INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 9, ISSUE 03, MARCH 2020 ISSN 2277-8616

Creative Gamification In Kahoot! For Worker’s

Health And Safety Learning Assessment
Wegig Murwonugroho, Syaifudin
Abstract: The Kahoot! game application is used to determine differences in the level of understanding of mining workers, between before and after
watching the safety video on the topic of "fatigue". Data shows cognitive improvement between before and after the Occupational Health and Safety
(OHS) video was shown. However, the results of increased knowledge of this video material are not accompanied by keeping safety commitments at
work. Therefore this research is important to do with the aim of finding indicators of collecting material in the Kahoot! game which can increase workers’
awareness and commitment to safety at work. This research method uses a quasi-experimental method on 60 people who are not mining workers that is
analysed using t-test and ANOVA test. The results showed that Kahoot! creative gamefication must fulfill the criteria of preparing questions and answer
choices that are capable of: 1) stimulating players to apply their knowledge in the real world; 2) relating aspects of memory, perception, and action; 3)
having dramatic, antagonistic, witty, and affective qualities. Implications of this study, the creative gamefication of Kahoot! as an instrument of learning
assessment should put more emphasis on the content of OHS guidelines, and further can be applied to the workers that will translate them into
practicing safety at work consistently.

Index Terms: Creative Gamefication, OHS Video, Kahoot!, Learning Assessment.

—————————— ◆ ——————————

1 INTRODUCTION gap arose because the content creator (maker of questions

THE document majority of work accidents are avoided through
the continuous campaign of the Occupational Health and
Safety (OHS) program (Samosamo, Marais, and Joubert,
2014). The greater the workers' awareness of OHS, the lower
the risk of work-related accidents and vice versa (Mbana,
2005). This also increases productivity and savings in
expenditure (Mutwale-ziko, Lushinga, and Akakandelwa,
2017). Therefore, the mining company, PT. XYZ, ideally
designs comprehensive program on OHS to create awareness
on self-protection guidelines for workers including through
OHS videos. This research, therefore, focuses on safety
videos regarding fatigue for mining vehicle drivers, with an
overview of its effects and causes, as well as major accidents.
Hot mining environment, the existence of a target production
amount, as well as other physical and social conditions are
some fatigue types experienced by drivers and tend to create
a fatal impact on the body and brain. Therefore, although work
safety education has been carried out through videos, the
following results are an evaluation of its content, which
indicates that OHS learning has not been successful
optimized. Cognitive test results using the game of Kahoot!
shows that respondents actually understand safe work
procedures according to the video content. The use of the
Kahoot! game is based on various studies that prove and
explain its effectiveness as a quiz-based test instrument (Lin,
Ganapathy, and Kaur, 2018; Ningrum, 2018; Sabandar, Supit,
