Exploring Students’ Perception of Quizizz as a Learning Media in Higher Education
DOI:
https://doi.org/10.21432/cjlt28449Keywords:
Quizizz, educational technology, library and information science, gamification, game-based learningAbstract
The use of game in education has been evidenced to improve students’ engagement in learning. However, much research shows that the use of game in learning is only effective for high school students, while its use for students of higher education is limited. Research on game in education has predominantly been occupied by Kahoot! while Quizizz has received less analysis. This research aims to explore student perception of Quizizz as a learning media and the related obstacles experienced in a library science study program of State Islamic University of North Sumatera in Indonesia. The research uses a combination of quantitative and qualitative methods, such as survey and focused group discussion, with a sample of 272 undergraduate students. The study found that the use of games in learning actively increased student engagement and led to a significant improvement in independence and self-control in learning. During the learning activity students maintain that they gain their self-confidence while enjoying the game. The research suggests that to increase learning achievement, educators should use various teaching strategies that encourage students’ active mental and physical engagement. Additionally, it is expected that this learning experience and content will enhance students' retentive memory.
References
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing. Longman. https://doi.org/10.2307/2281462
Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives (L. W. Anderson, D. R. Krathwohl, & B. S. (Benjamin S. Bloom (eds.); Complete e) [Book]. Longman.
Bandura, A. (1977). Social learning theory. Prentice Hall.
Basuki, Y., & Hidayati, Y. (2019). Kahoot! or Quizizz: The students’ perspectives. Ellic. https://doi.org/10.4108/eai.27-4-2019.2285331
Black, S., & Allen, J. D. (2018). Part 5: Learning is a social act. The Reference Librarian, 59(2), 76–91. https://doi.org/10.1080/02763877.2017.1400932
Bloom, B. S. (1956). Taxonomy of educational objectives. Longmans.
Bond, M., Bedenlier, S., Buntins, K., Kerres, M., & Zawacki-Richter, O. (2020). Facilitating student engagement in higher education through educational technology: A narrative systematic review in the field of education. Contemporary Issues in Technology and Teacher Education, 20, 315–368. https://api.semanticscholar.org/CorpusID:225822177
Candel, E. C., Agustín, M. P., & de Ory, E. G. (2021). ICT and gamification experiences with CLIL methodology as innovative resources for the development of competencies in compulsory secondary education. Digital Education Review, 39, 238–256. https://doi.org/10.1344/DER.2021.39.238-256
Delialioğlu, Ö. (2012). Student engagement in blended learning environments with lecture-based and problem-based instructional approaches. Educational Technology & Society, 15(3), 310–322. https://api.semanticscholar.org/CorpusID:17017610
Díaz, J. E. M. (2020). Virtual world as a complement to hybrid and mobile learning. International Journal of Emerging Technologies in Learning, 15(22), 267–274. https://doi.org/10.3991/ijet.v15i22.14393
El-Masri, M., & Tarhini, A. (2015). A design science approach to gamify education: From games to platforms. European Conference on Information Systems. https://api.semanticscholar.org/CorpusID:13614643
Foroutan Far, F., & Taghizadeh, M. (2022). Comparing the effects of digital and non-digital gamification on EFL learners’ collocation knowledge, perceptions, and sense of flow. Computer Assisted Language Learning, 1–33. https://doi.org/10.1080/09588221.2022.2146724
Gao, N., Xie, T., & Liu, G. (2018). A learning engagement model of educational games based on virtual reality. 2018 International Joint Conference on Information, Media and Engineering (ICIME), 1–5. https://doi.org/10.1109/ICIME.2018.00010
