Vocabulary gamification vs traditional learning instruction in an inclusive high school classroom
MA Special Education
Interdisciplinary and Inclusive Education
College of Education
Kuder, Sydney J.
Committee Member 1
gamification, Kahoot!, learning disabilities, secondary, vocabulary instruction
Language arts (Secondary); Gamification
Special Education and Teaching
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.
Nahmod, Diana, "Vocabulary gamification vs traditional learning instruction in an inclusive high school classroom" (2017). Theses and Dissertations. 2467.