and Suryana, 2018; Tewthanom, 2019; Wibisono, 2019).
However, miners' understanding of self-protection guidelines is
not consistent with work practices in the field, as they tend to
ignore the risks involved. This fact differs from Dale's (1969)
study, which reported that learning using video shapes the
competency to practice or demonstrate what is shown in the
video.
____________________________________
• Wegig Murwonugroho holds a doctorate in art & design, is lecturer
at Magister Design Program, Faculty of Art & Design at Universitas
Trisakti, Jakarta, Indonesia, PH-+62818922342. E-mail:
wegig@trisakti.ac.id\
• Syaifudin is a Lecturer in Information System in Universitas Trisakti,
HP +62-8129513950, Fudin@trisakti.ac.id
According to Licorish, Owen, Daniel, and George (2018), this
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and answer choices) failed to carefully consider the level of
intelligence, perception, and background of the game player
as well as the inaccuracy in choosing the appropriate
approach. In fact, as a measure of learning success (Bawa,
2018), the content of questions and choice of answers need to
be designed according to the characteristics of miners, or that
of workers in any field, and delivered using an andragogy
approach such as Kahoot! for school students and not a
pedagogical approach (Noor, Harun, and Aris, 2012).
Therefore, it is necessary to conduct an experimental study on
the use of Kahoot! with specific content modification and as
an instrument for OHS learning outcomes test. The purpose of
this study furthermore is to determine new elements (i.e
indicators) that supports the achievement of OHS learning
outcomes and not to confirm the results of its effectiveness.
The game is involved as a test instrument because the
digitization learning technique in the form of quiz increases
students’ motivation, and improves learning outcomes, in
terms of knowledge, attitude, and practice (Lin, Chen, and Liu,
2017; Park, Kim, Kim, and Yi, 2019; Troussas, Krouska, and
Sgouropoulou, 2020). The results of this study ultimately
contributed to the development of Kahoot! game, which was in
accordance with the characteristics of mine workers.
2 THEORETICAL FRAMEWORK
According to Dale (1969), people tend to capture 50% of
information through visuals and audio (i.e using video), which
also enables students to demonstrate or practice. To achieve
optimal results, Dale (1969) suggested the implementation of
a simulation-dominant learning (80% information) or direct
experience (90% information) technique for easy analysis and
evaluation. The competency built through this study is the
ability to analyse, to evaluate, and to create. This assumption
underlies the company in choosing video as an OHS learning
media, to encourage workers to practice what they have
learned from safety videos. Theoretically, workers achieve
practical competence and demonstration when learning using
video. However, the experience at PT. XYZ (for confidential
purpose) showed a different result because Kahoot! as an
instrument for measuring the learning, success was compiled
with a pedagogical approach, instead of the andragogy
(Burnard, 1989; Sălăvăstru, 2014). It means that the
1992
 INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 9, ISSUE 03, MARCH 2020 ISSN 2277-8616

