Social Media and Higher Education Research Papers

This paper shapes the landscape of an empirical research study on applying gamification to education. The study investigated students' instructional journey capitalizing on a game built around a student response system, called Kahoot! [Often cited as a descendant of "Personal Response Systems" (PRSs)]. The study targeted 97 students, aged between 16 and 18 years old (54 male and 43 female) belonging to three 2 nd year baccalaureate classes at an EFL class in a public senior high school in Ifrane Directorate, Fes-Meknes Academy, Morocco. Data were collected using a survey whose reliability was tested. Quantitative data were statistically analyzed using descriptive statistics. The main goal of this study was to find out the impact of Kahoot! on engagement, motivation, learning outcomes, and attitudes towards ICT integration in future learning experiences. The research revealed that a large proportion of students were generally positive about ICT use in class practices, in general, and Kahoot! in particular. The findings are consistent with those of Plump and LaRosa (2017) and Wang (2015) which came to the conclusion that students' motivation, engagement, and learning outcomes can be enhanced through game-based response systems, citing Kahoot! as a case in point. Introduction Technology has found a way to the heart of learners worldwide. Oftentimes Deemed as a catalyst, Information and Communication Technology (ICT) integration in numerous schools around the globe has shifted the pendulum of education, in general, and language education in particular, in favor of game-based student response systems (GSRS). As a new reality, Bring Your Own Device trend (BYOD) has spread like wildfire in diverse classrooms, inviting teachers and students to bring along a varied of set technological gadgets (Bradford-Networks,2013). The BYOD trend has enabled teachers and students to access a host of educational platforms. There are strong pieces of evidence that stresses the bond between learning by means of games and improved levels of engagement and motivation. In this regard, Prensky (2001) argues that pupils, across the globe, are gifted regarding the use of mobile technology, educational applications, and serious games, and are keen on using modern technologies to scaffold and upgrade their learning. By large, recent evidence suggests that modern technologies and their extensions have invaded every single aspect of modern life. Being all the rage now, the widespread, and even rampant at times, use of Information Communication Technologies have changed the face of countless domains. They, undoubtedly, have broken the mould of education, pushing the teaching-learning process to the next level. In essence, research has consistently shown that once the technology is integrated into schools and classrooms, wonders happen. Again Prensky (2001) contends that technology can make learning points more appealing, engaging, and intriguing. Consistent with previous research, (Rosas et al., 2003) believe that GSRS upgrade classroom dynamics and foster students" interactions with classmates and teachers as well. According to Ellis, Heppell, Kirriemuir, Krotoski, & McFarlane (2006), game-based learning results in knowledge development and more engagement on the students" part are the by-products of game-based learning. Joining the debate, Papastergiou (2009) put forward that GSRS require participants to activate their

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