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Abstract
Kahoot is widely used in secondary mathematics classrooms, yet most studies focus on engagement or quiz performance rather than cultural and relational outcomes. This review examines (a) how Kahoot suggests shifts in participation patterns and social interaction, and (b) how it suggests shifts in peer relationships and classroom cultural climate by shaping the social climate of mathematics learning. The study used a structured review approach that combined systematic study selection with narrative synthesis, guided by Sociocultural Theory. Across 30 empirical studies, the findings show that Kahoot supports broader participation by reducing reliance on individual volunteering and lowering response anxiety, particularly for students who are hesitant due to fear of making mistakes or low confidence. At the relational level, the studies indicate that Kahoot can support positive peer interaction, reduce mathematics anxiety, and contribute to a more inclusive classroom climate when used as a shared classroom activity. The review concludes that Kahoot may function as a cultural tool that mediates participation and peer interaction in secondary mathematics classrooms, without assuming uniform effects across all contexts.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
INT ELECT J MATH ED, Volume 21, Issue 3, August 2026, Article No: em0887
https://doi.org/10.29333/iejme/18852
Publication date: 01 Jul 2026
Online publication date: 25 Jun 2026
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