Analysis of the Influence of Digital Quiz Formats on the Learning Success of Learners in Vocational Education and Training Using the Example of the Subjects Economics and Accounting

Analysis of The Influence Of Digital Quiz Formats On The Learning Success Of Learners In Vocational Education And Training Using The Example Of The Subjects Economics And Accounting doi: 10.52987/edc.2025.001 Christoph Maus RWTH Aachen University, Didactics of Economics Templergraben 64, 52062 Aachen maus@wiwi.rwth-aachen.de Björn Paape RWTH Aachen University, Didactics of Economics Templergraben 64, 52062 Aachen paape@wiwi.rwth-aachen.de Iwona Kiereta RWTH Aachen University, Didactics of Economics Templergraben 64, 52062 Aachen kiereta@wiwi.rwth-aachen.de ABSTRACT In the context of vocational schools, a key didactic challenge is preparing learners for a digitalized professional world through media and digital education. This includes integrating new teaching approaches. Accordingly, this practical school research project investigates the relevance of the digital quiz platform "Kahoot!" in the learning process. The individualized, stimulus-rich, and interactive nature of such quizzes holds significant didactic potential and offers valuable feedback functions. The study focuses on the positive effects of Kahoot! on learning outcomes, with a differentiated analysis across various commercial subjects. Performance tests were conducted across different groups of learners at the end of a series of lessons to statistically measure the impact of the digital quiz. Results indicate that Kahoot! generally had a positive effect on learner performance, showing statistically significant differences. Moreover, learners in business studies with accounting tended to benefit more from Kahoot! than those in economics, though no statistically significant differences were found between these subjects.