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The effects of the online game kahoot on science vocabulary acquisition


The purpose of this study was to investigate the effect of the online game Kahoot on science vocabulary acquisition of students with learning disabilities in a middle school inclusion physical science classroom. Specifically, this study investigated (a) student science vocabulary acquisition, (b) student focus and on-task behavior, and (c) student satisfaction using the online game Kahoot. Vocabulary acquisition was measured in terms of weekly vocabulary assessments. Six middle school students, three males and three females, participated in this study. A single subject design with ABAB phases was utilized. Results show that all students increased their vocabulary assessment scores when Kahoot was played twice weekly. The use of Kahoot also increased student focus and on task behavior. The results of the student satisfaction survey indicated that students enjoyed playing Kahoot and found it easy to use.

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