Assessing the Knowledge and Perceptions of Medical Students After Using Kahoot! in Pharmacology Practical Sessions at King Abdulaziz University, Jeddah

Objective Game-based e-learning (GbEl) has been shown to motivate students significantly, encourage learning, and improve academic performance. Kahoot! is one such electronic tool, but its implementation and effectiveness in the medical education sector in Saudi Arabia have never been evaluated. In light of this, this study aimed to assess the implementation and efficacy of Kahoot! platform as a learning tool for pharmacology in Saudi Arabian medical education. Methods This was a cross-sectional mixed-methods study that employed a quantitative and qualitative approach. It explored the potential of technology-assisted assessment for the interactive learning process using Kahoot! online platform on the participation and performance of 274 Saudi female medical students in their general pharmacology practical sessions during their second year in the Faculty of Medicine (FOM) at King Abdulaziz University (KAU). Data were collected for four one-hour-long pharmacology practical sessions on routes of drug administration, pharmacokinetics (PK) I and II, and drug-drug interactions. The study also explored the perceptions of four faculty members as to how Kahoot! improved students' participation and performance. Results Cronbach's alpha value was used to determine the reliability of the questionnaire. Students’ satisfactions with Kahoot! were largely positive. There was a statistically significant difference in the final exam difficulty indexes between topics covered through Kahoot! vs. control sessions. Kahoot! was found to be a practical, agreeable, and interactive formative tool that enhanced student engagement, motivation, and academic achievement. Teachers involved in the study agreed that the advantages of using Kahoot! vastly outweighed the disadvantages. Conclusion This study has demonstrated that Kahoot! increased student engagement and motivation, and improved academic achievements in a practical pharmacology course.