A Comparative Study of Gamified and Conventional Online Quizzes

Authors

DOI:

https://doi.org/10.3991/ijet.v17i03.26349

Keywords:

gamification, gamified e-quiz, engagement, perception study, online assessment

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.

Author Biography

Kyung-Mi O, Department of English Dongduk Women’s University 60 Hwarang-ro 13-gil, Seongbuk-gu, Seoul, Korea 02748

Professor, Department of English
Cover ijET Vol. 17 No. 03 (2022)

Downloads

Published

2022-02-18

How to Cite

O, K.-M. (2022). A Comparative Study of Gamified and Conventional Online Quizzes. International Journal of Emerging Technologies in Learning (iJET), 17(03), pp. 152–172. https://doi.org/10.3991/ijet.v17i03.26349

Issue

Vol. 17 No. 03 (2022)

Section

Papers

License

Copyright (c) 2022 Kyung-Mi O

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The submitting author warrants that the submission is original and that she/he is the author of the submission together with the named co-authors; to the extend the submission incorporates text passages, figures, data or other material from the work of others, the submitting author has obtained any necessary permission.
Articles in this journal are published under the Creative Commons Attribution Licence (CC-BY What does this mean?). This is to get more legal certainty about what readers can do with published articles, and thus a wider dissemination and archiving, which in turn makes publishing with this journal more valuable for you, the authors.
By submitting an article the author grants to this journal the non-exclusive right to publish it. The author retains the copyright and the publishing rights for his article without any restrictions.