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Jafari, Farzaneh, Mahdavinasab, Yousef, Jalali, Maryam. (1404). The Impact of Reward Types and Leaderboard Use in Kahoot-Based Math Learning: A Quasi-Experimental Study. سامانه مدیریت نشریات علمی, (), -. doi: 10.30476/ijvlms.2025.104640.1320
Farzaneh Jafari; Yousef Mahdavinasab; Maryam Jalali. "The Impact of Reward Types and Leaderboard Use in Kahoot-Based Math Learning: A Quasi-Experimental Study". سامانه مدیریت نشریات علمی, , , 1404, -. doi: 10.30476/ijvlms.2025.104640.1320
Jafari, Farzaneh, Mahdavinasab, Yousef, Jalali, Maryam. (1404). 'The Impact of Reward Types and Leaderboard Use in Kahoot-Based Math Learning: A Quasi-Experimental Study', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.30476/ijvlms.2025.104640.1320
Jafari, Farzaneh, Mahdavinasab, Yousef, Jalali, Maryam. The Impact of Reward Types and Leaderboard Use in Kahoot-Based Math Learning: A Quasi-Experimental Study. سامانه مدیریت نشریات علمی, 1404; (): -. doi: 10.30476/ijvlms.2025.104640.1320

The Impact of Reward Types and Leaderboard Use in Kahoot-Based Math Learning: A Quasi-Experimental Study

Interdisciplinary Journal of Virtual Learning in Medical Sciences
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 23 آذر 1404
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30476/ijvlms.2025.104640.1320
نویسندگان
Farzaneh Jafari* 1؛ Yousef Mahdavinasab2؛ Maryam Jalali3
1Department of Educational Technology, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran
2Department of Educational Technology, Kharazmi University, Tehran, Iran
3Department of E-learning in Medical Sciences, Virtual School and Center of Excellence in E-learning, Shiraz University of Medical Sciences, Shiraz, Iran
چکیده
Background: Motivation plays a critical role in student engagement and learning outcomes. However, limited research has compared the effects of tangible versus intangible rewards in game-based learning environments. This study aimed to investigate the comparative effects of tangible and intangible rewards on students’ motivation and engagement when using the Kahoot platform for mathematics education.
Methods: This study utilized a quasi-experimental approach with pre-test and post-test assessments, conducted among 277 elementary students between September 2020 and June 2021. Using convenience sampling, participants were assigned to three groups: a control group (95 students), an experimental group using Kahoot with intangible rewards (90 students), and a second experimental group using Kahoot with both tangible and intangible rewards (92 students). The intervention was carried out over a six-week period. Content validity was confirmed using the Content Validity Ratio (CVR), with all items exceeding 0.80 and an overall agreement coefficient of 0.84. The reliability was verified with a test–retest correlation of 0.70.
Results: The comparative analysis revealed that Kahoot-based learning was more effective than social network-based instruction. Furthermore, the group that received both tangible and intangible rewards demonstrated significantly greater learning gains compared to those who received only intangible rewards (p<0.05).
Conclusion: The findings support the use of gamified platforms such as Kahoot to enhance mathematics learning, particularly when leaderboard-based reward strategies are employed. Future research should investigate the long-term effects of different reward types and their influence on sustaining student motivation.

تازه های تحقیق

Farzaneh Jafari (Google Scholar)

کلیدواژه‌ها
Reward؛ Kahoot؛ Students؛ Gamification؛ Leaderboard؛ Motivation؛ Mathematics
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