The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system

Computers and Education

Volumn 145, Issue , 2020, Pages

  Zainuddin, Zamzami ^a   Shujahat, Muhammad ^a   Haruna, Hussein ^a   Chu, Samuel Kai Wah ^a  

^a UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

Formative assessment; Gamification; Gamified e quizzes; Paper based quizzes; Perceived engagement

Indexed keywords

SURVEYS;

FORMATIVE ASSESSMENT; GAMIFICATION; GAMIFIED E-QUIZZES; INSTRUCTIONAL INTERVENTIONS; LEARNING PERFORMANCE; PERCEIVED ENGAGEMENT; QUESTIONNAIRE SURVEYS; TRADITIONAL INSTRUCTION;

STUDENTS;

EID: 85074090275     PISSN: 03601315     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.compedu.2019.103729     Document Type: Article

References (39)

1. Adukaite, A., van Zyl, I., Er, S., & Cantoni, L. (2017). Teacher perceptions on the use of digital gamified learning in tourism education: The case of South African secondary schools. Computers & Education, 111, 172-190. http://dx.doi.org/10.1016/j.compedu.2017.04.008
2. Bawa, P. (2019). Using Kahoot to Inspire. Journal of Educational Technology Systems, 47(3), 373-390. https://doi.org/10.1177/0047239518804173
3. Baydas, O., & Cicek, M. (2019). The examination of the gamification process in undergraduate education: a scale development study. Technology, Pedagogy and Education, 1-17. https://doi.org/10.1080/1475939X.2019.1580609
4. Bicen, H., & Kocakoyun, S. (2018). Perceptions of Students for Gamification Approach: Kahoot as a Case Study. International Journal of Emerging Technologies in Learning, 13(2). 72-93. https://doi.org/10.3991/ijet.v13i02.7467
5. Bouwmeester, R. A., de Kleijn, R. A., van den Berg, I. E., ten Cate, O. T. J., van Rijen, H. V., & Westerveld, H. E. (2019). Flipping the medical classroom: Effect on workload, interactivity, motivation and retention of knowledge. Computers & Education, 139, 118-128. https://doi.org/10.1016/j.compedu.2019.05.002
6. Braun, V., Clarke, V., Hayfield, N., & Terry, G. (2019). Thematic analysis. Handbook of Research Methods in Health Social Sciences, 843-860. https://doi.org/10.1007/978-981-10-5251-4_103
7. Cakiroglu, U., Basibuyuk, B., Guler, M., Atabay, M., & Memis, B. Y. (2017). Gamifying an ICT course: Influences on engagement and academic performance. Computers in Human Behavior, 69, 98-107. https://doi.org/10.1016/j.chb.2016.12.018
8. Chang, J. W., & Wei, H. Y. (2016). Exploring Engaging Gamification Mechanics in Massive Online Open Courses. Journal of Educational Technology & Society, 19(2), 177-203. https://eric.ed.gov/?id=EJ1097207
9. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications
10. Ding, L., Er, E., & Orey, M. (2018). An exploratory study of student engagement in gamified online discussions. Computers & Education,120, 213-226. https://doi.org/10.1016/j.compedu.2018.02.007
11. Ge, Z. G. (2018). The impact of a forfeit-or-prize gamified teaching on e-learners’ learning performance. Computers & Education, 126, 143-152. https://doi.org/10.1016/j.compedu.2018.07.009
12. Goksun, D. O., & Gursoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers & Education, 135, 15-29. https://doi.org/10.1016/j.compedu.2019.02.015
13. Groening, C., & Binnewies, C. (2019). “Achievement unlocked!”-The impact of digital achievements as a gamification element on motivation and performance. Computers in Human Behavior. 97, 151-166. https://doi.org/10.1016/j.chb.2019.02.026
14. Guardia, J. J., Del Olmo, J. L., Roa, I., & Berlanga, V. (2019). Innovation in the teaching-learning process: the case of Kahoot!. On the Horizon, 27(1), 35-45. https://doi.org/10.1108/OTH-11-2018-0035
15. Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179. https://doi.org/10.1016/j.chb.2015.07.045
16. Hassan, M. A., Habiba, U., Majeed, F., & Shoaib, M. (2019). Adaptive gamification in e-learning based on students’ learning styles. Interactive Learning Environments, 1-21. https://doi.org/10.1080/10494820.2019.1588745
17. Huang, B., & Hew, K. F. (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. Computers & Education, 125, 254-272. https://doi.org/10.1016/j.compedu.2018.06.018
18. Huang, B., Hew, K. F., & Lo, C. K. (2018). Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement. Interactive Learning Environments, 1-21. https://doi.org/10.1080/10494820.2018.1495653
19. Ismail, M. A. A., Ahmad, A., Mohammad, J. A. M., Fakri, N. M. R. M., Nor, M. Z. M., & Pa, M. N. M. (2019). Using Kahoot! as a formative assessment tool in medical education: a phenomenological study. BMC Medical Education, 19(1), 230. https://doi.org/10.1186/s12909-019-1658-z
