Аннотации:
© 2020. All Rights Reserved. The process of integration of technology into education involves many tools and applications to be used in the classroom and outside teaching processes today. ‘Kahoot’ is one of such student response systems and one of the primary applications that can be utilised for the purposes such as gamification, formative assessment and peer learning procedures. Such applications are widely used for the purposes of bringing a gamification in the education industry nowadays. The primary purpose of this research is to determine the opinions of teachers who are active in the education industry and their experience in using ‘Kahoot’ as a teaching aid in bringing the diversification in the industry. In this study, a semi-structured interview form was used as a data collection tool. Opinions of prospective teachers participating in the study was taken into consideration to form an end conclusion of this research study. The research data also involves a semi-structured student opinion form, and a procedure of content analysis was undertaken in the analysis of the data. The study group of the research consists of 38 teacher candidates studying in Kazan (Volga region) Federal University, Institute of Legislation and Comparative Law under the Government of the Russian Federation, Plekhanov Russian University of Economics and Sechenov University. As a result of the study performed over the set of teachers and students, it was concluded that the ‘Kahoot’ program is widely beneficial for students and teachers. It was also concluded that the Kahoot program is helpful in eliminating the deficiencies in learning. However, one of the shortcomings of the ‘Kahoot’ program is that it is an internet-based programme. Hence it may be problematic for some of the students to use the programme who have less knowledge in the internet domain. At the end of the study, a positive set of opinions about the Kahoot program was suggested, which majorly revolved around the idea that the programme is not internet based.
