261
Enhancing Grammatical Awareness with a Game-based Response System during
Emergency Remote Teaching
Uso de un Sistema de Respuestas Basado en el Juego para Favorecer la Conciencia
Gramatical en la Enseñanza Remota de Emergencia
The COVID-19 pandemic forced a shift from face-to-face instruction to Emergency Remote Teaching
(ERT), highlighting the need for innovative strategies to maintain student engagement and support learning
outcomes. The objective of this research was to explore the implementation of a game-based student
response system (GSRS), Kahoot!, as an educational innovation to enhance grammatical awareness and
engagement among first-year university students in an English teaching program in Chile. An investigation
was conducted within the pragmatic paradigm, employing an inductive-deductive method, a mixed
approach, and a sequential explanatory design, with convergent triangulation and a transversal cut. Data
were gathered through quantitative measures from pre- and post-tests, as well as a Likert-type perception
survey, and qualitative data from open-ended student responses. Thirty-five participants completed 14
weeks of grammar-focused Kahoot! Activities are delivered synchronously and asynchronously. Statistical
analysis using the Wilcoxon signed-rank test revealed a significant improvement in post-test scores (p<
0.001), suggesting that the intervention positively influenced grammar performance. Perception data
indicated that students found Kahoot! Enjoyable, motivating, and helpful in consolidating content and
providing immediate feedback. Qualitative findings supported these results, with students reporting
increased participation, reduced monotony, and enhanced focus. However, concerns about
competitiveness, anxiety, and internet access were also noted. Despite these challenges, the results confirm
the pedagogical potential of GSRSs, such as Kahoot! In online environments, especially in contexts where
motivation and interaction are compromised. The study concludes that game-based learning tools can
effectively promote grammatical competence and engagement in ERT contexts and encourages further
research into their long-term impact and adaptability to diverse settings.
Palabras clave: Enseñanza remota de emergencia, conciencia gramatical, gamificación, Kahoot!,
participación estudiantil.
¹Universidad de Concepción
²Universidad de Concepción
³Universidad de Concepción
¹https://orcid.org/0000-0002-1027-0579
²https://orcid.org/0009-0009-9610-275X
³https://orcid.org/0009-0007-3399-619X
¹Chile
²Chile
³Chile
¹[email protected]
²[email protected]
³[email protected]
Quintanilla-Espinoza, A., Ferreira-Gómez,
L. & Vera, R. (2025). Enhancing
Grammatical Awareness with a Game-
based Response System during Emergency
Remote Teaching. Revista Tecnológica-
Educativa Docentes 2.0, 18(2), 261-271.
https://doi.org/10.37843/rted.v18i2.709
A. Quintanilla-Espinoza, L. Ferreira-
Gómez y R. Vera, "Enhancing Grammatical
Awareness with a Game-based Response
System during Emergency Remote
Teaching", RTED, vol. 18, n.°2, pp. 261-
271, nov. 2025.
https://doi.org/10.37843/rted.v18i2.709
Angie Quintanilla-Espinoza¹, Laura Ferreira-Gómez² y Ricardo Vera³
La pandemia del COVID-19 obligó a una transición desde la enseñanza presencial hacia la Enseñanza
Remota de Emergencia (ERE), lo que evidenció la necesidad de estrategias innovadoras para mantener la
motivación estudiantil y apoyar los aprendizajes. El objetivo de esta investigación fue explorar la
implementación de un sistema de respuesta estudiantil basado en el juego Kahoot!, como una innovación
educativa para promover la conciencia gramatical y la participación en estudiantes de primer año de una
carrera de Pedagogía en inglés en Chile. El estudio se enmarcó en el paradigma pragmático, bajo el método
inductivo-deductivo, con un enfoque mixto, diseño explicativo secuencial, triangulación convergente y
corte transversal. Se recopilaron datos cuantitativos a través de pruebas diagnósticas (pre y post-test) y una
encuesta de percepción tipo Likert, con datos cualitativos (preguntas abiertas). 35 participantes completaron
14 semanas de actividades gramaticales en Kahoot!, en modalidad sincrónica y asincrónica. El análisis
estadístico reveló una mejora significativa en los puntajes del post-test (p < 0.001), lo que sugiere un
impacto positivo en el aprendizaje gramatical. Los resultados de la percepción muestran que los estudiantes
encontraron Kahoot! entretenido, motivador y útil para consolidar contenidos y recibir retroalimentación
inmediata. Los hallazgos cualitativos coinciden, destacando una mayor participación, disminución de la
monotonía y mayor concentración. No obstante, se reportaron desafíos asociados a la competitividad,
ansiedad y acceso a internet. A pesar de estas dificultades, se concluye que Kahoot! Tiene un alto potencial
pedagógico en contextos virtuales, promoviendo la conciencia gramatical y el compromiso estudiantil en
escenarios de ERE.
