The Effect of Music on Moroccan Students’ Acceptance of Kahoot Gamified Quizzing in the EFL Classroom

  • Abderrahim Mimouni Ibn Zohr University
  • Youssef Tamer Ibn Zohr University
Keywords: gamification, Kahoot, game-based learning

Abstract

Several studies have investigated students’ perceptions toward technologies that add game elements to gamify learning content in English as a Foreign Language (EFL) classroom. Yet, identifying what specific game elements in these technologies have a significant impact on students’ perceptions has not received much attention. This quasi-experimental study aimed at exploring the effect of Kahoot music on Moroccan students’ acceptance of Kahoot gamified quizzing in the EFL classroom. Two intact groups of secondary school students were recruited for this study. One group played Kahoot Gamified Quizzes without music, while the other group played the same quizzes with music. The results of the independent samples t-test showed that the students in both groups perceived Kahoot gamified quizzing positively and that music had no significant effect on their perceptions.

 

Author Biographies

Abderrahim Mimouni, Ibn Zohr University

Abderrahim MIMOUNI is an EFL instructor. Currently, he is a PhD candidate at Ibn Zohr University, Morocco. His research is focused on the use of gamification for language learning and for enhancing thinking skills.

Youssef Tamer, Ibn Zohr University

Dr. Youssef TAMER is a Professor of Applied Linguistics at Ibn Zohr University, Morocco. His research is focused on Teaching and Learning of Languages, Sociolinguistics, Language Planning and Policy, and Educational Technology

Published
2020-06-09
How to Cite
Mimouni, A., & Tamer, Y. (2020). The Effect of Music on Moroccan Students’ Acceptance of Kahoot Gamified Quizzing in the EFL Classroom. International Journal of Language and Literary Studies, 2(2), 210-220. https://doi.org/10.36892/ijlls.v2i2.303
Section
Articles