KAHOOT AND QUIZLET IN ENGLISH LANGUAGE LEARNING: FOSTERING DEEPER OR SURFACE LEARNING

SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 155 KAHOOT AND QUIZLET IN ENGLISH LANGUAGE LEARNING: FOSTERING DEEPER OR SURFACE LEARNING M. Kasimova https://doi.org/10.5281/zenodo.17525275 Abstract. This study explores the pedagogical role of Kahoot!, a game-based student response system (GSRS), in fostering engagement, motivation, and learning within higher education contexts. Rooted in the broader framework of gamified learning, the research examines how the incorporation of fun, enjoyment, and anonymity shapes students’ emotional, cognitive, and social experiences during classroom participation. Findings indicate that the entertainment value inherent in Kahoot! serves as a key motivational factor that enhances active participation, reduces anxiety, and promotes a collaborative and inclusive learning environment. The game’s interactive design elements—such as instant feedback, scoring, and competition—transform conventional assessments into dynamic and engaging experiences, aligning with the principles of self-determination and flow theories. Moreover, allowing students to participate anonymously was found to foster psychological safety, enabling more open participation without fear of judgment. However, while enjoyment and playful competition contributed positively to engagement and motivation, they also presented challenges by occasionally diverting attention from deeper learning objectives. The study concludes that, although fun and entertainment are central to the success of game-based learning tools like Kahoot, effective pedagogical design and instructor facilitation are essential to balance enjoyment with meaningful educational outcomes. These findings contribute to ongoing discussions about the integration of gamification in higher education, emphasizing the need for strategic implementation to maximize cognitive and affective benefits while minimizing potential distractions. Keywords: gamification, Kahoot, student engagement, motivation, game-based learning, anonymity, higher education. Introduction English teaching methods are highly varied: some teachers prefer traditional, teachercentered approaches, while others emphasize student-centered learning, and an increasing number incorporate digital tools into their instruction. Technology—especially multimedia—has become essential in boosting students’ engagement (Maesaroh et al., 2020). This shift aligns with the learning preferences of Generations Y and Z, who are skilled at using technology for educational purposes. The integration of technology and gamified learning positively influences students’ social, emotional, motivational, and cognitive growth (Muhridza et al., 2018). Technological and scientific progress has made it possible to design more interactive learning environments, leading to improved educational outcomes (Prawira & Mukhaiyar, 2020). In-class games that focus on knowledge and information rather than physical skill encourage active participation and strengthen learners’ quick-thinking and problem-solving abilities (Licorish et al., 2017). Gamified tools such as Kahoot! are particularly effective for teachers adapting to online learning environments. Online game-based learning platforms such as Kahoot offer teachers and educational institutions the chance to design interactive, web-based learning experiences that bring energy and enjoyment into English lessons. This study focuses on the use of Kahoot as a tool for game-based SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 156 learning in Access classes and examines its effectiveness in enhancing. English Language Teaching (ELT) has become a crucial element of modern education systems across the globe, propelled by the growing necessity for English proficiency in international communication, commerce, and academia. As English remains the dominant global lingua franca in business, higher education, and diplomacy, mastering the language is increasingly viewed as a gateway to broader personal and professional opportunities. In countries where English is taught as a second or foreign language, both governments and educational institutions have launched specialized ELT programs designed to equip learners with the linguistic skills required to thrive in an interconnected world. However, ELT extends far beyond mere linguistic competence. It encompasses developing intercultural understanding, enhancing communicative abilities, and preparing learners to function effectively in diverse English-speaking settings. Traditional teaching methods—such as grammartranslation and rote memorization—have often failed to provide learners with the practical language skills necessary for authentic communication. Consequently, educators and policymakers have been seeking innovative, engaging, and student-centered approaches to language instruction, leading to the growing integration of digital technology in ELT. In recent years, technological advancements have revolutionized education, transforming how languages are taught and learned. Digital innovations and online learning platforms have opened up new possibilities for enhancing ELT, making lessons more interactive, flexible, and learner-oriented. Tools such as mobile language-learning applications, virtual classrooms, and multimedia-based materials now play a central role in modern pedagogy. These technologies extend learning beyond traditional textbooks, allowing students to participate in dynamic, multimodal activities—from interactive grammar practice to video-based speaking simulations— tailored to various learning preferences. Moreover, the integration of technology is redefining the teacher’s role in the language classroom. Instead of being the exclusive source of knowledge, teachers now act as facilitators, guiding students as they engage with a variety of digital resources. This shift empowers learners to take greater ownership of their education, enabling them to access online materials anytime, anywhere, and to practice essential skills—listening, speaking, reading, and writing—at their own