assessment of competency achievement for workers does not it significantly increases the knowledge and attitude of the
have the ability to perform other learning functions such as audience (Latif, Ahmed, Amin, Syed, and Ahmede, 2016).
strengthening understanding of concepts and self-awareness Similarly, other studies showed that visual animation
according to the material (Nitko and Brookhart, 2011). The information combined with spoken text is the best way to
preparation of questions and answer choices using the communicate complex health messages to the illiterates.
pedagogical approach is more suitable for students in the (Meppelink, Weert, Haven, and Smith, 2015).
game of Kahoot!. Pink, Lingard, and Harley (2016) confirmed
that the use of pedagogical approaches to measuring the 3 RESEARCH METHODOLOGY
achievement of OHS competencies in workers strengthens This is field research utilized the quantitative approach, with a
knowledge compared to practical awareness. Therefore, its quasi-experimental research design. This is due to its inability
achievement in adults needs to be measured by the to allow the control of foreign variables that affected the
andragogy approach due to the psychological differences subject's behavior (Creswell, 2012). The Kahoot! application
between students and workers (Knowles, 1978). Furthermore, test is shown in HSE training programs before then applied to
Knowles, Holton, and Swanson (2005) identified these mining workers. The total sample was 60 people (36 women,
differences in terms of various aspects, as shown in Table 1. and 2 men) between the ages of 22-52 years. Their respective
educational levels include 12 senior high school students, 10
TABLE 1 diploma holders, 30 Bachelor degree students, and 8 Master
PEDAGOGICAL AND ANDRAGOGICAL ASSUMPTION ABOUT LEARNERS degree students. The independent variables were in the age
group, gender, and education level, while the dependent was
Aspect Pedagogical model Andragogical model in the accuracy scores of knowledge before and after watching
Learners need to know the video, which was measured using the Kahoot!. The age
Learners need to have
why something is
Need to know an idea of what the groups were divided into generations, such as X (born 1960-
important prior to
teacher explains 1979), Y (born 1980-1994), and Z (born 1995-2010). At first, a
learning it
Learners are pre-test was conducted using Kahoot! with 10 questions to
Learner's self- A learner has a
responsible for their own determine the level of knowledge. Then, the subjects were
concept dependent personality
decisions shown an OHS video for 3 minutes, followed by a post-test
The role of The learners’
The learner’s experience using Kahoot! with the same questions randomly selected.
learner’s experience is of little
has great importance During the study, researchers also conducted field
experience worth
Learners become ready observations on the subject to determine the extent of
Learners are ready to
Readiness to to learn when they see consistency or commitment of their behavior to the answers.
learn what the teacher
learn content as relevant to Some of the steps above need to be carried out to answer the
requires
their lives research questions below.
Learners expect
Orientation to Learners expect life
subject-centered
learning centered content 1 What types of questions and answer choices
content
Learners are Learners are primarily remind workers on the dangers of fatigue?
Motivation motivated by external motivated by internal 2 What types of questions and answer choices
forces forces encourages workers to maintain safe behavior
(no risk of fatigue)
The measuring instruments for achieving learning outcomes
need to use quiz-based gamification. According to Blacker, The data used in this study were obtained directly to
Curby, Klobusicky, and Chein (2014), the use of games determine the effectiveness of using Kahoot! as an evaluation
increases the capacity of Visual Working Memory (VWM). The instrument for the promotion of OHS in the workplace. The
visual appearance in games lasts longer in the minds and collected data were analyzed through SPSS 23, using ANOVA
memories of its players. This is happens because working and dependent T-tests. The ANOVA was used to test the
memory is closely related to visual perception of brain hypothesis, while the t-test was used to determine the
performance. The occurrence of impulse delivery makes relationship between the average knowledge before and after
people to always remember the game and reflect it to the real seeing the video.
world (Agam and Secular, 2008). In other words, gamification
in Kahoot! has the ability to accommodate various 4 CREATIVE GAMIFICATION
psychological aspects. Wiggins (2016) stated that gamification In the beginning, workers were shown a video with the
requires the use of game design elements. However, the basic following description.
criteria that need to be considered to make gamification in
Kahoot! effective is the fulfillment of short and long-term
memories. It means that the impressions arising while playing
the game are stored in long- and short-term memories and
reflected in the real world (Ishai and Sagi, 2014; Potter, 2012)
(Ishai and Sagi, 2014; Potter, 2012). Therefore, questions and TABLE 2
answer choices need to be accompanied by images or video SCRIPT IN THE FATIGUE PREVENTION CAMPAIGN VIDEO
illustrations because most people are visual learners, and 90%
of the information transmitted to the brain is visual (Bedrina,
2018; Medina, 2014). In addition, video is an effective strategy
for disseminating health information in developing countries
(Hubley, 2006). According to research at a hospital in London,
1993
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1. What do you know about fatigue?

