Kahoot in Digital-Era Classrooms: Benefits, Limitations, and Pedagogical Implications
Abstract
The need for interactive, adaptive, and engaging learning media that can enhance the student motivation is increasingly growing. One widely used innovation across various educational levels is Kahoot, a game-based quiz platform that offers competitive, enjoyable, and easily accessible learning experiences. This study is a qualitative literature review aimed at analyzing the effectiveness of Kahoot as a gamified learning tool, particularly in its role as an assessment medium and reinforcement of learning outcomes. Data were collected through a systematic review of published literature from national and international journals and scientific conference proceedings accessed via the Google Scholar database by using the keywords Kahoot, learning assessment, and learning outcomes. The selection was limited to publications from 2017 to 2025 that specifically discussed the effectiveness of Kahoot in educational contexts. From this process, 14 relevant studies were identified, categorized based on their focus on learning assessment and/or learning outcomes, and analyzed through an in-depth review of their results and discussion sections. The findings indicate that Kahoot consistently enhances the student motivation, engagement, interest, and learning outcomes. Gamification elements such as scoring, leaderboards, time limits, and real-time feedbacks foster active, competitive, and enjoyable learning environments. However, several studies highlight challenges, including the dependence on internet connectivity, potential anxiety due to competition and time constraints, and student fatigues when Kahoot is used too frequently without any variation. Overall, Kahoot is effective as a formative assessment tool and learning reinforcement strategy, but requires appropriate pedagogical integrations. Further research with stronger methodological designs is recommended to evaluate long-term impacts and moderating factors such as technological readiness and learning styles.
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DOI: https://doi.org/10.17509/tegar.v9i1.92888
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