20. Jurgelaitis, M., Ceponiene, L., Ceponis, J., & Drungilas, V. (2019). Implementing gamification in a university-level UML modeling course: A case study. Computer Applications in Engineering Education, 27(2), 332-343. https://doi.org/10.1002/cae.22077
21. Kruskal, W. H. (1952). A nonparametric test for the several sample problem. The Annals of Mathematical Statistics, 23, 525-540. https://projecteuclid.org/euclid.aoms/1177729332
22. Kuo, M. S., & Chuang, T. Y. (2016). How gamification motivates visits and engagement for online academic dissemination-An empirical study. Computers in Human Behavior, 55, 16-27. https://doi.org/10.1016/j.chb.2015.08.025
23. Kyewski, E., & Kramer, N. C. (2018). To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course. Computers & Education, 118, 25-37. https://doi.org/10.1016/j.compedu.2017.11.006
24. Lo, C. K., & Hew, K. F. (2018). A comparison of flipped learning with gamification, traditional learning, and online independent study: the effects on students’ mathematics achievement and cognitive engagement. Interactive Learning Environments, 1-18. https://doi.org/10.1080/10494820.2018.1541910
25. de Lope, R. P., Arcos, J. R. L., Medina-Medina, N., Paderewski, P., & Gutierrez-Vela, F. L. (2017). Design methodology for educational games based on graphical notations: Designing Urano. Entertainment Computing, 18, 1-14. https://doi.org/10.1016/j.entcom.2016.08.005
26. Lopez, C. E., & Tucker, C. S. (2019). The effects of player type on performance: A gamification case study. Computers in Human Behavior, 91, 333-345. https://doi.org/10.1016/j.chb.2018.10.005
27. Mann, H. B., & Whitney, D. R. (1947). On a test of whether one of two random variables is stochastically larger than the other. The annals of mathematical statistics, 18, 50-60. https://www.jstor.org/stable/2236101
28. Martins, E. R., Geraldes, W. B., Afonseca, U. R., & Gouveia, L. M. B. (2019). Using kahoot as a learning tool. In Information Systems for Industry 4.0 (pp. 161-169). Springer, Cham. https://doi.org/10.1007/978-3-030-14850-8_11
29. Mavroudi, A., & Tsagari, D. (2018). Profiling of English language teachers as trainees in an online course and ensuing implications. Computers & Education, 126, 1-12. https://doi.org/10.1016/j.compedu.2018.06.029
30. McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. Penguin
31. Ortiz-Rojas et al., 2019 Ortiz-Rojas, M., Chiluiza, K., & Valcke, M. (2019). Gamification through leaderboards: An empirical study in engineering education. Computer Applications in Engineering Education. https://doi.org/10.1002/cae.12116
32. Prisacari, A. A., & Danielson, J. (2017). Rethinking testing mode: Should I offer my next chemistry test on paper or computer?. Computers & Education, 106, 1-12. https://doi.org/10.1016/j.compedu.2016.11.008
33. Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257-267. https://doi.org/10.1016/j.cedpsych.2011.05.002
34. Sanchez-Martin, J., & Davila-Acedo, M. A. (2017). Just a game? Gamifying a general science class at university: Collaborative and competitive work implications. Thinking Skills and Creativity, 26, 51-59. https://doi.org/10.1016/j.tsc.2017.05.003
35. Sousa-Vieira et al., 2016 Sousa-Vieira, M. E., Lopez-Ardao, J. C., Fernandez-Veiga, M., Rodriguez-Perez, M., & Herreria-Alonso, S. (2016). An open-source platform for using gamification and social learning methodologies in engineering education: Design and experience. Computer Applications in Engineering Education, 24(5), 813-826. https://doi.org/10.1002/cae.21746
36. Srba, I., Savic, M., Bielikova, M., Ivanovic, M., & Pautasso, C. (2019). Employing community question answering for online discussions in university courses: Students’ perspective. Computers & Education. https://doi.org/10.1016/j.compedu.2019.02.017
37. Tsay, C. H., Kofinas, A., & Luo, J. (2018). Enhancing student learning experience with technology-mediated gamification: An empirical study. Computers & Education,121, 1-17. https://doi.org/10.1016/j.compedu.2018.01.009
38. Zainuddin, Z. (2018). Students' learning performance and perceived motivation in gamified flipped-class instruction. Computers & Education, 126, 75-88. https://doi.org/10.1016/j.compedu.2018.07.003
39. Zhang, H., & Fang, L. (2019). Project-Based Learning for Statistical Literacy: A Gamification Approach. In Digital Turn in Schools-Research, Policy, Practice (pp. 3-16). Springer, Singapore. https://doi.org/10.1007/978-981-13-7361-9_1