Methods to use Kahoot Bot:
Research, design setting and sample:
A recent qualitative study has employed a phenomenological design in which the sampling technique was used. Focus group discussions (FGDs) were also conducted to explore the experience of Medical students in using Kahoot bot. The participants were pre-clinical medical students who should have participated in a minimum of three Kahoot Sessions. Maximum variation of the sampling was performed to select the participants based on their age, gender and their performances in the Assessments. This concept was used to estimate the average size of a sample. The participants who want to participate in this were invited through a problem-based learning (PBL) group. They were categorized based on the study background, protocol and performance. They will also be informed that their identities will be kept secret and also informed that they could get away from the study at any time they want to leave. Only the students who have given their names to participate in the quiz were enrolled in the study. The timings and location of the quiz were arranged according to the convenience of the students.
Data collection and analysis:
The discussions will be conducted by researchers who have expertise in qualitative and quantitative methods. Bracketing was employed until the data collection and analysis was completed. To make the data standard, a four-part interview protocol was developed. It comprises the introduction to the topic, triggers questions, probing questions and at the end conclusion.
Appendix A). Each session begins with an introduction to that topic which explains the rules and the FGD process. The sessions begin with an open-ended statement like ”In my experience, the Kahoot sessions are….’‘ The researcher who was engaging with the participants to describe their experiences without fear of contamination by the interviewer. Data collection will be stopped once saturation is achieved. Notes were taken during the process of the interview. Each FGD lasts approximately 30–45 min. After the first FGD was over, the data collected will be analyzed by the use of ATLAS.ti 7 software. The three steps in the process were (i) managing the data, (ii) understanding the data and (iii) interpreting the data.
Managing the data:
The first step performed was the verbatim transcriptions of an audio recording of the interview. Each transcript was then labelled with a specific code like, e.g. FGD 01/06/18. The code indicates that it was the first FGD, and ”01/06/18” refers to the date of the interview (1st June 2018).
Understanding the Data:
Each sentence of the verbatim transcription text was read very carefully to understand the concepts, ideas and the terminology that were related to the research objectives. The relevant information was then selected based on the objectives of the research—all of the researchers who are involved in the research we’re involved in this step.
Interpretation of Data:
This step was performed or executed simultaneously with the second step. The use of the thematic analysis coded the data ATLAS.ti 7 software was used in this process. From the verbatim transcriptions, the initial codes were generated first; next were the categories, sub-themes and themes. Thematic maps which are generated from the software were reviewed to understand the relationships among the themes. To ensure the credibility, confirmability, transferability and dependability of the data, several measures have been taken to enhance the validity of the findings. The table summarizes the trustworthiness criteria that were applied to ensure qualitative research findings.
Thirty-six categories with nine sub-themes emerged from the results. These were grouped into three themes. They are attractive learning tools, learning tools and sources of motivation.
Attractive learning tool:
The participants participated in the quiz described Kahoot as a user-friendly platform that makes learning enjoyable. They also noticed that Kahoot promotes active learning. The participants found Kahoot to be more user friendly than eQuiz. In addition to this, they indicated that the Kahoot sessions encouraged participation because of the rewards given to the winners at the end of each session.
Source of Motivation:
The participants participated in the Kahoot bot, considered this as motivation. The sessions promoted continuous learning, reviewed their performances and deep learning. After participating in multiple Kahoot sessions, the participants stated that it would help them to improve their academic standards and performance.
The participants said that the Kahoot Sessions provided some guidance about their learning. They stated that the Kahoot Sessions offered them some opportunities for the feedback, self-reflection and self-assessment of their performance.