The Benefits and Drawbacks of Kahoot: Students’ Perspective

Gartika Pandu Bhuana(1*)
(1) IKIP Siliwangi
(*) Corresponding Author
DOI : 10.24256/ideas.v10i2.3508


Technology and education are inseparable. Many schools or universities have integrated the use of technology in the classroom. The purpose is not only to bring the effectiveness of in the teaching, but also to enhance students’ motivation and participation in learning. Kahoot is one of the educational online games that is mostly used by the teacher. Unfortunately, some students think that there are problems on its usage. This study is intended to investigate the benefits and the drawbacks of Kahoot from students’ perspective. The descriptive qualitative method was considered suitable to be used. There were 50 students at one institution selected as the participants of the study. The data were collected through questionnaire and interview. Overall findings revealed that most of the students had positive attitude to the implementation of Kahoot. It offered the advantages and condition that could not be offered in conventional method.  For example, it provided positive competitiveness and lively atmosphere in the class. However, some drawbacks were found. It was dealt with technical problem, such as internet connection, and the absence of discussion, and the frequency of its usage. Finally, it is suggested for the second language lecture to consider some aspects in the implementation of Kahoot. 


Kahoot, students, perspective


Baltazar, M., Västfjäll, D., Asutay, E., Koppel, L., & Saarikallio, S. (2019). Is it me or the music? : Stress reduction and the role of regulation strategies and music. Music and Science, 2, 1-16. Retrieved from

Barrio, CM, Muñoz-Organero, M, Soriano, JS. (2016). Can gamification improve the benefits of student response systems in learning? An experimental study. IEEE Transactions on Emerging Topics in Computing, 4(3), 429–438. Retrieved from

Bicen, H & Kocakoyun, S. (2018). Perception of Students for Gamification Approach: Kahoot as a Case Study. International Journal of Emerging Technologies in Learning, 13 (2): 72-93. Retrieved from

Cameron, K, E, & Bizo, L. (2019). Use of the Game-based Leaning Platform Kahoot! To facilitated Learner Engagement in Animal Science Students. Research in Learning Technology 27:1-14. Retrieved from

Dadheech, A. (n.d). The Importance of Games-Based Learning in Modern Education. Retrieved from Accessed on August 18, 2022.

Harrell, E. (2019). "Kahoot! Reached 70 million unique users on its platform". Kahoot! [Online]. Accessed on November 3, 2022.

Iwamoto, D; Hargis, J; Taitono, E,J; & Voung, K. (2017). Analyzing the Eficiacy of the Testing Effect Using Kahoot on Students Perdormance. Turkish Online Journal of Distance Education 18(2): 80-93. Retrieved from

Kim H., Sefcik J.S., & Bradway C. (2017). Characteristics of Qualitative Descriptive Studies: A Systematic Review. Res Nurs Health. 2017 Feb;40(1):23-42. Retrieved from

Licorish, S; Owen, H; & Daniel, B. (2018). Students’ Perception of Kahoot!’s Influence on Teaching and Learning. Research and Practive in Tecnology Enhanced Learning 13 (9). Retrieved from

Maria, A; Jorge, B; Jesus, N, M.; Javier, F; & Jose, B. (2018). Results of the Use of Kahoot! Gamification Tool in a Course of Chemistry. In Proceedings from 4th Internationa Conference On Higher Education Advances. Retrieved from

Pais, .; Pires, A; & Chagas, L. (2018). Enhancing Students Motivation with Kahoot: A Case Study in English and Mathematic. In Proceeedings from 10th International Conference on Education and New Learning Technologies. Retrieved from

Piskorz, E, Z. (2016). Kahoot it or not? Can Games be Motivating in Learning Grammar? Teaching English with Technology 16(3):17-36. Retrieved from

Plump, C.M & LaRosa, J. (2017). Using Kahoot! In the Classroom to Create Enggagement and Active Learning: A Game Based Technology Solution for eLearning Novices. Management Teaching Review, 2(2): 151-158.

Pranatawvijaya, V. I., Widiatry, W. Priskila, R., & Putra, P. B. A. A. (2019). Penerapan Skala Likert dan Skala Dikotomi Pada Kuesioner Online. Jurnal Sains Dan Informatika, 5(2), 128-137. Retrieved from

Pratolo, B. W., & Lofti, T. M. (2021). Students’ Perceptions Toward The Use of Kahoot! Online Game for Learning English. Ethical Lingua: Journal of Language Teaching and Literature, 8(1), 276-284. Retrieved from

Prieto, C, M; Palma, L, O; Tobias, P & Leon, F. (2019). Students’ Assessment of the Use of Kahoot in the Learning Process of Science and Mathematic. Education Science 9(1):55. Retrieved from

Wang, AI. (2015). The wear out effect of a game-based student response system. Computers & Education, 82, 217–227. Retrieved from

Wang, AI, & Lieberoth, A (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot!. In Proceedings from the 10th European Conference on Games Based Learning, (p. 738). Reading, UK: Academic Conferences International Limited.

Wibisono, D. (2019).The Effect of Kahoot! In Teaching Reading to Tenth Garde Students. Magister Science 45: 86-105. doi:10.33508/mgs.v1i45.2045.

Yien, J.M; Hung, C,M; Hwang, G,J. (2011). A Game-Based Learning Approach to Improving Students’ Learning Achievement in a Nutrition Course. Turkish Online Journal of Educational Technology 10(2):1-10.

Yuruk, N. (2019). Edutainment: Using Kahoot! As a Reviw Activity in Foreign Language Classroom. Journal of Educational Technology and Online Learning 2(2):89-101. Doi: 10.31681/jetol.55751

Article Statistic

Abstract view : 8 times
PDF views : 5 times

How To Cite This :


  • There are currently no refbacks.

Copyright (c) 2023 Gartika Pandu Bhuana

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.