Formative assessment is an important staple in teaching and learning which enables educators to assess the effectiveness of their teaching strategies and allows students to self-evaluate their comprehension of course topics. Recently, web-based student response systems have gained traction for their ability to provide students and instructors with immediate feedback while also promoting active learning and student engagement. Kahoot!, a competitive game-based student response system, has recently been used to assess students at various academic levels across numerous disciplines. Although Kahoot! has been reportedly used in undergraduate chemistry classrooms, its utility and effectiveness in teaching and learning remain unclear. In this study, the use of Kahoot! to formatively asses a group of undergraduate students enrolled in sequential semesters of general chemistry I and II is described. The utility of using Kahoot! as an assessment tool is evaluated by analyzing student responses to anonymous surveys. The response to using Kahoot! is encouraging and indicates that the activity may be an enjoyable, engaging, and effective assessment tool when used in undergraduate general chemistry classrooms. By combining student feedback and instructor experience, several suggestions are offered for the successful implementation of Kahoot! in undergraduate general chemistry classrooms.

Using Kahoot! in general chemistry classrooms: Engaging, enjoyable, and effective formative assessment

ACS Spring 2022

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.