Kahoot! Impact: New research from Japan explores game-based learning in pharmacy technician education

Key takeaways

• A randomized study of 139 pharmacy students compared learning with Kahoot! to a traditional lecture covering the same clinical content
• Higher scores after two weeks: Students using Kahoot! scored significantly higher than those who attended the lecture (5.5 vs. 4.0 out of 9).
• Better results on new content: The group learning with Kahoot! also performed significantly better on questions testing newly learned knowledge after two weeks.
• More engaged students: All students using Kahoot! said they could concentrate and have fun while learning.

Game-based learning has shown to improve learning outcomes in medical, nursing and pharmaceutical studies, and a recent study by Maruyama et al. (2026), published in the Japanese Journal of Pharmaceutical Education explored Kahoot! in the Japanese educational context.

The researchers wanted to understand whether game-based learning in pharmacy technician training could improve students' knowledge acquisition, retention, and motivation without requiring major changes to an existing course.

Their findings suggest that even a single game-based learning session can make a measurable difference.

Students using Kahoot! scored significantly higher in post-tests two weeks after class

The study involved 139 third-year pharmacy students taking a basic life support class ahead of their fourth-year practical training in hospitals and pharmacies.

All students first attended a 10-minute lecture reviewing previously learned concepts. They were then randomly assigned to one of two groups for a 40-minute session introducing new clinical information, including chest-compression-related injuries and automated external defibrillator use.

One group of 68 students received a traditional lecture. The other group of 71 learned the same content through an 11-question kahoot, playing in teams of five or six.

Students completed the same post-test at one of three intervals: two days, two weeks, or four weeks after class.

Two days after class, the Kahoot! group scored slightly higher, but the difference was not statistically significant.

By two weeks, the gap had widened to 1.5 points. Students who learned with Kahoot! averaged 5.5 out of 9, compared with 4.0 for those who attended the lecture (P < .01).

The advantage extended to newly introduced clinical knowledge, not just material students had previously studied. On seven questions assessing new content, the Kahoot! group averaged 3.9 points after two weeks, compared with 3.0 for the lecture group (P = .02).

At four weeks, students who had used Kahoot! still had a higher average score, but the difference was no longer statistically significant.

Because different students were tested at each interval, the results show differences between groups rather than how individual students' knowledge changed over time.

Two weeks after class, students who played a team kahoot averaged 5.5 out of 9 against 4.0 for the lecture group (P < .01). Adapted from Maruyama et al. (2026)

Immediate feedback and team competition supported an engaging learning experience

Why did students who learned through Kahoot! perform better?

Although the study did not isolate the effects of individual game features, its design highlights several possible contributors. Students actively answered questions rather than simply listening to explanations. Each question was followed by immediate feedback, helping them identify correct and incorrect answers while the material was still fresh.

Team scores and rankings also introduced a shared goal and a sense of competition. Students' feedback reflected the value they placed on these features. One student explained:

"Rather than simply answering questions, the scoring system made both correct and incorrect answers stand out, which left a strong impression and was very effective for learning."

Another highlighted the participatory experience, saying it was, "easy to express my opinions because it was played on my own mobile phone."

The questionnaire results showed a particularly strong response to the game-based format:

• 100% of students using Kahoot! said they could learn while having fun, compared with 60% of lecture students.
• 100% said they could concentrate during class, compared with 78% of lecture students.
• 99% reported improved motivation to learn, compared with 67% of lecture students.
• 96% wanted to attend more classes using a similar format, compared with 63% of lecture students.

Together, these findings suggest that Kahoot! helped create a learning experience students found enjoyable, motivating, and engaging.

Could more team discussion strengthen long-term retention?

While the two-week results were promising, the difference between groups was no longer statistically significant after four weeks.

The researchers suggested several possible explanations. The excitement associated with a game-based activity may diminish over time, while limited opportunities to reflect on new information or connect it with existing knowledge could affect longer-term retention.

Interestingly, students identified a similar opportunity for improvement.

Although the kahoot was played in teams, students answered questions independently. The researchers had deliberately limited in-depth discussion to encourage individual thinking. Yet the most common improvement suggested by students in the group using Kahoot! was more team interaction.

One student commented:"I think it would have been better if we could have discussed and solved the problem in teams."

The researchers proposed introducing short discussions between questions or asking team members to agree on a shared answer before submitting. These changes were not tested in the study, but they offer practical ideas for educators looking to combine the accessibility of game-based learning with deeper collaborative learning.

What this means for game-based learning in pharmacy technician education

For educators teaching pharmacy, medicine, and other health sciences, the findings highlight a practical opportunity: active learning doesn't always require a complete course redesign.

In this study, instructors transformed existing clinical content into an interactive learning session without substantially changing the lesson materials, duration, or resources required. The result was a learning experience associated with higher post-test scores after two weeks, alongside consistently positive student feedback.

For instructors, the takeaway is encouraging: introducing interactive questions, immediate feedback, and team-based engagement into an existing lesson may help students stay motivated and remember more of what they learn.

Explore how Kahoot! supports teaching and learning in higher education