pace. Platforms such as Duolingo, Babbel, Zoom, and Google Classroom have made it possible for students to communicate and collaborate in real time, bridging geographical boundaries and fostering authentic language use in virtual environments. According to the socio-cultural concept known as the “Tall Poppy Syndrome” (Feather, 1989), students in New Zealand and Australia often hesitate to display their knowledge or participate openly during lectures. They may avoid asking or answering questions in public out of fear that their peers will view them as arrogant or attention-seeking, potentially leading to social exclusion (Tapper, 2014). As a result, to conform to prevailing social norms within academic settings, students tend to refrain from speaking up and prefer to remain anonymous, especially in large lecture environments (Exeter et al., 2010). This tendency can limit active participation and reduce overall student engagement. Moreover, classroom cultures that discourage high academic achievement—or “tall poppies”—can lead to increased decision-making avoidance among students (Dediu, 2015), thereby hindering deeper learning processes. In contrast, the use of Gamified Student Response Systems (GSRSs) provides a solution by allowing students to participate anonymously while still engaging collaboratively and gaining new knowledge (Wang, 2015) SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 157 Research has shown that using educational games (such as video games) as learning tools can enhance students’ cognitive, motivational, emotional, and social development (Papastergiou, 2009; Siegle, 2015). However, these tools tend to be more effective in smaller classrooms with elementary or high school learners (Jui-Mei et al., 2011) than in university settings, where students are expected to meet specific course-based learning objectives in medium to large lectures. Therefore, this study differentiates between game-based learning—a pedagogical approach that employs games to facilitate incidental learning—and gamification, which involves integrating game-like features into non-game contexts (such as student response systems, SRSs) to increase engagement and promote active, purposeful learning (Deterding et al., 2011; Ebner and Holzinger, 2007; Huotari & Hamari, 2012; Leaning, 2015). Unlike educational games, gamification components can be more easily embedded within SRSs in larger lecture environments, giving rise to gamified student response systems (GSRSs) (Plump and LaRosa, 2017). Although gamification itself is not a recent concept in education, the technologies enabling its application have evolved— from isolated use toward more collaborative and distributed learning contexts (Holmes and Gee, 2016). Consequently, this study concentrates on examining how GSRSs influence students’ engagement, motivation, and learning outcome. As a game-based student response system (GSRS), Kahoot! integrates enjoyment and entertainment at the heart of its pedagogical framework, positioning these elements as essential drivers of engagement and learning. Research has long suggested that game-based learning environments promote motivation, participation, and sustained attention by appealing to students’ intrinsic enjoyment (Gee, 2003; Papastergiou, 2009). Consistent with this, the data from the present study revealed that a large proportion of respondents reported genuinely enjoying the use of Kahoot! during lessons. In particular, twelve participants explicitly highlighted that Kahoot! was “fun,” emphasizing its capacity to create an energetic, engaging, and interactive atmosphere. This affective response was found to underpin the positive outcomes associated with the three major themes previously discussed—namely, enhanced engagement, increased motivation, and improved social interaction (Plump & LaRosa, 2017; Wang & Lieberoth, 2016). The element of fun functioned as a central mechanism that not only reduced the tension often linked to traditional classroom assessments but also fostered a sense of community and shared participation among students. Through its game-like structure—featuring points, timers, and visual feedback—Kahoot! facilitated an environment where learners were encouraged to take part actively without fear of judgment or failure (Deterding et al., 2011; Zainuddin et al., 2020). This playful competition appeared to transform conventional review or assessment activities into dynamic, emotionally engaging experiences, helping students to maintain focus and enthusiasm throughout the session. Enjoyment also contributed to what Csikszentmihalyi (1990) terms the flow experience, a psychological state in which individuals are fully immersed and intrinsically motivated in their activity. In this way, fun and engagement acted synergistically to promote deeper participation and sustained learning interest. Conclusion However, while fun and enjoyment constituted key strengths of Kahoot!, they also introduced potential challenges that could undermine the learning process. Several participants noted that the excitement and competitive aspects occasionally distracted them from the instructional content, as attention shifted toward achieving higher scores rather than understanding the material. Similar findings have been reported in other studies, where the entertainment factor SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 158 of gamified learning tools sometimes leads to superficial engagement or cognitive overload (Hanus & Fox, 2015; Licorish et al., 2018). The rapid pace of gameplay and focus on winning can, in some cases, encourage speed over reflection, thereby limiting opportunities for critical thinking and deeper comprehension. Thus, while the sense of enjoyment embedded in Kahoot! serves as a powerful motivator, it must be balanced carefully to ensure that learning remains the primary focus rather than the competitive or entertainment-driven aspects of the activity. REFERENCES 1. Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. Harper & Row. 2. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). 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