugal
TL;DR
Analysis of students' perceptions of the use of Kahoot! in the classroom and the extent to which the tool may add value to the teaching and learning process suggests that students perceived Kahoot! positively, while the teacher highlighted its usefulness for real-time formative assessment.
Abstract
The integration of digital tools in teaching remains a challenge for many educators, often due to resistance to change and limited training. Drawing on Self-Determination Theory, as proposed by Deci and Ryan, and Cognitive Load Theory, developed by Sweller, this exploratory study examines student motivation and engagement in a gamified learning environment. Specifically, it explores students' perceptions of the use of Kahoot! in the classroom and the extent to which the tool may add value to the teaching and learning process. The study involved 20 fourth-grade students and their class teacher from a public school cluster in the Central region of Portugal. Data were collected through a student questionnaire, a semi-structured teacher interview, and audiovisual recording of the classroom session. Descriptive findings suggest that students perceived Kahoot! positively, particularly in terms of enjoyment, engagement, perceived usefulness, and peer interaction, while the teacher highlighted its usefulness for real-time formative assessment. However, technical constraints and connectivity problems limited implementation. Given the exploratory design, small convenience sample, dichotomous items, and absence of validated psychometric measures and a control group, the findings do not support causal inference. The study therefore contributes context-specific evidence and points to the need for future research using experimental designs and validated instruments.