In recent years, game-based student response systems (GSRS) such as Socrative, Quizlet, and Kahoot! has become a popular tool to increase motivation, enhance classroom engagement, and facilitate collaborative learning. Despite the popularity of GSRS, little research has attempted to understand student perceptions using these platforms for language learning across higher education in the Middle East. The purpose of this exploratory mixed methods research was to examine undergraduate student perceptions of Kahoot!, a game-based interactive platform in an English language course at a federal higher education institution in the UAE. The qualitative phase of data collection involved using semi-structured interviews (N=10) to understand Emirati students’ general perception of Kahoot!. In addition, quantitative evidence was collected through an online survey (N=112) to find out which variables identified in the interviews were experienced by the majority of undergraduate students using Kahoot!. Results were found to be consistent with the current literature as there was a positive general response towards Kahoot!, with the highest influence reported on increased motivation, improved classroom engagement, and enhanced learning experience. However, the effect on academic performance was not significant as perceived by Emirati students. The outcome of this study suggests that gamified digital platforms could be incorporated as part of the teaching pedagogy to retain students’ attention, increase participation, and provide students with an enhanced enjoyable learning experience.

近年来，基于游戏的学生响应系统（GSRS）如Socrative，Quizlet和Kahoot !！已成为增加动力，增强课堂参与度和促进协作学习的流行工具。尽管GSRS很受欢迎，但很少有研究试图使用这些平台来了解学生对中东高等教育中语言学习的看法。这项探索性混合方法研究的目的是检验大学生对Kahoot！，这是阿联酋一家联邦高等教育机构在英语课程中基于游戏的交互式平台。数据收集的定性阶段涉及使用半结构化访谈（N= 10）了解阿联酋学生对Kahoot的一般认识！。此外，通过在线调查（N = 112）收集了定量证据，以找出在访谈中确定的哪些变量是大多数使用Kahoot！的大学生所经历的。。结果发现与目前的文献一致，因为人们对Kahoot！的反应普遍良好，在增加动力，改善课堂参与度和增强学习体验方面，影响力最大。但是，对阿联酋学生的学习成绩的影响并不显着。这项研究的结果表明，可以将游戏化的数字平台作为教学法的一部分，以保持学生的注意力，增加参与度并为学生提供更愉快的学习体验。