Keywords: Enseñanza remota de emergencia, conciencia gramatical, gamificación, Kahoot!, participación
estudiantil.
15/mayo/2025
2/octubre/2025
desde 261-271
Enhancing Grammatical Awareness with a Game-based
Response System during Emergency Remote Teaching.
Quintanilla-Espinoza, A., Ferreira-Gómez, L. & Vera, R. (2025). Enhancing Grammatical Awareness with a Game-based Response System during Emergency Remote
Teaching. Revista Tecnológica-Educativa Docentes 2.0, 18(2), 261-271. https://doi.org/10.37843/rted.v18i2.709
262
262
Introduction
The COVID-19 pandemic forced a rapid
shift from face-to-face instruction to Emergency
Remote Teaching (ERT), highlighting the need
for innovative strategies to maintain student
engagement and support learning outcomes.
During the COVID-19 pandemic, the global
population was affected in multiple ways aside
from health concerns. Education was deeply
affected when mitigation policies adopted
worldwide involved the closure of educational
facilities (Oyetodun, 2020). Ultimately, this
meant that traditional classroom-based scenarios
were no longer possible. Thus, a rapid transition
to online education was needed to face this new
reality (Pasion et al., 2021). While attendance in
face-to-face classes was positively associated
with academic performance, the same could not
be said about the new scenario involving
emergency remote teaching (ERT).
Although distance learning was not new
before ERT, many classroom-based institutions
lacked familiarity with available tools and
methodologies (Wieland & Kollias, 2020;
Qutishat et al., 2022). This lack of preparedness
led to several challenges, including reduced
social interaction, low student commitment, and
increased distraction. Inadequate or non-adapted
teaching materials often resulted in monotonous
and unengaging lessons. Moreover, applying
traditional assessment methods proved difficult,
highlighting the need for more authentic
alternatives (Oyetodun, 2020). Students also
faced barriers such as poor internet connectivity,
limited access to technology, and unsuitable
study environments (Qutishat et al., 2022). These
issues significantly impacted the learning
experience during ERT. However, this scenario
also uncovered areas for pedagogical
improvement and encouraged reflection on how
to better support learning in digital contexts.
In addition to the challenges posed by the
pandemic and ERT, it is crucial to consider the
complexity of what is being taught. Grammar,
often perceived as abstract or monotonous, is
particularly difficult to learn (Masruroh, 2019;
Zarzycka-Piscorz, 2021). In Chile, studies show
that undergraduate students already struggle with
academic demands, which were exacerbated by
ERT (Oportus et al., 2024). These circumstances
highlighted the need for effective strategies to
support students in virtual learning
environments. One promising solution is
gamification, which incorporates game elements
into educational settings to enhance engagement,
motivation, and persistence (Veljković, 2017;
Llerena & Rodríguez, 2017; Huriyah, 2022;
Tandiono, 2024). Gamified activities can make
learning more enjoyable and interactive,
addressing both motivational and pedagogical
challenges (Moreira et al., 2025).
Building on this perspective, Zarzycka-
Piscorz (2021) further argues that gamification
can foster intrinsic motivation, as it fulfills key
psychological needs: competence, autonomy,
and relatedness, outlined in Self-Determination
Theory (Deci & Ryan, 2000). Complementing
these findings, recent research by Ojeda-Lara and
Zaldívar-Acosta (2023) highlights that
gamification in higher education not only boosts
student motivation but also supports the
development of soft skills such as cooperation,
communication, and creativity, reinforcing its
pedagogical potential in university settings.
The objective of this research is to explore
the implementation of a game-based student
response system (GSRS), Kahoot! As an
educational innovation to enhance grammatical
awareness and engagement among first-year
university students in an English teaching
program in Chile. Therefore, this study seeks to
answer the following question: How does the use
of Kahoot impact grammatical awareness and
engagement in a first-year English teaching
program?
Methodology
To address the research objective and
question, the study was conducted within the
pragmatic paradigm, which supports the use of
mixed methods to address complex educational
problems. Pragmatism focuses on practical
outcomes and combines quantitative and
qualitative approaches to provide a more
comprehensive understanding of the research
problem (Creswell & Creswell, 2023). This study
also adopted an inductive–deductive method,
which involves a twofold reasoning process:
first, inductively generating insights from
observed data (e.g., student perceptions), and
Quintanilla-Espinoza, A., Ferreira-Gómez, L. & Vera, R. (2025). Enhancing Grammatical Awareness with a Game-based Response System during Emergency Remote
Teaching. Revista Tecnológica-Educativa Docentes 2.0, 18(2), 261-271. https://doi.org/10.37843/rted.v18i2.709
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Enhancing Grammatical Awareness with a Game-based
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second, deductively testing these insights against
theoretical frameworks and expected outcomes
(Creswell & Creswell, 2023). The inductive
phase allowed for the emergence of themes from
open-ended responses, while the deductive
component assessed the impact of the
intervention through pre- and post-test
comparisons.
