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An experimental design with convenience sampling was used. Data were collected using the Classroom Environment Perceptions Scale for Pre-Service Teachers (CEPSPT) and analyzed with MANOVA. Results show higher cooperation, involvement, and task orientation for the Kahoot group and lower perceived difficulty than traditional instruction. No significant differences emerged for satisfaction and student cohesiveness.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-use-of-a-student-response-system-in-teacher-training-classrooms-and-its-effect-on-classroom-environment/588852/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-use-of-a-student-response-system-in-teacher-training-classrooms-and-its-effect-on-classroom-environment/588852.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main purpose of using Kahoot in the study?","Question",{"text":112,"@type":113},"To determine whether including Kahoot in the teaching-learning process affected pre-service teachers’ perceptions of the classroom environment in a compulsory Educational Sciences course.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the data collected and analyzed?",{"text":117,"@type":113},"Data were collected using the Classroom Environment Perceptions Scale of Pre-Service Teachers (CEPSPT) and analyzed using MANOVA.",{"name":119,"@type":110,"acceptedAnswer":120},"Which classroom environment dimensions differed between Kahoot and traditional instruction?",{"text":121,"@type":113},"Pre-service teachers in the Kahoot group perceived cooperation, involvement, and task orientation as significantly higher, while perceived difficulty was significantly lower than in the traditional instruction group. Satisfaction and student cohesiveness did not differ significantly.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588852,1792208807,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","THE USE OF A STUDENT RESPONSE SYSTEM IN TEACHER TRAINING CLASSROOMS AND ITS EFFECT ON CLASSROOM  \nENVIRONMENT1  \nMelike ÖZÜDOĞRU  \nAbstract: The purpose of this study was to implement a student response system-Kahoot to find out whether the inclusion of Kahoot in the teaching-learning process affected pre-service teachers’perceptions of the classroom environment in a compulsory Educational Sciences course. This study employed an experimental research design and the participants of the study were chosen according to the convenience sampling method. The data were collected by implementing The Classroom Environment Perceptions Scale of Pre-Service Teachers (CEPSPT) and analyzed using MANOVA. According to results, pre-service teachers who were in the Kahoot group perceived the cooperation, involvement, task orientation properties of the classroom environment significantly higher than those in the traditional instruction group. On the other hand, pre-service teachers who enrolled in the Kahoot group perceived the difficulty property of the classroom environment significantly lower than those who were in the traditional instruction group. In addition to these, the groups did not differ significantly on satisfaction and student cohesiveness dimensions of the classroom environment. The findings of this study were discussed in detail and some implications for future research were suggested.  \nKeywords: Classroom Environment; Kahoot; Pre-service teacher training; Student response systems  \n1. Introduction  \nIn higher education, traditional teaching methods, such as lecturing, were related to negative learning experiences and less-ideal learning environments in which students showed signs of boredom, alienation, and disconnection from real-life experiences (Korkealehto & Siklander, 2018). Islim (2015) stated that traditional teaching methods are not motivating enough to encourage students to participate to achieve higher-order learning. In addition, Mayer et al. (2009) stated that when learners do not perceive that they are involved in the learning tasks, they are mostly not willing to study and achieve the goals of the course. Also, during the traditional teaching-learning process, due to the lack of interactivity between students and instructors and among students, instructors mostly do not understand whether students learned the subject, and students were provided with feedback about their learning (Islim, 2015). In this sense, the integration of active teaching-learning methods was suggested to engage learners in crowded courses and increase their interaction with the instructor (Korkealehto & Siklander, 2018; Mayer et al., 2009; Steinert & Snell, 1999) .  \nSimilarly, in Turkey, it has been observed that faculties of teacher training are not adequate in terms of including different teaching methods and techniques to teaching-learning process (Dikici, Gündogdu,& Yavuzer, 2006; Eret-Orhan, 2017; Kahramanoglu, 2010; Ozturk, 2004; Taskaya & Musta, 2008) . In  \n1 This article was presented as an oral presentation at the 7th International Congress on Curriculum and Instruction (ICCI-EPOK 2019) held on October 9-12, 2019 in Ankara  \na study involving interviews with 43 senior class pre-service teachers, it was reported that instructors mostly used ineffective, traditional, or teacher-centered methods and techniques, often including PowerPoint presentations and lecturing. Moreover, instructors did not include discussions and technological materials in lessons but used techniques that require memorization (Eret, 2013) . Simpson and Oliver (2007) suggested that the teaching model in higher education should shift from traditional methods to more active ones by including technology.  \nSteinert and Snell (1999) stated that active learning involves interactivity, involvement and participation of students so that they will no longer remain passive in the learning process. Moreover, active learning occurs in social settings by encompassing a variety","cbCaioPGD8I6d1J4","https://ap.wps.com/l/cbCaioPGD8I6d1J4","pdf",410239,14,"English","# Introduction\n## Traditional teaching and classroom environment\n## Active learning and student response systems\n## Kahoot and its role in teaching-learning\n## Aim and background of the study","[{\"question\":\"What was the main purpose of using Kahoot in the study?\",\"answer\":\"To determine whether including Kahoot in the teaching-learning process affected pre-service teachers’ perceptions of the classroom environment in a compulsory Educational Sciences course.\"},{\"question\":\"How were the data collected and analyzed?\",\"answer\":\"Data were collected using the Classroom Environment Perceptions Scale of Pre-Service Teachers (CEPSPT) and analyzed using MANOVA.\"},{\"question\":\"Which classroom environment dimensions differed between Kahoot and traditional instruction?\",\"answer\":\"Pre-service teachers in the Kahoot group perceived cooperation, involvement, and task orientation as significantly higher, while perceived difficulty was significantly lower than in the traditional instruction group. Satisfaction and student cohesiveness did not differ significantly.\"}]","THE USE OF A STUDENT RESPONSE SYSTEM IN TEACHER TRAINING CLASSROOMS AND ITS EFFECT ON CLASSROOM ENVIRONMENT | PDF",1792066060,35]