Date Approved

8-24-2017

Embargo Period

8-25-2017

Document Type

Thesis

Degree Name

MA Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, Sydney J.

Second Advisor

Accardo, Amy

Subject(s)

Language arts (Secondary); Gamification

Disciplines

Special Education and Teaching

Abstract

The purpose of this study was to examine the effects of vocabulary quiz scores when Kahoot! game-based response system was implemented as a competitive game for vocabulary review, alternating with a traditional review worksheet. The study was conducted in a public high school in Monmouth County, NJ across two 10th grade English classrooms with general education and special education students ranging in age from 15-16 years old who reside in Central New Jersey. Vocabulary quizzes were administered weekly over twelve weeks. Participants in this study consisted of 36 general education students and 14 special education students. Results of the study show that vocabulary quiz scores were marginally higher when the traditional worksheet was utilized.

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