- Feeling sluggish because of
Have you ever heard of the term having no money
fatigue? - Feeling of sleepy, tiredness that
does not disappear even after
sleeping
- Not excited because of a
Fatigue is a feeling of being very tired, breakup
fatigued, lethargic, sleepy which does - Feeling jaded because of debt
not disappear even after sleeping.
2. Why fatigue is important to know?
- Increases the risk of promotion
- Increases the risk of heartbreak
Fatigue is very important for us to - Reducing the risk of a salary
know, because fatigue causes an raise
increased risk of accidents. - Increases the risk of accidents

3. What an example of a big

Many workplace accidents occur accident due to fatigue?
because of fatigue. Examples of major - Tanker collision
accidents caused by fatigue: tanker - The explosion of a nuclear plant
collisions, nuclear plant explosions, - Blast a spaceship
spaceship explosions. - All right

4. What must be done to prevent

fatigue at home?
So that we can manage fatigue, let's - Play the game until morning
find out what causes it? - Take care of fussy children until
morning
- Ask your partner to look after a
fussy child
The cause can come from the
- Take strong medicine
workplace or from outside the
workplace.
5. What causes fatigue at work?
- Boss is fierce
Causes of fatigue in the workplace - Night shift work
include long working hours, lots of - Fighting with coworkers
overtime, night shift work, work - Less overtime
environment that is too hot or cold,
noisy
Based on the results of the processed data, an increase score
It can also be due to working on and p-value were obtained between the pre-test and post-test.
tedious or repetitive tasks or prolonged These scores are shown in Tables 4 and 5.
physical work. Long working hours and
night shift work cause less sleep. TABLE 4
COGNITIVE TEST RESULTS USING KAHOOT!
Have you ever heard the term fatigue?
Fatigue is a feeling of being very tired, Before After
fatigued, lethargic, sleepy which does Mean 81.13 90.93
not disappear even after sleeping. Min. 50 83
Max. 100 100

Fatigue is very important for us to TABLE 5

know, because fatigue causes an EFFECT OF INDEPENDENT VARIABLES ON COGNITIVE SCORES
increased risk of accidents.
BEFORE TREATMENT

Independent variable p-value

Gender 0.951
The Kahoot Game application is used to assess before and Level of education 0.000
after video playback. Here is the Kahoot Game Question List. Age group 0.142

Because the level of education is more than three groups, it is

necessary to conduct further analysis using Bonferroni
(ANOVA test). This is used to determine the level of education
that most influenced knowledge scores. The results can be
TABLE 3 shown in Table 6.
SAMPLE OF KAHOOT GAME APPLICATION QUESTION TABLE 6
EFFECT OF EDUCATION LEVEL ON KNOWLEDGE SCORES BEFORE
TREATMENT

1994
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Level of education P-value TREATMENT

Senior High school or equivalent Diploma 0.000 Age group P-value
Bachelor 0.001 Gen X Gen Y 0.003
Master 0.000 Gen Z 0.082
Diploma Bachelor 0.172 Gen Y Gen Z 1.000
Master 0.453
Bachelor Master 0.001 According to the results, the scores of generation X with Y
showed a significant difference. The knowledge score between
At first, a pre-test was conducted using Kahoot! with 10 X with Z, and Y with Z, showed no significant difference.
questions to determine the level of knowledge. Then, the Furthermore, the results also found several qualitative
subjects were shown an OHS video for 3 minutes, followed by findings, is shown in table 9. The subjects showed clear
a post-test using Kahoot! with the same questions randomly tendency patterns after conducting quizzes. This is to increase
selected. During the study, researchers also conducted field self-awareness associated with the importance of following the
observations on the subject to determine the extent of OHS protocol to overcome fatigue.
consistency or commitment of their behavior to the answers.
Some of the steps above need to be carried out to answer the TABLE 9
research questions below. Based on the results of the LIST OF KAHOOT QUESTIONS THAT ARE MOST REMEMBERED
processed data, an increase score and p-value were obtained
between the pre-test and post-test. These scores are shown in
No The Most Remember Question Amount
Tables 1 and 2. The table shows that there are significant
differences in knowledge scores between senior high 1 What is known about fatigue 6
school/Diploma, and Bachelor/Masters students. However, the 2 What causes fatigue 24
education level between Diploma, Bachelor, and Masters
3 What causes fatigue in the workplace 12
showed no significant difference in knowledge scores. While
after treatment, the effect of the independent variables on the 4 Why fatigue needs to be known 6
knowledge score is shown in table 7. 5 What accidents are caused by fatigue 6

TABLE 7 6 How to prevent fatigue 6

EFFECT OF INDEPENDENT VARIABLES ON KNOWLEDGE SCORES
AFTER TREATMENT
No The Most Remembered Picture

