Interactive Online Quizzes On Fitness Centred Subjects

Screenshot 2020-03-25 at 17.13.06.png

Introduction For Academics & Educators About 'Gamification'


Most educators have acknowledge that it is a challenge to keep the learners motivation, engagement, and concentration over time in a lecture or classroom. This lack of learner motivation can result in a reduction of learning outcomes and create a negative environment in the classroom [1]. This is usually even a bigger problem in further and higher education with large classes with little or no interaction.


Educational research has indicated that students who are actively involved in the learning experience will learn more than passive students [2-3]. Furthermore, there is supporting evidence that learner engagement in lectures advances understanding and academic grades [4]. There are numerous approaches for making lectures more interactive, including separating the class into smaller groups, questioning the learners, introduce case studies the learners can develop, use written resources, organising debates, guest speakers, using role play simulations, using digital, audio-visual aids, using effective presentation skills and using student responses systems (SRS) [5]. SRSs were originally developed in the 1960’s as a solution to make large classes more interactive [6], and SRSs have been used in classrooms since the early 1970’s [7-8]. The SRSs have been suggested to have a positive impact on classroom dynamics, learner and educator beliefs, and academic performance [9]. The advancement in technical infrastructure within contemporary education with most learners bringing their own digital devices to classrooms [10] has provided approaches of interacting in the classroom.


Another advancement in learning technology is game-centred learning. Gee [11] suggests that well-designed video games are efficient learning machines, as they motivate and engage the players without being conscious of it [11]. Games can be beneficial for academic achievement, motivation, and classroom dynamics [12]. Several SRSs have introduced game-features to increase the engagement of the learner, such as the Space Race games in Socrative [13] and Quizlet [14]. However, Kahoot! was the first unique SRS designed to deliver a gaming experience using game design ideologies from theory on intrinsic motivation [15] and game flow [16]. Kahoot! is, therefore, a combination of using learner responses with video and audiovisual aids.

The premise behind Kahoot! is to combine an SRS with the learners own digital devices, social networking, and gaming into one learning platform environment. The goal of Kahoot! Therefore is to increase engagement, motivation, enjoyment, and concentration to improve learning performance and classroom dynamics. Kahoot! is a game-based learning platform used to evaluate students’ knowledge, for formative assessment or as an escape from traditional classroom activities. The platform is among the most popular within game-based learning, with over 70 million monthly active unique users and used by 50% of US K-12 students (Lunden, 2018). As of 2019, over 2.5 billion people from more than 200 countries have played Kahoot! [17].

Since the platform was released in 2013, there have been published many studies on the effect of using Kahoot! in the classroom, but so far, there has not been any analysis of the results published by these studies at large. However, some educators are anxious of introducing competitive gaming such as Kahoot! into the classroom environment, as they deem it can increase learner anxiety. Below is a selection of contemporary academic journals that assess the value of a gamification approach as part of the learning experience. 


Essential Reading For Educators (Click External Link For Access)

Screenshot 2020-03-25 at 16.54.30.png
Screenshot 2020-03-25 at 16.55.48.png
Screenshot 2020-03-25 at 16.52.27.png
Screenshot 2020-03-25 at 16.58.23.png
Screenshot 2020-03-25 at 17.01.26.png
Screenshot 2020-03-25 at 17.03.24.png

Watch the tutorial on how to access and play Kahoot!

Screenshot 2020-03-25 at 18.48.50.png

Try The Quiz About What Is Learning & Create A Discussion (Click Image)

 Anatomy and Physiology for Exercise Quizzes  

These two quizzes  intended to formatively assess the fundamental concepts of anatomy and physiology in an exercise context, helping to prepare you for roles as a fitness, health and exercise professional and for progression to higher level study. The quizzes will help develop an understanding of the structure and function of the human body systems particularly relevant to exercise and activity.


These online theory quizzes comprises of questions that are indicative of the Anatomy and Exercise Physiology module. All questions are multiple-choice and use your mobile device to answer each question. Answers should be recorded as either a, b, c or d. 

This online theory quiz has a total of 40 marks (each question is worth 1 mark). To assess your knowledge it is recommended that a minimum of 28 marks overall (70%) is required in order to pass (scores combined for both quiz 1 & 2 ). 

Anatomy and Physiology  Quiz Part 1

Screenshot 2020-03-25 at 14.05.33.png

Anatomy and Physiology  Quiz Part 2

Screenshot 2020-03-25 at 14.05.33.png

Try The Quizzes About Anatomy & Physiology (Click Image) & Assess Your Learning

Free Quizzes On Fitness Related Areas (To Try Click Image)

Screenshot 2020-03-25 at 19.00.39.png

Customer Care Quiz

Screenshot 2020-03-25 at 19.00.39.png

Exercise Prescription 2 Quiz

Screenshot 2020-03-25 at 19.00.39.png

Exercise Prescription 1 Quiz

Screenshot 2020-03-25 at 19.00.39.png

Exercise Prescription 3 Quiz


[1] Licorish SA, Owen HE, Daniel B, George JL. Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning. 2018:1;13(1):9.


[2] Butler JA. Use of teaching methods within the lecture format. Medical teacher. 1992:14(1):11-25.


[3] Murray HG. Effective Teaching Behaviors in the College Classroom, Higher Education: Handbook of Theory and Research.


[4] Prince, M. Does active learning work? A review of the research. Journal of engineering education. 2004; 93(3), 223–231.


[5] Snell YS. Interactive lecturing: strategies for increasing participation in large group presentations. Medical Teacher. 1999 Jan 1;21(1):37-42.


[6] Judson E, Sawada D. Learning from past and present: Electronic response systems in college lecture halls. Journal of Computers in Mathematics and Science Teaching. 2002:21(2);167-81.


[7] Bessler WC, Nisbet JJ. The use of an electronic response system in teaching biology. Science Education. 1971;55(3):275-84.


[8] Casanova J. An instructional experiment in organic chemistry. The use of a student response system. Journal of Chemical Education. 1971;48(7):453.


[9] Caldwell JE. Clickers in the large classroom: Current research and best-practice tips. CBE—Life Sciences Education. 2007;6(1):9-20.

[10] Bradford Networks. The impact of BYOD in education.


[11] Gee JP. Learning about learning from a video game: Rise of Nations. Retrieved August. 2003;16:2003.


[12] Sharples M. The design of personal mobile technologies for lifelong learning. Computers & Education. 2000;34(3-4):177-93.


[13] Dervan P. Increasing in-class student engagement using Socrative (an online Student Response System). AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education. 2014;31;6(3).


[14] Chien CW. Analysis the Effectiveness of Three Online Vocabulary Flashcard Websites on L2 Learners' Level of Lexical Knowledge. English Language Teaching. 2015;8(5):111-21.


[15] Malone TW. Toward a theory of intrinsically motivating instruction. Cognitive science. 1981 Oct 1;5(4):333-69.


[16] Sweetser P, Wyeth P. GameFlow: a model for evaluating player enjoyment in games. Computers in Entertainment (CIE). 2005 Jul 1;3(3):3-.

[17] Vick, I. (2019). Training professionals from three countries share their Kahoot!’ing experience (Vol. 2019). kahoot-around-world/: Kahoot!.  ​