In line with this, a mixed-method approach
was used, involving both quantitative and
qualitative data (Creswell & Creswell, 2023).
This study followed a sequential explanatory
design, where quantitative data (pre- and post-
tests, and survey percentages) were collected and
analyzed first, followed by qualitative data
(open-ended responses) to help interpret and
expand on the initial results (Creswell & Plano
Clark, 2017). The qualitative phase consisted of
a content analysis of students’ opinions regarding
the implemented educational innovation.
This study used a convergent triangulation
design, which involves collecting and analyzing
quantitative and qualitative data simultaneously,
then comparing and integrating the results to
obtain a comprehensive understanding of the
research problem (Creswell & Plano Clark,
2017). This design allowed the study to validate
and enrich the quantitative findings through
qualitative insights from students' perceptions.
Additionally, the study employed a transversal
cut, as data were collected at a single point in
time during one academic term. This approach
focuses on describing and analyzing a
phenomenon in a specific moment without
observing changes over time (Hernández et al.
2014), allowing the evaluation of the immediate
effects of the intervention.
The population consisted of 50 native
Spanish-speaking first-year undergraduate
students enrolled in an English teaching program
at a Chilean university. A total of 35 students
voluntarily participated in the study. The
sampling method was convenience sampling,
which involves selecting participants who are
readily accessible and meet the inclusion criteria
(Hernández et al., 2014). This non-probabilistic
approach was appropriate given the classroom-
based context and the voluntary nature of student
participation. Although the sample size was
relatively small, it was suitable for the mixed-
methods design and allowed for both statistical
analysis and in-depth qualitative interpretation
(Creswell & Creswell, 2023).
The technique used for data collection in this
study was a combination of structured instruments
designed to capture both quantitative and
qualitative information. As Hernández, Fernández,
and Baptista (2014) explain, data collection
techniques refer to the procedures or instruments
used to systematically gather information relevant
to the research objectives. This combination of
techniques allowed for triangulation of data,
contributing to the validity and richness of the
findings. In turn, two instruments were selected to
ensure consistency with the study objectives and to
allow for both measurable outcomes and rich
descriptive insights (Creswell & Creswell, 2023).
The instruments used are described below:
a. Pre- and Post-Test: This test evaluates the
content covered during the study, aiming
to measure the effectiveness of the
implementation of educational
innovation. The pre- and post-test
consists of 40 multiple-choice questions
taken from the diagnostic test of the
textbook used in the course (English File
Intermediate- fourth edition).
b. Perception Survey: This survey seeks to
understand students' attitudes toward the
implementation of educational
innovation. It includes two sections: (a)
18 Likert-type scale questions ranging
from “strongly disagree” to “strongly
agree” and (b) 3 open-ended questions.
The educational innovation proposed in
this project was the implementation of a game-
based classroom response system in the context
of virtual learning using Kahoot! platform.
Figure 1 illustrates the types of activities
available on Kahoot. On this platform, the
teacher creates games that can include images
and/or sound, which can be projected in the
virtual classroom during synchronous sessions
and/or assigned for autonomous student work or
self-paced learning (Figure 2).
Quintanilla-Espinoza, A., Ferreira-Gómez, L. & Vera, R. (2025). Enhancing Grammatical Awareness with a Game-based Response System during Emergency Remote
Teaching. Revista Tecnológica-Educativa Docentes 2.0, 18(2), 261-271. https://doi.org/10.37843/rted.v18i2.709
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Enhancing Grammatical Awareness with a Game-based
Response System during Emergency Remote Teaching.
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Figure 1
Activities in Kahoot.
Note. Different activities in Kahoot platform, own
elaboration (2025).
Figure 2
Kahoot Options.
Note. Different options to play Kahoot, own elaboration
(2025).
To use the game during a virtual session,
Kahoot generates a code (Figure 3) that students
must use to access the system (https://kahoot.it/)
from their computer or mobile device.
Additionally, students are required to create a
username (Figure 4). On the other hand, if the
teacher assigns autonomous work to the student,
Kahoot generates a link that can be shared
through different platforms, directing the student
straight to the game (Figure 5).
Figure 3
Kahoot Code.
Note. Getting Kahoot code, own elaboration (2025).
Figure 4
Kahoot Code Entry.
Note. Inserting Kahoot game pin, own elaboration (2025).
Figure 5
Kahoot Activity Link.
Note. Kahoot activity link for autonomous work, own
elaboration (2025).
