Whether by using the most sophisticated scanning techniques or subtle psychological tests, experimenters were able to delve into the human brain and attempt to understand the way it learns. Research in neuroeducation focuses essentially on the teaching-learning activity by striving to produce, as far as possible, a precise comprehension of the cerebral mechanisms of cognition. The present article proposes a thoughtful reading of the act of learning in the light of the contributions of cognitive sciences and neuroeducation, passing essentially through biology and psychology.

The Kahoot is a Web 3.0 App that provides quizzes and jumbles in a “game-show” type format. Scores are granted for correct responses and participants instantly get the results of their responses. This study scrutinizes the role of using Kahoot in the enhancement of English Vocabulary of Moroccan EFL University Students. Ninety-seven third-semester Moroccan students of English at Sidi Mohamed Ben Abdellah University in Meknes were targeted. The aim of this quasi-experimental study is to analyze the importance of incorporating Kahoot as a Web 3.0 App inside classroom to enrich university students’ vocabulary, which contributes to honing language skills mainly writing and speaking. The project thus introduces the extent to which Kahoot paves the way for students to understand vocabulary in context. The participants were taught with the help of Kahoot activities, and the project lasted eight weeks. Analyses of the questionnaires’ responses prior to and after the exposure to Kahoot, which were administered to a convenient sampling, reveals it significantly contributes to students’ vocabulary richness. Indeed, the research seeks an alternate teaching approach that would assist students in widening English vocabulary via online gamification. Faculty members may hopefully generate novel pedagogies from this paper’s outcome. The ultimate results imply that Kahoot contributes to enriching EFL students’ lexicon.