Independent variable p-value 1 A broken leg due to an explosio 42

Gender 0.679
2 Image tab contents of the game 6
Level of education 0.000
Age group 0.004 3 People are sleeping 6
4 Car accident 6
The results clearly show that gender does not influence
knowledge scores, while education level and age groups affect
knowledge scores. Because the level of education is more No
Does The Scary Picture Make You Become
than three groups, it is necessary to conduct further analysis More Compliance With Regulations
using the ANOVA test. The results are shown in Table 5. 1 Yes 55
No 5
TABLE 5
EFFECT OF EDUCATION LEVEL ON KNOWLEDGE SCORES AFTER Based on the survey, it is known which questions are more
TREATMENT remembered and correlated with changes in attitude and
behavior to keep the body from getting tired. Whether at work,
Level of education P-value at home, and how to condition the environment so as not to
Senior High school or equivalent Diploma 0.000 cause bodily fatigue. After reviewing the types of questions
Bachelor 0.001 and answer choices, it was realized that the change in
Master 0.000
behavior was more influenced by the typical questions and
Diploma Bachelor 0.172
Master 0.453 answer choices that are antagonistic, humorous, and effective.
Bachelor Master 0.001 Affective questions and answer choices remind players of
loved ones, for example, family (wife/children/parents). The
The table above also confirms that there is a significant types of questions and sentence choices that are funny,
difference between the level of education between senior high antagonistic, and other unusual sentences tend to activate
school and master's degree. This is similar to the level of long and short-term memory, then affect one's behavior
education between Diploma and Bachelor, as well as Bachelor (Matthews, 2011). Therefore, there are three basic criteria that
and Masters. While the scores between senior high need to be met by the question maker and Kahoot! answer
school/Diploma/Bachelor, and Diploma/Masters, showed no choices. Firstly, it needs to be able to stimulate the player to
significant differences. The effect of age groups on knowledge practice their knowledge as a form of response. The research
scores after treatment is shown in Table 8. by leading behaviorists (i.e Skinner, 1938; Thorndike, 1924,
1932) showed that when the response triggered by a stimulus
TABLE 8 occurs many times, it becomes a habit. Furthermore, the result
EFFECT OF AGE GROUPS ON KNOWLEDGE SCORES AFTER is similar when the response receives social approval
1995
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 INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 9, ISSUE 03, MARCH 2020
(Bandura, 1977). Secondly, the questions and answer choices
in Kahoot! need to be developed to connect memory,
perception, and action. This criterion is in accordance with
Wahlheim and Zacks (2018) research, which showed that the
brain continuously compares memory input with ongoing
experience. Past memories guide the processing and
perceptions of current events, which, in turn, determines the
kind of action or behavior carried out by someone. It means
the memories obtained form perceptions and ultimately
encourages actions. One of the features of the question and
choice of answers that meet this criteria is related to events
known to the public, such as: accidental death, amputation,
memory loss, and so forth. General knowledge of such events
is segmented into ongoing experiences, and will activate the
coding process of memory, perception, and action (Zacks,
2019). As stressed in the event coding theory developed by
Hommel and Müsseler (2001), perceptions of events are not
only related to memory and logical reasoning, but are also
closely related to actions or behaviors, such as: action
planning, finding new alternatives, and efforts to avoid danger.
In order to realize the two criteria above, it is necessary to pay
attention to the third criterion, which states that questions and
answer choices need to be antagonistic, witty, effective, and
relevant to remind the player of loved ones. Witty and
antagonistic questions and answer choices encourage people
to recall memory, form perceptions, which is followed by action
(Badli and Dzulkifli, (2013), Stoyanova, (2016), Summerfelt,
Lippman, and Hyman, (2010)). While questions and answer
choices that touch effective emotions are generally followed by
fear, sadness, and a comparison of risks and costs (Zadra and
Clore, 2011). Therefore, effective questions and answer
choices related to loved ones encourage people to look after
themselves (Brosch, Scherer, Grandjean, and Sander, 2013).
In this section, the dominant memory is no longer the cognitive
domain, but the affective domain.Therefore, affective
questions and answer choices related to loved ones will
encourage someone to tend to take care of themselves, for
the sake of the pleasure of these people (Brosch, Scherer,
Grandjean, and Sander, 2013). In this section, the dominant
memory is no longer the cognitive domain, but the affective