In any of these modes, the system provides
individual feedback to students, allowing them to
automatically identify their areas of weakness.
This serves as a powerful tool for both self-
assessment and peer assessment. Additionally,
Kahoot provides the teacher with a report of the
activities and individual results of the students.
In this specific case, the course lasted 18 weeks,
with the implementation of the educational
innovation spanning 14 weeks. This included the
administration of a pre-test and a post-test. The
games used were designed based on the
grammatical structures outlined in the course
syllabus (Table 1). Each week, students
completed two games: one in a synchronous
context at the end of the unit to assess the week's
content and another assigned for autonomous
student work.
Quintanilla-Espinoza, A., Ferreira-Gómez, L. & Vera, R. (2025). Enhancing Grammatical Awareness with a Game-based Response System during Emergency Remote
Teaching. Revista Tecnológica-Educativa Docentes 2.0, 18(2), 261-271. https://doi.org/10.37843/rted.v18i2.709
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Enhancing Grammatical Awareness with a Game-based
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Table 1
Implementation Process.
Week
Activity
Grammatical aspect covered
1
Pre-test administration
2
1 synchronous game - 1 autonomous game
Present perfect and simple past
3
1 synchronous game - 1 autonomous game
Present perfect continuous
4
1 synchronous game - 1 autonomous game
Modal verbs: obligation and prohibition
5
1 synchronous game - 1 autonomous game
Modal verbs: ability and possibility
6
1 synchronous game - 1 autonomous game
Passive forms
7
1 synchronous game - 1 autonomous game
Modal verbs of deduction
8
1 synchronous game - 1 autonomous game
Gerunds and infinitives
9
1 synchronous game - 1 autonomous game
Indirect style
10
1 synchronous game - 1 autonomous game
First conditional
11
1 synchronous game - 1 autonomous game
Second conditional
12
1 synchronous game - 1 autonomous game
Third conditional
13
1 synchronous game - 1 autonomous game
Quantifiers
14
Post-test and perception questionnaire administration
Note. Implementation process planning, own elaboration (2025).
At the beginning of the course, the
researcher informed the students that an
educational innovation would be implemented in
the classroom. Once the course was completed,
the researcher invited students to voluntarily
participate in the study by signing an informed
consent form, followed by the administration of
the perception survey. Although data collection
for the pre- and post-test was conducted during
the course as part of regular class activities, only
the data from students who agreed to participate
were included in the sample (author). Given the
current pandemic context, both the
administration of the instruments and the signing
of the informed consent form (Creswell &
Creswell, 2023) were carried out remotely using
Google Survey.
Statistical analysis refers to the process of
collecting, organizing, interpreting, and
presenting numerical data to discover underlying
patterns and relationships (Hernández,
Fernández & Baptista, 2014). In this study, the
pre- and post-test results were analyzed using
SPSS software, conducting Levene's test for
homogeneity of variances, the Shapiro-Wilk test
for normality, and the Wilcoxon signed-rank test
(non-parametric test for paired data). Finally, a
boxplot was generated to visually compare the
distribution of pre-test and post-test scores. In
addition, section A of the perception survey was
analyzed using percentages.
On the other hand, Section B of the survey
(open-ended questions) was analyzed through a
deductive process using a content analysis
technique (Creswell, 2012). The responses were
reviewed and coded according to three
predetermined categories, based on the guiding
survey questions: support for learning, positive
impact in the classroom, and negative impact in
the classroom. Each response was segmented and
assigned to one or more of these categories
through a systematic coding process. To
strengthen the credibility of the findings,
methodological triangulation was applied by
comparing the qualitative results with the
quantitative survey data and performance
outcomes from the pre- and post-tests (Creswell
& Plano Clark, 2017).
Results
The study found that using Kahoot! in ERT
significantly improved students’ grammatical
performance, as shown by higher post-test
scores. Moreover, survey responses indicated
that students viewed the tool as enjoyable,
motivating, and helpful for reinforcing content.
Qualitative data echoed these results,
Quintanilla-Espinoza, A., Ferreira-Gómez, L. & Vera, R. (2025). Enhancing Grammatical Awareness with a Game-based Response System during Emergency Remote
Teaching. Revista Tecnológica-Educativa Docentes 2.0, 18(2), 261-271. https://doi.org/10.37843/rted.v18i2.709
266
Enhancing Grammatical Awareness with a Game-based
Response System during Emergency Remote Teaching.
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highlighting increased participation and focus.
Despite some concerns about competitiveness,
anxiety, and internet access, the findings support
the pedagogical value of Kahoot! in promoting
engagement and grammar learning in online
educational settings.
