Chapter Three Research Methodology.................23
3.1 Action research..................................23
3.2 Research questions............................24
3.3 Research participants.................24
Chapter Four Results and Discussion..........................36
4.1 Results and discussion of research question 1................................36
4.1.1 Analysis and discussion of Questionnaire I..............................36
4.1.2 Analysis and discussion of Interview I and II..........................43
Chapter Five Conclusion..........................64
5.1 Major findings.................................64
5.1.1 Major findings on research question 1...............................64
5.1.2 Major findings on research question 2..............................65
Chapter Four Results and Discussion
4.1 Results and discussion of research question 1
For addressing the first research question(What are college students’perceptions of Kahoot!inAR Cycles 1 and 2?),Paired Sample T-test is used to seek the difference of students’perceptiontowards Kahoot!in AR Cycles 1 and 2.And the descriptive analysis is involved fordemonstrating and analyzing the students’opinions.The data collected form Questionnaire I,students’learning dairies and interviews are analyzed carefully and the analysis results arepresented seriously in this part.
4.1.1 Analysis and discussion of Questionnaire I
It is stated that three dimensions are embodied in Questionnaire I including students’feedback ofKahoot!,the effectiveness of Kahoot!as well as the evaluation of Kahoot!in Chapter Three.Dueto the students little contact with Kahoot!before the study starts,the questionnaire survey isomitted in the beginning of Cycle 1,the questionnaires are sent at the end of Cycles 1(Questionnaire I---first time)and 2(Questionnaire I---second time).Questionnaire I(first time)and Questionnaire I(second time)are provided by Questionnaire Star and the students answerthese questionnaires according to their own real opinions.The effective papers were 30,23 and30 respectively.
Chapter Five Conclusion
5.1 Major findings
To investigate the effect of a web-based GSRS(a Game-based Student ResponseSystem)---Kahoot!on college students’English reading proficiency,action research includingtwo cycles is conducted.The major research findings are summarized in this section for solvingthe three research questions.Those findings below mirror or contradict previous relevant studies.
5.1.1 Major findings on research question 1
The first research question in this paper is“What are college students’perceptions of Kahoot!inAR Cycles 1 and 2?”Based on the results drawn from Questionnaire I,the interest,motivation,concentration,competitiveness and engagement of students in three ECs have remarkablyimproved at the end of Cycle 1,and then they praise the design of Kahoot!(such as colorassortment,pictures,time display and answers instant feedback etc.)and consider it as aneffective and valuable learning tool that can carry weight in English learning.At the end of Cycle2,the students in EC 1 and EC2 still hold optimistic attitude towards Kahoot!and even behavebetter in every way when playing Kahoot!in class.However,some negative changes have takenplace on the students in EC3 compared with Cycle 1,the students become less optimistic interms of the use and evaluation of Kahoot!in classroom.Generally speaking,the collegestudents shows that Kahoot!provides some benefits for English learning classroom and learningcontent knowledge.At the same time,the results of interviews and students’learning dairiesare all in agreement with the findings obtained from Questionnaire I.The findings of the currentstudy do support the previous researches(Wang,2015;Wang&Lieberoth,2016;Hung,2017a,2017b).
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