Evaluating Perspective Teachers’ Reaction to Student-Driven Cognitive Activation with Kahoot!

The post-pandemic “new normal” scenario of higher education highlights the need for active teaching and learning methodologies, capable of promoting immediate and effective feedback on students’ knowledge and understanding (assessment FOR learning) as well as improving students’ acquisition of content knowledge, study and learning strategies, and metacognitive abilities (assessment AS learning). In this exploratory study, we present an analysis of students’ perceptions concerning an experimental teaching and learning activity carried out in two courses of the University of Foggia in 2022/23. In this study, students took the role of either participants to gamified cognitive activation quizzes using Kahoot! or of the creators of multiple-choice questions for the activity. We investigate participating students’ reactions to the activity as well as their role, identifying areas for further improvement, and we investigate the reasons that prevented students’ participation to the activity.