The pre-test and post-test scores were
analyzed to evaluate the impact of the
intervention. The median scores increased from
29.5 (pre-test) to 34.0 (post-test), while the mean
scores rose from 28.74 (pre-test) to 34.0 (post-
test). The standard deviation decreased from 6.21
(pre-test) to 4.28 (post-test), indicating reduced
variability in the post-test scores. The Shapiro-
Wilk test revealed that pre-test scores were not
normally distributed (p = 0.027), while post-test
scores followed a normal distribution (p =
0.062). Additionally, Levene’s test for
homogeneity of variances indicated a significant
difference in variances between the two groups
(p = 0.041).
The Wilcoxon signed-rank test indicated a
statistically significant difference between pre-
test and post-test scores (W = 0, p < 0.001). This
suggests a measurable improvement in
performance following the intervention. Finally,
Figure 6 shows the comparison between pre-test
and post-test scores through a boxplot. The post-
test scores have a higher median (34.0) than the
pre-test (29.5), indicating improved
performance. Additionally, the narrower
interquartile range (IQR) and shorter whiskers in
the post-test suggest greater consistency and
reduced variability. Overall, the boxplot
highlights the intervention's effectiveness in
improving and standardizing learning outcomes.
Figure 6
Pre-test and Post-test Scores.
Note. Bloxpot comparing pre-test and post-test scores, own
elaboration (2025).
The results presented in Table 2 provide an
overview of students’ perceptions of using
Kahoot in language classes. Overall, students
expressed a positive attitude towards the tool,
highlighting its potential to enhance engagement
and learning, while also identifying some
challenges. In terms of positive aspects, a
significant proportion of students found Kahoot
enjoyable and user-friendly. Most participants
(88.5%) strongly agreed that using Kahoot was
fun, and 83% strongly agreed that it was easy to
use. Similarly, 69% strongly agreed that they
would like to continue using Kahoot in the future,
indicating a high level of acceptance and
enthusiasm for its integration into the classroom.
When considering learning benefits,
Kahoot was perceived as an effective tool for
reinforcing class content, with 60% strongly
agreeing that it helped consolidate what they had
learned. Additionally, 80% strongly agreed that
the immediate feedback provided by Kahoot
supported their learning. The platform also
encouraged active participation, as evidenced by
51.5% of students strongly agreeing that it helped
them engage more in class activities.
Building on these findings, many students
acknowledged Kahoot’s positive influence on
the classroom dynamic, with 63% strongly
agreeing that it fostered a positive atmosphere
and 60% strongly agreeing that it facilitated
effective interaction among students and with the
instructor. Additionally, Kahoot was noted for its
impact on motivation and focus, as 60% of
students strongly agreed that it increased their
motivation to participate in class, while 43%
strongly agreed that it helped them stay more
attentive during lessons.
Despite the positive feedback, some
challenges emerged, as highlighted in Table 2.
For instance, the competitive aspect of Kahoot
elicited mixed reactions. While competition may
have energized some students, 57% strongly
agreed that it created a negative environment in
the classroom. Additionally, 20% of students
strongly agreed that they felt anxious when using
Kahoot, which suggests that the platform might
not be equally comfortable for all learners.
However, technical issues were not a
significant concern, as most students (74%)
disagreed or strongly disagreed with
experiencing frequent problems. This is still an
Quintanilla-Espinoza, A., Ferreira-Gómez, L. & Vera, R. (2025). Enhancing Grammatical Awareness with a Game-based Response System during Emergency Remote
Teaching. Revista Tecnológica-Educativa Docentes 2.0, 18(2), 261-271. https://doi.org/10.37843/rted.v18i2.709
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Enhancing Grammatical Awareness with a Game-based
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area to monitor, as 23% of students remained
neutral on the issue. In addition, feedback on
game features and anonymity revealed a range of
opinions. The display of top-performing students
at the end of each game was met with mixed
responses: 40% of students expressed neutrality,
while 23% strongly disagreed that this feature
should be removed, and only 3% strongly agreed
with its removal. Similarly, students showed
varying preferences regarding anonymity; while
31% disagreed and 23% strongly disagreed with
preferring not to give their names, 29% remained
neutral on the matter, suggesting some
ambivalence.
Table 2
Section A of the Perception Survey.
SD
N (%)
D
N (%)
U
N (%)
A
N (%)
SA
N (%)
As a student who participated in the implementation of KAHOOT in language classes:
Using Kahoot was fun.
0
0
1(3%)
3(8.5%)
31(88.5%)
Using Kahoot allowed me to consolidate the
content learned in class.
0
0
3(9%)
11(31%)
21(60%)
Using Kahoot was a waste of time.
27(77%)
8(23%)
0
0
0
Using Kahoot is easy.
0
0
0
6(17%)
29(83%)
I didn't like using my cellphone while using
Kahoot.
0
1(3%)
5(14%)
8(23%)
21(60%)
I would like to continue using Kahoot in the
future.
