Pros

Rayan & Watted (2024)

5th and 6th grade students learning science: Compared the use of Kahoot! and textbook reading to support learning and review content.

-Evaluated comprehension, motivation, and accomplishments within the science subject

-Compared with the control group , the researchers found the students using Kahoot! to have:

Higher levels of comprehension and understanding of the content when tested
Increased ratings of self-efficacy, interest, and enjoyment
Higher report card scores, demonstrating academic achievement

-Interactive digital games can encourage and promote student engagement

-Digital activities allow educators to offer academic support and practice for students that can enhance comprehension

-Authors suggest potential relationship: higher intrinsic motivation + enjoyment in learning spaces leads to better academic outcomes

Rapti et al. (2025)

Educators implemented virtual reality technology in their preschool classrooms, having students use it for activities. Students and teachers both gave feedback on their experiences through follow-up questions, comparing VR to "traditional" learning activities.

Students:

-Preferred the VR activity to the traditional one

-Rated higher for likelihood of desire for future VR (compared to traditional learning activities)

-Higher levels of enjoyment and fun with VR

Teachers:

-Believed that VR can be used educationally

-Reported student engagement, interest, and lack of boredom with VR

-Noticed students using descriptive language and learning through experience

-Technology can create unique learning experiences that peak student interest and create variety for academic instruction.

-Promotes imagination and innovation in students, allowing them to learn in a new way.

-VR can target a variety of academic subject areas as well as social skills.

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