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

TitleThe role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system
Authors
KeywordsGamification
Gamified e-quizzes
Paper-based quizzes
Formative assessment
Perceived engagement
Issue Date2020
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/compedu
Citation
Computers & Education, 2020, v. 145, p. article no. 103729 How to Cite?
AbstractThis 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.
Persistent Identifierhttp://hdl.handle.net/10722/289298
ISSN
2020 Impact Factor: 8.538
2020 SCImago Journal Rankings: 3.026
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorZAINUDDIN, Z-
dc.contributor.authorSHUJAHAT, M-
dc.contributor.authorHARUNA, H-
dc.contributor.authorChu, SKW-
dc.date.accessioned2020-10-22T08:10:40Z-
dc.date.available2020-10-22T08:10:40Z-
dc.date.issued2020-
dc.identifier.citationComputers & Education, 2020, v. 145, p. article no. 103729-
dc.identifier.issn0360-1315-
dc.identifier.urihttp://hdl.handle.net/10722/289298-
dc.description.abstractThis 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.-
dc.languageeng-
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/compedu-
dc.relation.ispartofComputers & Education-
dc.subjectGamification-
dc.subjectGamified e-quizzes-
dc.subjectPaper-based quizzes-
dc.subjectFormative assessment-
dc.subjectPerceived engagement-
dc.titleThe role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system-
dc.typeArticle-
dc.identifier.emailChu, SKW: samchu@hku.hk-
dc.identifier.authorityChu, SKW=rp00897-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.compedu.2019.103729-
dc.identifier.scopuseid_2-s2.0-85074090275-
dc.identifier.hkuros316520-
dc.identifier.volume145-
dc.identifier.spagearticle no. 103729-
dc.identifier.epagearticle no. 103729-
dc.identifier.isiWOS:000505184000018-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl0360-1315-

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