Title: Using Kahoot in law school: differentiated instruction for working adults with diverse learning abilities

Authors: Daniel Seah

Addresses: School of Law, Singapore University of Social Sciences, Singapore

Abstract: This paper explores the benefits of using Kahoot, a game-based learning application (app) to identify and bridge the learning gaps of working adults who are adult learners with diverse learning abilities at a Singapore university. It argues that the broader implications of differentiated instruction, to advance the teaching of adult learners, require further theoretical elaboration. This paper first surveys the extant literature, on differentiated instruction and gamification, to situate the particularities of law students within the university. Second, it examines some of differentiated instruction's limitations. Third, the paper illustrates how the teaching of tort and evidence law at this university is differentiated, on grounds of the students' diverse learning abilities. By using Kahoot, multiple-choice questions were created to test complex concepts. The lecturer differentiates his teaching by unpacking complex content, through Kahoot, in which he actively engages adult learners to share their reasons for choosing the correct and wrong answers.

Keywords: differentiated instruction; legal education; student-centred learning.

DOI: 10.1504/IJMLO.2020.103937

International Journal of Mobile Learning and Organisation, 2020 Vol.14 No.1, pp.36 - 48

Received: 06 Nov 2018
Accepted: 07 Jun 2019

Published online: 02 Dec 2019 *

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