This research was chosen as, due to the current circumstances with COVID-19 restrictions leading to remote learning, teachers and learners need support in continuing progressive and engaging learning experiences. This made the enquiry relevant as this allows teachers to consider if these applications would be appropriate for use both during remote learning and in their classrooms to engage children in their learning.
Pupils should not be at a disadvantage in their learning due to restrictions. Maintaining progression in remote learning is a huge task for teachers, without pupils together in a classroom with their usual resources available. Many teachers have had to rapidly upskill their digital literacy ability through using new applications, such as Microsoft Teams, Microsoft Forms and Kahoot to meet the requirements of providing remote learning and support pupils learning.
Engagement using the applications was chosen to measure as this allows teachers to see who is accessing work online and can give evidence of what children enjoy using. The applications also give instant data of correct answers, giving an aspect of assessment that could be used across contexts and curricular areas. This research investigates the levels of engagement when using the applications Kahoot and Microsoft Teams. Jimerson and colleagues explain that school engagement can be measured through ‘affective, behavioural and cognitive’ dimensions where children’s ‘academic performance, classroom behaviour, extracurricular involvement, interpersonal relationships and involvement in the school community’ can be observed to determine children’s engagement in school life overall (Jimerson et al., 2003). For the purpose of this research where restrictions prevent in-class social aspects of school, children’s engagement is measured through the affective dimension as children were asked their feelings towards use of the applications alongside children’s behaviour, measuring the number of children willing to participate.
As McLean explains, engagement and motivation are linked with learners completing tasks ‘either because they want to or because they feel they have to’ (McLean, 2010). To inspire learners and instil motivation, McLean explains the values of a teacher who ‘helps pupils meet their needs for belongingness and competence’ (McLean, 2010) will be adopted and raise motivation and engagement. It can be a difficult task for teachers to create a sense of belongingness when they are separated, however, perhaps using these tools at an appropriate level can improve learners confidence whilst creating an exciting experience that will lead children to ‘want to’ complete the task with care opposed to completing the task because they ‘have to’ without pride in their work.
Finding a tool that children were excited about using and could use independently is was useful in allowing teachers to keep children remotely engaged in their learning and assess their understanding.
The aim of this enquiry was to measure pupil engagement in their learning using online quiz formats. In particular, we aimed to find which application was more successful and popular with pupils between Kahoot and Microsoft Forms quizzes.