0
0
0
11(31%)
24(69%)
Using Kahoot allowed me to receive immediate
feedback regarding my learning.
0
0
0
7(20%)
28(80%)
Kahoot enabled effective interaction in class.
0
0
5(14%)
9(26%)
21(60%)
Using Kahoot increased my motivation to
participate in class.
0
1(3%)
7(20%)
6(17%)
21(60%)
Kahoot stimulates competition, thus creating a
negative environment in the classroom.
1(3%)
0
1(3%)
13(37%)
20(57%)
Using Kahoot allowed me to participate actively
in class.
0
3(8.5%)
6(17%)
8(23%)
18(51.5%)
Using Kahoot helped me pay more attention in
class.
0
5(14%)
8(23%)
7(20%)
15(43%)
There are many technical issues when using
Kahoot in class.
11(31%)
15(43%)
8(23%)
1(3%)
0
Using Kahoot creates a positive environment in
the classroom.
0
0
6(17%)
7(20%)
22(63%)
I think Kahoot should not display the students
with the top 3 results at the end of the game.
8(23%)
6(17%)
14(40%)
6(17%)
1(3%)
I feel anxious when Kahoot is used in class.
7(20%)
13(37%)
8(23%)
6(17%)
1(3%)
Kahoot allowed me to monitor my learning in
the subject.
0
0
5(14%)
8(23%)
22(63%)
I preferred not to give my name when using
Kahoot.
8(23%)
11(31%)
10(29%)
6(17%)
0
Note. Perception survey results, own elaboration (2025).
The data obtained from the open-ended
questions are organized into three categories:
support for learning, positive impact in the
classroom, and negative impact in the classroom.
In the first category, support for learning,
participants were asked: How do you think
Kahoot supports students' learning? In this
regard, the participants of the study indicate that
Kahoot supports learning because it motivates
students to participate in class and improve
academic performance (12 mentions), allows for
a more interactive class with active participation
(11 mentions), provides immediate feedback on
learning (11), creates a more entertaining
Quintanilla-Espinoza, A., Ferreira-Gómez, L. & Vera, R. (2025). Enhancing Grammatical Awareness with a Game-based Response System during Emergency Remote
Teaching. Revista Tecnológica-Educativa Docentes 2.0, 18(2), 261-271. https://doi.org/10.37843/rted.v18i2.709
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Enhancing Grammatical Awareness with a Game-based
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learning process (9 mentions), puts learned
content into practice (8 mentions), and helps
identify what has been learned and what needs
further practice (7 mentions), as exemplified by
the excerpts below:
“When we use Kahoot, we put into practice
what we learned during class. This way, in my
case, I knew what I needed to improve on
because with each exercise, I could see what I
needed to practice and what I didn’t.” (Subject
13)
“Kahoot provides immediate feedback and is a
dynamic and interactive activity that creates
motivation and interest in participating in
class.” (Subject 25)
“It’s a way to practice class material and know
if we understood it correctly.” (Subject 6)
“Kahoot helps by providing feedback on our
knowledge and motivates us to study the
content covered in class and keep improving.”
(Subject 28)
In addition to the primary themes
identified, participants pointed out other benefits
of Kahoot that, while mentioned less frequently,
remain noteworthy. These include its role in
fostering healthy competition (5 mentions),
reducing the monotony of traditional lessons (4
mentions), enhancing collaboration and
interaction among peers (4 mentions), and
improving attention and focus on class (3
mentions), as exemplified by the excerpts below:
“Being a game makes learning more fun and
encourages learning grammar concepts through
healthy competition.” (Subject 30)
“Kahoot supports learning in a fun and engaging
way, providing a break from the routine or
monotony of online classes.” (Subject 26)
“It stimulates interaction with classmates and
participation in class.” (Subject 16)
“It helps us stay alert and focused during the lesson
because we know we’ll participate in Kahoot
afterward.” (Subject 15)
In the category, positive impact in the
classroom, the question asked was the following:
Do you think Kahoot has any negative impact in
the classroom? In this regard, the participants of
the study indicate that Kahoot has a positive
impact in the classroom as it increases motivation
and engagement in class (8 mentions), promotes
active participation (6 mentions), provides
immediate feedback on learning (5 mentions),
encourages healthy competition (5 mentions),
makes the class more dynamic and interactive (5
mentions), and creates a positive classroom
environment (3 mentions), as exemplified by the
excerpts below:
“Whenever we knew, we were going to use Kahoot,
everyone who was connected would get excited and
participate because it's very fun.” (Subject 9)
“Yes, it does, because being an out of the ordinary
activity, it generates interest in what has been
learned. At the same time, it allows students who
usually don’t participate orally to engage, thus
observing their progress or resolving doubts
through the activity itself.” (Subject 5)
“Definitely, it allows the teacher to instantly notice
what was least understood during the class thanks
to the results of each question, also giving time and
the opportunity to explain it again in the moment or
prepare better material for the next session.”
