"The Effects of the Online Game Kahoot on Science Vocabulary Acquisition", retrieved from https://rdw.rowan.edu/cgi/viewcontent.cgi?article=3407&context=etd In this example of how Kahoot is used in the classroom, a study was done to determine whether or not playing Kahoot would have any positive effects on science vocabulary in a middle school inclusion class. The teacher used Kahoot twice a week for 6 weeks and compared previous scores on quizzes in a different unit to those on quizzes while using Kahoot. Vocabulary acquisition increased in each student. Most students were making scores in the 60s that increased to the 90s while using Kahoot. Students also took a survey on quiz satisfaction, which showed that they liked using Kahoot.
"Student Input=Student Success: Co-Creating Kahoots With Learners", retrieved from https://kahoot.com/blog/2018/03/13/collaboration-classroom-math-teacher-tips/kahoot.com/blog/2018/03/13/collaboration-classroom-math-teacher-tips/ In this example, a math teacher used Kahoot as a formative assessment tool, as well as, a collaboration tool. He would survey his students for feedback and recreate the Kahoot based on the feedback he received. For example, when he gave Kahoot quizzes on math problems that took longer, students said that they did not really take the time to work through the problem like they should have because they felt rushed and like they needed to hurry so that they could get an answer before their peers. After that feedback, the teacher took the time limit away so that students would not feel rushed. He also learned that it is a good idea to give the option "I don't know" as one of the answers in order to get a clear picture of class comprehension. He said that students would choose just any random answer if they did not know it, and that did not show him truly where the class stood.