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All Journal Academia Open Proceeding International Symposium on Global Education, Psychology, and Cultural Synergy
Indah Putri Lestari
Universitas Muhammadiyah Sidoarjo
Medicine & Pharmacology Public Health

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Kahoot Improves Elementary Students Vocabulary Mastery in Experimental Study Indah Putri Lestari; Yuli Astutik
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11919

Abstract

General Background: The integration of gamified digital tools in education has been widely recognized as a means to increase student engagement and motivation. Specific Background: Interactive platforms such as Kahoot provide time-based quizzes, instant feedback, and competitive elements that may support language learning in elementary classrooms. Knowledge Gap: Despite extensive research on motivation and general outcomes, limited empirical evidence addresses concrete linguistic gains, particularly vocabulary mastery among young learners. Aims: This study investigates whether Kahoot-based instruction leads to greater vocabulary acquisition than conventional teaching methods among fourth-grade elementary students. Results: Using a true experimental pre-test–post-test design with 36 students, both groups improved, but the Kahoot group achieved substantially higher gains, with a statistically significant difference in post-test scores (p = 0.012) and a large effect size. Novelty: The study contributes direct experimental evidence focusing on vocabulary mastery rather than engagement alone in elementary English education. Implications: The findings indicate that integrating game-based digital platforms into language instruction can support active participation and measurable vocabulary development, suggesting practical value for teachers seeking interactive approaches aligned with contemporary curricula. Highlights: Learners using interactive quizzes achieved markedly larger score gains than those taught with textbooks and worksheets. Both instructional approaches produced progress, but the digital game group demonstrated a substantially wider improvement margin. Statistical testing confirmed a significant difference between groups, indicating strong educational relevance of the treatment. Keywords: Kahoot; Gamified Learning; Vocabulary Mastery; Elementary English Education; Experimental Study
Exploring The Role Of Wordwall As A Learning Media For Teaching Procedural Texts To Ninth-Grade Students Masliha Alfiatul Aqliyah; Sofura Azhar; Lidia Nur Aini; Indah Putri Lestari; Dian Novita
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 1 No 1 (2024): PROCEEDING INSPIRE 2024: INTERNATIONAL SYMPOSIUM ON GLOBAL EDUCATION, PSYCHOLOGY,
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.25351

Abstract

Teaching reading skills is an important part of learning English. The study aims to describe the use of the Wordwall application to teach reading comprehension to ninth-grade students. This research is conducted at one of the private schools in Sidoarjo, East Java, Indonesia using a descriptive qualitative method. The data is collected through observation and interviews. The results show that using the Wordwall media can help students comprehend the procedural text material more effectively. Based on the researchers’ observations in classroom learning, students find it easier to read and understand procedural text with the Wordwall media. Additionally, through interviews conducted to gather the students’ opinions, it is found that using the Wordwall media can create an active learning atmosphere, making students more engaged and finding it easier to read English texts.
Co-Authors Dian Novita Lidia Nur Aini Masliha Alfiatul Aqliyah Sofura Azhar Yuli Astutik