(Subject 16)
“Well, yes, it's entertaining, we interact with each
other, we laugh, and the teacher explains why when
we make mistakes. It's fun and relaxing.” (Subject
22)
“Yes, because using this tool helps increase the
competitiveness of students, making them want to
study more for the next activity and stay in the top
positions.” (Subject 17)
In addition to the more commonly
highlighted benefits, participants also noted other
positive impacts of Kahoot that, while less
frequently mentioned, are still significant. These
include reducing anxiety in participation (2
mentions), promoting teacher-student interaction
(2 mentions), and supporting error recognition
and correction (2 mentions), as exemplified by
the excerpts below:
“In my opinion, it’s very positive because it makes
the class more interesting and provides an
opportunity for students to learn and participate
without worry.” (Subject 2)
“Yes, it helps us quickly recognize our mistakes and
gives us feedback, plus it generates a greater
connection between the teacher and students.”
(Subject 21)
Quintanilla-Espinoza, A., Ferreira-Gómez, L. & Vera, R. (2025). Enhancing Grammatical Awareness with a Game-based Response System during Emergency Remote
Teaching. Revista Tecnológica-Educativa Docentes 2.0, 18(2), 261-271. https://doi.org/10.37843/rted.v18i2.709
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Enhancing Grammatical Awareness with a Game-based
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269
“It validates whether you understood the material
or not, and the teacher gives you immediate
feedback on why your answer is incorrect, allowing
you to resolve your doubts early.” (Subject 20)
In this last category, negative impact in the
classroom, the question asked was: Do you think
Kahoot has any negative impact in the
classroom? The participants of the study indicate
that while Kahoot is generally seen as a positive
tool, there are concerns about increased stress or
anxiety due to competitiveness (10 mentions),
challenges related to technology (3 mentions),
and the potential for unhealthy competition (4
mentions), as exemplified by the excerpts below:
“Many students may feel bad about not being in the
top 3 or having a high score, which can cause stress
and anxiety.” (Subject 6)
“Not all students have a good internet connection,
and they are in trouble when speed is required to
answer the rounds of questions.” (Subject 12)
“It depends on the person. In general, there are
toxic and competitive people in the world, which
can create a bad atmosphere among students.”
(Subject 24)
In addition to these more commonly
mentioned concerns, participants also
highlighted other potential negative impacts that,
while less frequently noted, are still important to
consider. These include pressure due to time
constraints (2 mentions), exclusion or discomfort
among certain students (2 mentions), and
overemphasis on competition (2 mentions), as
exemplified by the excerpts below:
“In general, no. Maybe it could make some students
nervous when they feel pressured by the time.”
(Subject 19)
“Yes, it could be that not all students enjoy it or feel
comfortable participating in these types of
activities.” (Subject 20)
“It could increase 'competition' in a negative way,
but as long as the teacher explains that it's a game
and not a competition, I don't think it would
generate a major negative impact.” (Subject 15)
Discussion
This study aimed to answer the question:
How does the use of Kahoot! impact grammatical
awareness and student engagement during
Emergency Remote Teaching (ERT)? The
findings indicate that Kahoot! had a positive
impact on both areas. Students demonstrated a
statistically significant improvement in post-test
grammar scores, suggesting that the tool
effectively supported the development of
grammatical awareness. Additionally, survey
responses and qualitative data revealed high
levels of engagement, with students describing
the experience as motivating, dynamic, and
useful for reinforcing content. These results
underscore the potential of game-based tools like
Kahoot! to enhance learning in virtual
environments.
The findings confirm the effectiveness of
integrating Kahoot! a game-based student
response system, into ERT to foster both
engagement (Tandiono, 2024) and grammatical
development (Zarzycka-Piscorz, 2021). The
significant gains in post-test performance
suggest that gamified learning can help students
master complex grammatical structures. These
results align with prior research highlighting the
benefits of gamification for student motivation
and learning outcomes (Wang & Tahir, 2020;
Zarzycka-Piscorz, 2021, Moreira et al., 2025).
Student perceptions further support the
value of this tool, with the majority reporting
increased engagement, enjoyment, and the
benefit of immediate feedback. Such findings
help illustrate how gamification can mitigate
common challenges of ERT, including
monotony, reduced motivation, and limited
social interaction (Oportus et al., 2024). Notably,
the use of Kahoot! also promoted active
participation and a more positive classroom
environment, supporting both individual learning
and collaborative dynamics. These outcomes are
consistent with studies conducted prior to the
pandemic (Wang & Tahir, 2020), suggesting that
the benefits of Kahoot! persist across different
instructional contexts. These findings are further
supported by Ojeda-Lara and Zaldívar- Acosta
(2023), who highlight that successful
gamification strategies—when well designed and
implemented—can foster intrinsic motivation
and help develop soft skills such as cooperation,
communication, and creativity.
