EFL Learner Engagement in Gamified Formative Assessment: A Perception Study on Quizziz


Formative assessments
Learner engagement
Affective, behavioural, and cognitive engagement


Among several technological applications in education, Quizizz is an increasingly popular gamification platform to deliver tests and e-quizzes in different teaching contexts. Although the use of gamification tools is believed to enhance students’ motivation and engagement in academic activities, there is not ample empirical evidence to confirm their benefits for learning. The discussion about how gamified assessments via online platforms influence teaching and learning has not been profoundly theorized either. The current research is an attempt to explore Vietnamese university students’ perceptions of the impacts of gamified formative tests on Quizizz by adopting the tripartite framework of affective, behavioral, and cognitive engagement. The sample includes 54 English-majored students who were taking a course in designing tests for young language learners. Based on a questionnaire and semi-structured interviews, the current research found students’ highly positive perceived affective engagement in Quizizz-based formative tests. Their self-report active participation in the e-quizzes and follow-up teacher/peer feedback sessions demonstrated high levels of behavioral engagement. Students were, however, slightly less in agreement with the benefits of Quizizz in enhancing their self-monitoring and critical thinking skills. Some reservations remain about technical problems during quiz administration and the use of scores in Quizizz gamified tests for summative assessment purposes. The findings inform pedagogical implications about the use of gamified platforms to better engage students affectively, behaviourally, and cognitively.



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