A Kahoot alternative for training: live quiz or continuous microlearning?

Two kinds of online quiz with different goals. Learn when to use each one and how to write questions that teach.

6 minute read · Updated on

Short answer

Live quiz tools such as Kahoot! are great for energising a session and checking understanding on the spot. A continuous microlearning quiz brings the same questions back over weeks, so the content is not forgotten. They do not compete: one serves the training day, the other the months after it.

Two kinds of online quiz

Search for a Kahoot alternative and you will mostly find other live quiz tools: the trainer projects the questions, participants answer on their phones and the leaderboard appears on screen. It is an excellent format for bringing energy to a session.

There is another format, less well known, designed for after the session: the continuous microlearning quiz. Each person plays on their own, whenever they have two minutes, and the system decides which questions to show again and when.

Kahoot! is a trademark of its owner. This platform is not affiliated with it.

Live quiz: when to use it

  • To open a session and find out what the group already knows.
  • To check understanding at the end of a module.
  • To keep a long training day or an event moving.

The limit is time: it happens once, with everyone at the same moment. What people answered that day is subject to the forgetting curve like the rest of the session.

Microlearning quiz: when to use it

  • When the team needs to know the content by heart weeks or months later.
  • When people are spread across shifts, stores or countries.
  • When you want to know, question by question, what is being forgotten.

Here the strength is spaced repetition: studying on separate occasions beats studying all at once (Cepeda and colleagues, 2006). We explain the mechanism in spaced repetition.

Side by side

Aspect Live quiz Continuous microlearning
When During the session In the weeks that follow
Pace Everyone at the same time Each person at their own pace
Length One session One to two minute rounds, every day
Goal Engage and check Retain and reinforce
Question order Set by the trainer The algorithm brings back what is being forgotten

How to write good multiple-choice questions

  1. One question, one idea. Short sentences that read well on a phone screen.
  2. A single correct answer. No “all of the above” and no partly correct answers.
  3. Plausible wrong answers. With believable alternatives, multiple choice can trigger productive retrieval (Little and colleagues, 2012).
  4. An explanation after answering. Feedback increases the benefits of multiple-choice testing and reduces its downsides (Butler and Roediger, 2008).
  5. Images when they help. Free recall is generally higher for pictures than for words (Paivio and Csapo, 1973). Show the product, the equipment or the real situation.
Illustrative example of a question with an image, a single correct answer and plausible alternatives.

Creating a microlearning quiz with the platform

  1. Paste a text. A manual, a product sheet, a procedure.
  2. Review the suggestions. AI suggests questions, each with the quote from the text that supports it. You choose which ones go in.
  3. Organise into levels. One topic per level, with six questions per round, configurable up to ten.
  4. Apply your brand. Logo, colours, font, background and medal names.
  5. Invite the team. Each person signs in with an email and a code, in the phone browser, with nothing to install.
  6. Track the results. Funnel by level, hardest questions and Excel export.

You can also write the questions in one language and create the versions in other languages with help from AI.

References

  1. Little, J. L., Bjork, E. L., Bjork, R. A. & Angello, G. (2012). Multiple-choice tests exonerated, at least of some charges: fostering test-induced learning and avoiding test-induced forgetting. Psychological Science, 23(11), 1337-1344. doi:10.1177/0956797612443370
  2. Butler, A. C. & Roediger, H. L. (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & Cognition, 36(3), 604-616. doi:10.3758/MC.36.3.604
  3. Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T. & Rohrer, D. (2006). Distributed practice in verbal recall tasks: a review and quantitative synthesis. Psychological Bulletin, 132(3), 354-380. doi:10.1037/0033-2909.132.3.354
  4. Paivio, A. & Csapo, K. (1973). Picture superiority in free recall: imagery or dual coding?. Cognitive Psychology, 5(2), 176-206. doi:10.1016/0010-0285(73)90032-7

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