domain.According to Bloom (1956), when learning that
involves cognitive, affective, and psychomotor dimensions as
above is carried out consistently, the process of student
experience (in this case is the worker) will lead to the
habituation of life and habit of thinking (habits of mind). This is
what Marzano & Pickering (1997) refers to as the stages of the
development of behavior change as a result of learning. In the
initial stages of learning, a person will enter the dimensions of
attitude and perception (attitude and perception). In this
phase, learning is limited to forming psychological attitudes
and internal perceptions. That is, if workers view the work
environment as an undisciplined and disorganized place,
workers will not be motivated to obey company regulations
(especially OSH protection procedures). Likewise, when
workers look negatively on their duties or work, workers are
more likely to underestimate the various regulations that
should be obeyed. This first dimension emphasizes the
necessity that the work environment must be conducive.
In the dimension of acquiring and integrating knowledge,
workers will recall old knowledge they already have to then be
linked to new knowledge (obtained during treatment with
safety video and Kahoot!). There are two types of knowledge
integrated in this phase, namely declarative knowledge and
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procedural knowledge. Declarative knowledge includes facts,
concepts, and principles. The procedural knowledge includes
skills and processes (skills and processes). For workers in
general, according to the perspective of andargogi Knowles
(1978), they no longer deal with declarative knowledge, but
rather on procedural knowledge. A person who is absorbing
procedural knowledge must first be confronted with models
(examples) of skills, and then be practiced independently.
Therefore, the subject's behavior in this study will only change
when safety videos are shown. While in the phase of
developing knowledge (extending and refining knowledge),
students will synthesize the new knowledge they already have.
Generally, the synthesis carried out by workers is to make new
alternatives to obey OHS procedures. The discovery of this
new alternative is done through the process of comparing,
classifying, and inductive thinking. The new alternative
resulting from this synthesis will in turn be used in carrying out
new activities. The use of new knowledge into new activities is
what is referred to as use knowledge meaningfully. This phase
is characterized by observance of self-protection and
consistency in maintaining safety at work, even if it is not
under the supervision of superiors or working alone. Workers
who have reached this phase will be more skilled in solving
problems, making decisions, and in conducting experiments.
When the above phase enters the stage which experts call the
perfect phase, the learning process with video safety can end.
Because, that perfect phase is considered a habit of mind.
Knowledge and skills at the level of habits of mind (as habits
of thought), do not take long to manifest in safe work behavior.
In fact, if the workers no longer work in companies, safe work
behavior will still be carried out by these people as humans
who have attained the habits of mind. When the above phase
enters the stage which experts call the perfect phase, the
learning process with video safety can end. Because, that
perfect phase is considered a habit of mind. Knowledge and
skills at the level of habits of mind (as habits of thought), do
not take long to manifest in safe work behavior. In fact, if the
workers no longer work in companies, safe work behavior will
still be carried out by these people as humans who have
attained the habits of mind.
4 CONCLUSION
The use of video safety media has a significant impact on
providing OHS education to workers. Its effectiveness
encompasses according to existing categories, such as age
group, education level, and gender. Apart from the
effectiveness of video media in increasing workers' knowledge
of OHS, Kahoot! which acts as an assessment instrument
during the pre-test and post-test also shows a significant and
solutive contribution. Psychologically, the forms of questions
and choice of answers in the game have a positive effect on
the behavior of workers' compliance with the OHS protocol.
The implication of this research is the disclosure that the game
of Kahoot! is effectively used to measure and increase
workers' awareness by fulfilling the following three basic
criteria: 1). need to be able to stimulate the player to apply
knowledge in the real world; 2). develop to link memory,
perception, and action; and 3). antagonist, witty, or affective.
5 ACKNOWLEDGMENT
The authors wish to express the gratitude to Design Magister
Program, Art and Design Faculty - Universitas Trisakti have
provided an opportunity for the author to complete writing this
1996
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