The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system
This study investigated the differences in learners' performance and perceived engagement between three intervention groups in a Science class, using two types of pedagogical intervention: traditional instruction with paper-based quizzes and gamified instruction with gamified e-quizzes as forma...
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| Vydané v: | Computers and education Ročník 145; s. 103729 |
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| Hlavní autori: | , , , |
| Médium: | Journal Article |
| Jazyk: | English |
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Elsevier Ltd
01.02.2020
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| ISSN: | 0360-1315, 1873-782X |
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| Abstract | This study investigated the differences in learners' performance and perceived engagement between three intervention groups in a Science class, using two types of pedagogical intervention: traditional instruction with paper-based quizzes and gamified instruction with gamified e-quizzes as formative assessments. With respect to the gamified instruction, three types of gamification applications were employed: Socrative, Quizizz, and iSpring Learn LMS. The effects of the instructional intervention (n = 94), as well as evaluative feedback, were obtained with the aid of formative quizzes, post-questionnaire surveys, and personal interviews. The results showed that the employment of innovative gamified e-quiz applications (i.e., Socrative, Quizizz, and iSpring Learn LMS) and paper-based quizzes were effective in evaluating students' learning performance, particularly as formative assessment after completing each topic. Finding ways to apply games or game concepts in the classroom can be a promising and innovative tool for educators to engage their students in creative learning skills and attractive competition.
•A gamified e-quiz was effective in evaluating learning performance.•A gamified e-quiz can be an alternative solution for a formative assessment system.•Game concepts can be a promising tool to engage students in attractive competition.•Quiz competitions after lectures motivated students to compete with one another.•Feeling of fun, interest, enthusiasm, and curiosity are the characteristics of game concepts. |
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| AbstractList | This study investigated the differences in learners' performance and perceived engagement between three intervention groups in a Science class, using two types of pedagogical intervention: traditional instruction with paper-based quizzes and gamified instruction with gamified e-quizzes as formative assessments. With respect to the gamified instruction, three types of gamification applications were employed: Socrative, Quizizz, and iSpring Learn LMS. The effects of the instructional intervention (n = 94), as well as evaluative feedback, were obtained with the aid of formative quizzes, post-questionnaire surveys, and personal interviews. The results showed that the employment of innovative gamified e-quiz applications (i.e., Socrative, Quizizz, and iSpring Learn LMS) and paper-based quizzes were effective in evaluating students' learning performance, particularly as formative assessment after completing each topic. Finding ways to apply games or game concepts in the classroom can be a promising and innovative tool for educators to engage their students in creative learning skills and attractive competition.
•A gamified e-quiz was effective in evaluating learning performance.•A gamified e-quiz can be an alternative solution for a formative assessment system.•Game concepts can be a promising tool to engage students in attractive competition.•Quiz competitions after lectures motivated students to compete with one another.•Feeling of fun, interest, enthusiasm, and curiosity are the characteristics of game concepts. |
| ArticleNumber | 103729 |
| Author | Zainuddin, Zamzami Chu, Samuel Kai Wah Shujahat, Muhammad Haruna, Hussein |
| Author_xml | – sequence: 1 givenname: Zamzami orcidid: 0000-0001-6436-4469 surname: Zainuddin fullname: Zainuddin, Zamzami email: zamzami.hku@gmail.com – sequence: 2 givenname: Muhammad orcidid: 0000-0002-5552-4819 surname: Shujahat fullname: Shujahat, Muhammad – sequence: 3 givenname: Hussein orcidid: 0000-0001-9089-2847 surname: Haruna fullname: Haruna, Hussein – sequence: 4 givenname: Samuel Kai Wah surname: Chu fullname: Chu, Samuel Kai Wah |
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| Keywords | Formative assessment Gamified e-quizzes Gamification Perceived engagement Paper-based quizzes |
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