关于G-Learning在韩国汉语课堂的应用考察 — 以Kahoot!的问答游戏为中心

Abstract

The digital age has brought about a series of changes. Against the background of the continuous integration of digital technology products and the teaching, the traditional classroom has begun to shift from a teacher-centered space to a student-centered space. The “digital natives”, who are born with digital technology, have become the main learners nowadays, and they are accustomed to using smart phones and tablets to learn. Therefore, E-Learning and its main branch, G-Learning, have come into being. G-Learning refers to complete teaching and learning through games. One of the most popular learning methods is the Kahoot! learning interactive platform. The Kahoot! learning interactive platform has been proven by many educators to improve students’ learning through classroom practices. However, in the Chinese classrooms in Korea, the Kahoot! is not very popular among teachers. The author examines the impact of Kahoot! on Korean learners by practicing it in Korean universities. Through interviews with students, this paper summarizes the applicability of Kahoot! in oral Chinese classes, and the advantages of Kahoot! include its easy operation, rich game elements, its applicability to a wide range of lessons and quizzes, and the automatic generation of result reports at the end of the game. Therefore, the use of Kahoot! brings a lot of convenience and fun to both teachers and students. In addition, since the ultimate goal of G-Learning is to improve learning performance, this paper provides a case study on a small number of students to learn about the changes in their academic performance before and after using Kahoot! by comparing the results of the pre- and post-tests. We believe that Kahoot! is conducive to stimulating students’ interest in learning, increasing their engagement in learning, and ultimately improving their academic performance. Of course, the changes in students’ performance may be affected by a number of factors, but we have to say that Kahoot! as a supplementary teaching tool has brought positive effects on teaching and learning.