Nevertheless, some challenges were
reported. Students noted increased anxiety linked
to competitive features and occasional technical
Quintanilla-Espinoza, A., Ferreira-Gómez, L. & Vera, R. (2025). Enhancing Grammatical Awareness with a Game-based Response System during Emergency Remote
Teaching. Revista Tecnológica-Educativa Docentes 2.0, 18(2), 261-271. https://doi.org/10.37843/rted.v18i2.709
270
Enhancing Grammatical Awareness with a Game-based
Response System during Emergency Remote Teaching.
270
difficulties. These concerns highlight the
importance of implementing game-based tools
thoughtfully, with attention to inclusivity and
accessibility. Similar issues have been
documented in previous research (Wang & Tahir,
2020). Despite these limitations, the overall
benefits of Kahoot! in the context of ERT appear
to outweigh the drawbacks, reaffirming its value
as a pedagogical innovation in both virtual and
traditional settings.
This study also presents several
limitations. First, the sample size was relatively
small (n = 35) and drawn from a single
university, which limits the generalizability of
the findings. Second, the use of convenience
sampling may have introduced selection bias, as
participants who volunteered might have had
more favorable attitudes toward gamified
learning. Third, the qualitative data were based
on self-reported perceptions, which may be
influenced by subjectivity or social desirability.
Finally, technical issues—such as unstable
internet connections during ERT—may have
affected participation and, consequently,
performance and engagement outcomes.
Building on these findings, future research
could explore the long-term effects of game-
based tools like Kahoot! on grammar learning
across various teaching modalities. Further
studies involving larger and more diverse
samples would enhance the generalizability of
results. It would also be valuable to examine how
digital literacy and learner characteristics
influence engagement and performance in
gamified environments. These directions can
contribute to a deeper understanding of
gamification in language education.
Conclusions
The findings of this study highlight the
significance of integrating gamified tools into
language learning, particularly in online or
emergency contexts. Results demonstrate that
Kahoot! is an effective strategy for promoting
grammatical awareness and student engagement
among first-year English teaching program
students during Emergency Remote Teaching
(ERT). By incorporating game-based elements, it
successfully addressed key challenges such as
reduced motivation and limited interaction—
issues that were especially intensified during the
COVID-19 pandemic (Qutishat et al., 2022). The
significant gains in test scores and the positive
student feedback further underscore the
pedagogical value of Kahoot! as a viable and
engaging approach to enhance learning outcomes
in the EFL classroom.
These results contribute to the
advancement of teaching practices aligned with
the specific objectives of this study—namely, to
improve grammar performance and engagement
through innovative digital tools. While the tool
showed strong potential, the study also
acknowledges certain limitations, including a
small sample size (n = 35) and the use of
convenience sampling, which may limit
generalizability. In addition, technological
barriers such as unstable internet connections
may have affected participation and could
constrain the applicability of Kahoot! in low-
resource settings (Oyetodun, 2020; Qutishat et
al., 2022). These factors suggest that while the
tool supports learning, its success depends on
ensuring equitable access to digital infrastructure
and careful integration into course design.
Based on these insights, several
recommendations for future research and
practice are proposed. Educators should provide
technical support and consider modifying
competitive features to reduce anxiety and
promote inclusion. For example, real-time
participation requirements may need to be
adapted for students with limited connectivity.
Additionally, future studies could examine the
long-term impact of gamified learning on
broader language competencies and explore its
implementation in various instructional formats
beyond ERT. Other research avenues may
include examining the role of digital tools in
fostering self-regulation, learner autonomy, and
differentiated instruction. Ultimately, this study
reinforces the importance of game-based
learning systems as effective and adaptable tools
for fostering student motivation, engagement,
and achievement in both virtual and face-to-face
environments.
Acknowledgments
This study was supported by Fondo de
Apoyo a la Docencia 2020 INICIA.doc- Project
Quintanilla-Espinoza, A., Ferreira-Gómez, L. & Vera, R. (2025). Enhancing Grammatical Awareness with a Game-based Response System during Emergency Remote
Teaching. Revista Tecnológica-Educativa Docentes 2.0, 18(2), 261-271. https://doi.org/10.37843/rted.v18i2.709
271
Enhancing Grammatical Awareness with a Game-based
Response System during Emergency Remote Teaching.
271
N° 2020060 and by Agencia Nacional de
Investigación y Desarrollo, Chile. Proyecto
Fondecyt de Iniciación 11240175.
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