Date Approved

6-2-2017

Embargo Period

6-2-2017

Document Type

Thesis

Degree Name

MA Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Accardo, Amy

Second Advisor

Kuder, Sydney J.

Subject(s)

Language arts (Middle school)--Computer-assisted instruction; Learning disabled children--Education

Disciplines

Language and Literacy Education | Special Education and Teaching

Abstract

The purpose of this study was to evaluate the effect of Kahoot! on vocabulary acquisition, evaluate the effect of Kahoot! on vocabulary retention, and determine student satisfaction with using Kahoot! as an intervention. The seven sixth grade students participating in the study were classified with a learning disability or other health impairment and received instruction in a pull-out replacement language arts classroom. A single subject multiple baseline across participants design was utilized. During the baseline phase, data was collected to determine the percentage of vocabulary words each student acquired and retained. During the intervention phase, data was again collected and compared to the baseline data. Results indicate that using a game-based learning platform may lead to an increase in vocabulary acquisition and retention. Further research is needed to determine the effect of Kahoot! on long-term vocabulary retention and reading comprehension.

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