Sustainable Education and Digital Transformation
Towards the sustainable development of gamification in primary education: Third graders’ perceptions of Kahoot! in EFL classroom
Konstantina Derveni 1 * , Radka Wildová 1
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1 Faculty of Education, Department of Pre-Primary & Primary Education, Charles University, Czech Republic
* Corresponding Author
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ARTICLE INFO

Sustainable Education and Digital Transformation, 2027 - Volume 2 Issue 2, Article No: e44993
https://doi.org/10.33902/SEDT.202644993

Article Type: Research Article

Published Online: 11 Sep 2026

Views: 17 | Downloads: 10

ABSTRACT
The increasing integration of digital technologies in EFL classrooms has reshaped student learning experiences, particularly in primary education. This study investigates 18 multilingual third-grade students’ perceptions of Kahoot! as a gamified learning tool in English language activities. Adopting a qualitative study design, data were collected through semi-structured interviews and analyzed using thematic analysis. Findings indicate that students generally perceived Kahoot! as an engaging and motivating tool that enhanced classroom interaction, increased participation and interest during lessons. Participants also reported perceived improvements in vocabulary acquisition and overall English learning, suggesting that gamification may support both affective and cognitive aspects of language learning. These findings contribute to ongoing discussions on digital transformation in education and highlight the potential of gamified tools in supporting sustainable, student-centered pedagogical practices in primary classrooms. Importantly, the study addresses a gap in research on young students’ experiences and provides insights for teachers seeking to design meaningful, technology-enhanced language instruction.
KEYWORDS
EFL game-based response system gamification Kahoot! primary education
In-text citation: (Derveni & Wildová, 2027)
Reference: Derveni, K., & Wildová, R. (2027). Towards the sustainable development of gamification in primary education: Third graders’ perceptions of Kahoot! in EFL classroom. Sustainable Education and Digital Transformation, 2(2), e44993. https://doi.org/10.33902/SEDT.202644993
In-text citation: (1), (2), (3), etc.
Reference: Derveni K, Wildová R. Towards the sustainable development of gamification in primary education: Third graders’ perceptions of Kahoot! in EFL classroom. Sustainable Education and Digital Transformation. 2027;2(2), e44993. https://doi.org/10.33902/SEDT.202644993
In-text citation: (1), (2), (3), etc.
Reference: Derveni K, Wildová R. Towards the sustainable development of gamification in primary education: Third graders’ perceptions of Kahoot! in EFL classroom. Sustainable Education and Digital Transformation. 2027;2(2):e44993. https://doi.org/10.33902/SEDT.202644993
In-text citation: (Derveni and Wildová, 2027)
Reference: Derveni, Konstantina, and Radka Wildová. "Towards the sustainable development of gamification in primary education: Third graders’ perceptions of Kahoot! in EFL classroom". Sustainable Education and Digital Transformation 2027 2 no. 2 (2027): e44993. https://doi.org/10.33902/SEDT.202644993
In-text citation: (Derveni and Wildová, 2027)
Reference: Derveni, K., and Wildová, R. (2027). Towards the sustainable development of gamification in primary education: Third graders’ perceptions of Kahoot! in EFL classroom. Sustainable Education and Digital Transformation, 2(2), e44993. https://doi.org/10.33902/SEDT.202644993
In-text citation: (Derveni and Wildová, 2027)
Reference: Derveni, Konstantina et al. "Towards the sustainable development of gamification in primary education: Third graders’ perceptions of Kahoot! in EFL classroom". Sustainable Education and Digital Transformation, vol. 2, no. 2, 2027, e44993. https://doi.org/10.33902/SEDT.202644993
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