EFL Learner Engagement in Gamified Formative Assessment: A Perception Study on Quizziz
Tập 133 Số 6B (2024), Journal of Social Sciences and Humanities
Tập 133 Số 6B (2024)

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

Journal of Social Sciences and Humanities
https://doi.org/10.26459/hueunijssh.v133i6A.7108
Đã xuất bản 2024-05-09
Thi Linh Giang Hoang
Hue University, University of Foreign Languages

Tóm tắt

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.

https://doi.org/10.26459/hueunijssh.v133i6A.7108

Tài liệu tham khảo

  1. Brophy, J. E. (1987). Socializing students’ motivation to learn. In M. L. Maehr & D. Kleiber (Eds.), Advances in motivation and achievement: Enhancing motivation (pp. 181-210). JAI Press.
  2. Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. https://doi.org/10.1111/1467-9922.53222
  3. Fredricks, J. A. (2011). Engagement in school and out-of-school con-texts: A multidimensional view of engagement. Theory into Practice, 50(4), 327–335. https://doi.org/10.1080/00405841.2011.60740
  4. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109
  5. Göksün, D. O., & Gürsoyb, 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
  6. Jannah, N. A., Supiani, S., & Perdana, I. (2020). The EFL students’ perceptions of using Quizizz in doing online English test at high school. Proceedings: Islamic University of Kalimantan, 1(1).
  7. Khan, S., & Khan, R. A. (2018). Online assessments: Exploring perspectives of university students. Education and Information Technologies. https://doi.org/10.1007/s10639-018-9797-0
  8. Lee, H., & Doh, Y. (2012). A study on the relationship between educational achievement and emotional engagement in a gameful interface for video lecture systems. Proceedings of the 2012 International Symposium on Ubiquitous Virtual Reality, Korea (South), 34-37. https://doi.org/ 10.1109/ISUVR.2012.21
  9. 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.
  10. Martin, F., & Borup, J. (2022). Online learner engagement: Conceptual definitions, research themes, and supportive practices. Educational Psychologist, 57(3), 162-177. https://doi.org/10.1080/00461520.2022.2089147
  11. Munawir, A., & Hasbi, N. P. (2021). The effect of using Quizizz to EFL students’ engagement and learning outcome. English Review: Journal of English Education, 10(1), 297-308.
  12. Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579–595. https://doi.org/10.1037/a0032690
  13. 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
  14. Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The challenges of defining and measuring student engagement in science. Educational Psychologist, 50(1), 1–13. https://doi.org/10.1080/00461520.2014.1002924
  15. Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the schoolyear. Journal of Educational Psychology, 85(4), 571–581. https://doi.org/10.1037/0022-0663.85.4.571.
  16. Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493–525. https://doi.org/10.1177/0013164408323233.
  17. Suo, Y. M., & Zalika, A. (2018). Implementing Quizizz as game based learning in the Arabic classroom. European Journal of Social Science Education and Research, 5(1), 194-198. https://doi.org/10.26417/ejser.v5i1
  18. Weinstein, C., & Mayer, R. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching and learning (3rd ed., pp. 315-327). Macmillan.
  19. Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 145. https://doi.org/10.1016/j.compedu.2019.103729
  20. Zhang, H., & Fang, L. (2019). Project-based learning for statistical literacy: A gamification approach. In T. Valjataga & M. Laanpere (Eds.), Digital turn in schools—research, policy, practice (pp. 3–16). Springer.
  21. Zhao, F. (2019). Using quizizz to integrate fun multiplayer activity in the accounting classroom. International Journal of Higher Education, 8(1), 37–43. https://doi.org/10.5430/ijhe.v8n1p37
  22. Zuhriyah, S., & Pratolo, B. W. (2020). Exploring students’ views in the use of Quizizz as an assessment Tool in English as a Foreign Language (EFL) class. Universal Journal of Educational Research, 8(11), 5312 - 5317. https://doi.org/10.13189/ujer.2020.081132