Chapter Two Literature Review
2.1 Kahoot!
Kahoot!,as a game-based student response system(GSRS)(Wang,2015),was developed by aNorwegian professor named Alf Inge Wang in 2013,which is a freely available,a real-time,game-based online learning platform which allows learners to carry out an amount of learningactivities covering the fields of physics,English,engineering,chemistry,mathematics,computerscience,and medicine.It also can be seen as an evolutional program of the previous clickertechnology(Medina&Hurtado,2017).And it has become a popular educational approach themajority of teachers and students are fond of,in light of its superiority to other online learningSRSs platforms(Wang&Tahir,2020).According to Dellos(2015),Kahoot!was regarded as astudent response system that engaged students by means of quizzes,discussion and survey.Siegle(2015)and Wibisono(2019)both argued that Kahoot!was an online game platform thatcan check out and review the students’knowledge,assess their performance and learn the newcontent(Papastergiou,2009).
Kahoot!has kept its increasingly gaining popularity among educators and students ineducation since its appearance on the market(Wang&Tahir,2020).Until 2020,the usersplaying Kahoot!reach more than 5 billion worldwide.The reason why Kahoot!can gain a wideacceptance globally is that it is easy to learn and use,and can activate the classroom dynamics(see Figure.2.1).Kahoot!can be used through any fixed or mobile digital devices such assmartphones,PC/tablets,laptop computers and with no need of downloading an application orremote control,only good internet or wireless connection is necessary.
2.2 Students response system
SRS(Students Response System)is a technology-enabled learning environment where learninginteractivity will be enhanced through transferring,collecting,processing,and displaying students’responses in a traditional classroom,consisting of a software for creating and managingquestions and three hardware components including a receiver unit,a classroom computer with aprojector and interactive remote controls(Ranieri,Raffaghelli,&Bruni,2018)(see Figure 2.7).
SRSs that existed since 1960s(Judson&Sawada,2002)were firstly used in biologyand chemistry education(Bessler&Nisbet,1971),which were evolved in terms of their formsand capabilities(Hunsu,Adesope,&Bayly,2016).Recently,with the enhancements intechnology,web-based SRSs and SRSs that support mobile devices have become widely-used(Richardson,Dunn,McDonald,&Oprescu,2015)and decreased the costs of using SRSs in theclasses(Aljaloud,Gromik,Billingsley,&Kwan,2015;Hunsu et al.,2016).SRSs not onlyprovide an exam environment that contributes to decreasing test anxiety for the students(Turan&Meral,2018),but also are considered as useful tools to enable teachers to give students instantfeedbacks and evaluate their performance(Aljaloud et al.,2015;Hunsu et al.,2016).As a result,the use of SRSs has uplifted conside
