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

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.