A Comparative Study of Gamified and Conventional Online Quizzes

Abstract

This study explored students' perceptions about using gamified e-quizzes and conventional online quizzes for their class engagement. The participants were 130 female university students in Seoul with various majors. As a quasi-experimental study, this study compared the attitudes of a gamified e-quiz group (n=92) and a conventional online quiz group (n=38) after experiencing their respective quiz in-tervention of either nine gamified e-quizzes or nine online quizzes over a 15-week semester. Each group responded to a survey at the end of the semester. The quan-titative analyses of the surveys indicated that the perception of the two groups did not display statistically significant differences, each displaying positive views to-ward their quiz interventions for emotional, behavioral, and cognitive engage-ment. In addition, the two groups demonstrated neutral to positive attitudes for each quiz intervention for agentic engagement. Among many reported benefits, the students in both groups expressed that the quiz experiences facilitated them to understand the content knowledge and enjoy the assessment activities. These two advantages of the two quiz modes were seen to be related to close student-teacher interaction.