Using Kahoot! as a Formative Assessment Tool in Undergraduate Organic Chemistry Lecture Courses

Document Type

Article

Publication Date

7-8-2025

Publication Title

Journal of Chemical Education

Abstract

Organic chemistry is widely regarded as a challenging subject, prompting the integration of active learning strategies to enhance student engagement and learning outcomes. Kahoot! has been employed for in-class formative assessments, allowing instructors to quickly assess student understanding and provide immediate feedback. This article explores the use of Kahoot! quizzes as a formative assessment and active learning tool in both first semester and second semester Organic Chemistry courses. The majority of students surveyed reported that Kahoot! quizzes positively impacted their learning outcomes, increased class engagement, and reinforced their understanding of key concepts. However, a significant challenge remains in maintaining student participation, particularly as the semester progresses and the material becomes more complex.

Volume Number

102

Issue Number

7

First Page

3004

Last Page

3009

DOI

10.1021/acs.jchemed.4c01538

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