Kahoot is a digital game-based platform that provides immediate feedback to learners as
they answer mathematical questions. The literature shows that Artificial Intelligence can
give immediate feedback to learners based on their mathematics responses within
Kahoot. Teachers need to support mathematical learning in early childhood, especially in
rural primary schools, which they could do by using Kahoot. This paper is underpinned
by the behaviourist learning theory of Skinner’s operant conditioning, which argues that
teachers can strengthen desired mathematical behaviours by providing immediate and
consistent reinforcement. A hermeneutic phenomenology research design within a
qualitative study explored the teachers’ lived experiences leveraging Kahoot to support
mathematics learning in early childhood classrooms. Twelve educators from four public
primary schools in rural areas of Limpopo, South Africa, were selected through a
homogenous purposive sampling technique based on their experiences in teaching
mathematics in early childhood classrooms. The semi-structured interview guide was
used to collect data. An interpretative phenomenological analysis was used to analyse
the data with the assistance of Nvivo 12. The findings indicated that teachers leverage
Kahoot to support mathematical skills in early childhood classrooms. However, Kahoot is
only used during competitions because of time constraints. In light of these findings, it is
suggested that teachers need to persuade immediate, consistent reinforcement and use
artificial intelligence algorithms in Kahoot, even in their teaching and learning activities.
The novelty of this paper lies in the integration of Artificial Intelligence within Gamification in learning mathematics in early childhood.

Keywords: Immediate feedback, Kahoot, mathematics skills, reinforcement, Skinner’s
operant conditioning