Recently, many tertiary institutions have been rethinking the way courses are presented to students. This has resulted in subjects, previously taught as face-to-face, moving to a blended or multimodal delivery. This has placed various challenges on tertiary educators who have needed to rapidly seek learning activities that can remain effective, regardless of whether students are attending in-person or online (1, 2). One such method, interactive quizzing, is a tool that could facilitate this requirement. This study aimed to compare learner perceptions of the interactive quizzing platform Kahoot! when used in either a face-to-face or online setting within a health sciences and medical course. A total of 174 first-year health sciences and medical students from an Australian university enrolled in this study. Two study groups were formed based on whether the participants were enrolled in a face-to-face (n = 72) or online (n = 102) provision of their subject. Participants attended a one-hour physiology lecture, either in a face-to-face class or online during live sessions, then completed a 10-item Kahoot! interactive quiz based on the session content. Following the provision of the quiz, participants completed a four-question Likert scale survey related to their experiences and provided written responses to three open-ended questions regarding their perceptions of using the interactive quizzing platform. Overall, participants in both the face-to-face and online learning groups highly rated their learning experience using interactive quizzing. There were no significant differences (Student’s two-tailed t-test) between experiences from using Kahoot! during a face-to-face or online session. In particular, responses from the face-to-face and online participants on the Likert scale (1 = strongly disagree, 5 = strongly agree) for the statement “I enjoyed using Kahoot!” were 4.71 ± 0.54 and 4.81 ± 0.68, respectively (p = 0.3). Three overall themes emerged from qualitative analysis of student perceptions that were comparable between the two groups. These themes were (1) interactive quizzing is enjoyable, (2) interactive quizzing is engaging, and (3) interactive quizzing helps my learning. Participants utilising interactive quizzing in an online setting reported increased engagement whilst learning due to the fun, eye-catching environment and interactive nature of the platform, despite being isolated or not in the same room as their cohort. This study identifies Kahoot! as a teaching tool that is equally effective regardless of whether the students attended either face-to-face or online. With many tertiary institutions currently split between online, face-to-face or mixed-mode curricula, and an increasing reliance upon virtual and online resources (3-5), it is increasingly important to highlight technology that can be rapidly and easily utilised to suit all students equally within multimodal classes.