MA Special Education
Interdisciplinary and Inclusive Education
College of Education
Committee Member 1
Kuder, Sydney J.
Vocabulary acquisition, LD (learning disability), OHI (Other Health Impairment), Retention, game-based learning, Kahoot!
Language arts (Middle school)--Computer-assisted instruction; Learning disabled children--Education
Language and Literacy Education | Special Education and Teaching
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.
Ciaramella, Kathryn Elizabeth, "The effects of Kahoot! on vocabulary acquisition and retention of students with learning disabilities and other health impairments" (2017). Theses and Dissertations. 2426.