Kapoot: The Narrative of a Journey from Leningrad to Mount Ararat in Search of Noah's Ark

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Kapoot: The Narrative of a Journey from Leningrad to Mount Ararat in Search of Noah's Ark

Kapoot: The Narrative of a Journey from Leningrad to Mount Ararat in Search of Noah's Ark

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SoftBank takes 9.7% stake in Norway's Kahoot, boosting share price". Reuters (in Kinyarwanda). October 13, 2020 . Retrieved September 23, 2021. Can I play Kahoot! with others remotely?". Kahoot! Support. Archived from the original on 2018-06-12 . Retrieved 2018-06-07. Wu, Bian; Wang, Alf Inge; Børresen, Erling Andreas; Tidemann, Knut Andre (2011). "Improvement of a Lecture Game Concept - Implementing Lecture Quiz 2.0". International Conference on Computer Supported Education. 3: 26–35 – via ResearchGate. Homework Game Changer Kahoot! Launches Mobile App -- THE Journal". THE Journal. Archived from the original on 2017-10-13 . Retrieved 2017-10-13.

In March 2017, Kahoot! reached one billion cumulative participating players. [23] In September 2017, Kahoot! launched a mobile application for homework. [24] Research and prototypes Underdal, Anlaug Gårdsrud; Sunde, Marthe Thorine (5 September 2014). Investigating QoE in a Cloud-Based Classroom Response System (Thesis). hdl: 11250/262998. Takahashi, Dean (May 15, 2019). "Kahoot acquires reading app Poio to expand its learning platform". VentureBeat . Retrieved September 23, 2021. Wang, Alf Inge; Tahir, Rabail (2020). "The effect of using Kahoot! for learning – A literature review". Computers & Education. Elsevier. 149: 103818. doi: 10.1016/j.compedu.2020.103818. Read more about Kahoot!’s ready-to-play games available in Swedish ahead of the holiday season in our blog post, and visit Kahoot! News to stay up to date on company news and updates. About Kahoot!

Resources

Wang, Alf Inge; Lieberoth, Andreas (2016). "The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot!". European Conference on Games Based Learning. Academic Conferences International Limited. 10: 737–746 – via Google Scholar.

With the introduction of Swedish, Kahoot! is now available in 17 languages, including English, Spanish, French, Italian, German, Brazilian Portuguese, Norwegian, Japanese, Arabic, Dutch, Turkish, Polish, and Simplified and Traditional Chinese, Ukrainian, and Korean. Taylor, Dan (April 7, 2021). "Oslo-based employee engagement and learning platform Motimate acquired by Kahoot!". A literature review containing 93 studies on the effect of using Kahoot! for learning was published in the journal Computers & Education in 2020. [35] This is the first literature review that investigates most published studies (experiments, case studies, surveys, etc.) on how using Kahoot! affects learning in the classroom. The focus of the review is on learning performance, classroom dynamics, students' and teachers' attitudes and perceptions, and student anxiety. The main conclusion is that Kahoot! has a positive effect on learning performance, classroom dynamics, attitudes, and anxiety, and the main challenges include "technical problems", "seeing questions and answers", "time stress", "fear of losing", and "it being hard to catch up". Studies included in this review use a mixture of quantitative and qualitative research methods, that reveal, among other things, that Kahoot! creates statistically significant improvement in learning performance compared to traditional teaching and other tools, on students’ and teachers’ perception of lectures, in classroom dynamics, and that Kahoot! can reduce students’ anxiety compared to traditional teaching and other tools. Why Kahoot is one of my favourite classroom tools — Tomorrow's Learners". Archived from the original on 2017-08-10 . Retrieved 2017-08-09.Another quasi-experiment at the Norwegian University of Science and Technology, in which 593 students participated, investigated how the use of points and audio in Kahoot! affects concentration, engagement, enjoyment, learning, motivation, and classroom dynamics. [33] The results reveal that there are some significant differences whether audio and points are used in the areas of concentration, engagement, enjoyment, and motivation. The worst result was for the case where both audio and points were turned off. The most surprising finding was how classroom dynamics was positively affected by the use of audio.



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