摘要：The purpose of this study was to implement a student response system-Kahoot to find out whether the inclusion of Kahoot in the teaching-learning process affected pre-service teachers’ perceptions of the classroom environment in a compulsory Educational Sciences course. This study employed an experimental research design and the participants of the study were chosen according to the convenience sampling method. The data were collected by implementing The Classroom Environment Perceptions Scale of Pre-Service Teachers (CEPSPT) and analyzed using MANOVA. According to results, pre-service teachers who were in the Kahoot group perceived the cooperation, involvement, task orientation properties of the classroom environment significantly higher than those in the traditional instruction group. On the other hand, pre-service teachers who enrolled in the Kahoot group perceived the difficulty property of the classroom environment significantly lower than those who were in the traditional instruction group. In addition to these, the groups did not differ significantly on satisfaction and student cohesiveness dimensions of the classroom environment. The findings of this study were discussed in detail and some implications for future research were suggested.
关键词：Classroom Environment; Kahoot; Pre-service teacher training; Student response systems