Giang, V. (2013). “Gamification” techniques increase your employees’ ability to learn by 40%. Insider. https://www.businessinsider.com/gamification-techniques-increase-your-employees-ability-to-learn-by-40-2013-9
Glover, I. (2013). Play as you learn: Gamification as a technique for motivating learners. Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, 1999–2008. https://shura.shu.ac.uk/7172/1/Glover_-_Play_As_You_Learn_-_proceeding_112246.pdf
Gonzalez, M. E. P., Robles, A. S., Guerrero, A. J. M., & Belmonte, J. L. (2022). Elaboration and validation of the scale to measure the experience on gamification in education. Journal of Technology and Science Education, 12(1), 2017–2229. https://doi.org/10.3926/jotse.1505
Greipl, S., Klein, E., Lindstedt, A., Kiili, K., Moeller, K., Karnath, H. O., Bahnmueller, J., Bloechle, J., & Ninaus, M. (2021). When the brain comes into play: Neurofunctional correlates of emotions and reward in game-based learning. Computers in Human Behaviour, 125(January), 106946. https://doi.org/10.1016/j.chb.2021.106946
Guthrie, C. (2014). Who are we teaching? The learning expectations of “digital tribes” in the classroom. International Journal of e-Education, e-Business, e-Management and e-Learning, 4(2), 146–150. https://doi.org/10.7763/ijeeee.2014.v4.320
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B. D., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170–179. https://doi.org/10.1016/j.chb.2015.07.045
Hassan, M. A., Habiba, U., Majeed, F., & Shoaib, M. (2021). Adaptive gamification in e-learning based on students’ learning styles. Interactive Learning Environments, 29(4), 545–565. https://doi.org/10.1080/10494820.2019.1588745
Hausfather, S. J. (1996). Vygotsky and schooling: Creating a social context for learning. Action in Teacher Education, 18(2), 1–10. https://doi.org/10.1080/01626620.1996.10462828
Jääskä, E., Lehtinen, J., Kujala, J., & Kauppila, O. (2022). Game-based learning and students’ motivation in project management education. Project Leadership and Society, 3(July). https://doi.org/10.1016/j.plas.2022.100055
Janković, A., & Lambić, D. (2022). The effect of game-based learning via Kahoot and Quizizz on the academic achievement of third grade primary school students. Journal of Baltic Science Education, 21(2), 224–231. https://doi.org/10.33225/jbse/22.21.224
Katanosaka, T., Khan, M. F. F., & Sakamura, K. (2021). Quiz and treasures: Development of a web-based learning platform using gamification. 2021 10th International Congress on Advanced Applied Informatics (IIAI-AAI), 166–171. https://api.semanticscholar.org/CorpusID:249662421
Lin, J. (2022). The effects of gamification instruction on the roles of perceived ease of learning, enjoyment, and useful knowledge toward learning attitude. TOJET: The Turkish Online Journal of Educational Technology, 21(2), 81–91. https://orcid.org/0000-0003-2712-6554
Lynott, D., Connell, L., & Holler, J. (2013). The role of body and environment in cognition. Frontiers in Psychology, 4(JUL), 2012–2014. https://doi.org/10.3389/fpsyg.2013.00465
Mak, T. C. T., Chan, D. K. C., & Capio, C. M. (2021). Strategies for teachers to promote physical activity in early childhood education settings—A Scoping Review. International Journal of Environmental Research and Public Health, 18. https://api.semanticscholar.org/CorpusID:231768255
Montenegro-Rueda, M., Fernández-Cerero, J., Mena-Guacas, A. F., & Reyes-Rebollo, M.-M. (2023). Impact of gamified teaching on university student learning. Education Sciences. https://api.semanticscholar.org/CorpusID:258521320
Moon, J., & Ke, F. (2019). In-game actions to promote game-based math learning engagement. Journal of Educational Computing Research, 58(4). https://doi.org/10.1177/07356331198786
Muji, A. P., Ambiyar, A., Aziz, I., & Hidayat, H. (2021). The implementation of Quizizz-based online evaluation in higher education: An exciting alternative for evaluation. International Journal of Research in Counseling and Education. https://api.semanticscholar.org/CorpusID:246345182
Nachimuthu, K., & Vijayakumari, G. (2011). Role of educational games improves meaningful learning. I-Manager’s Journal of Educational Technology, 8(2), 25–33. https://doi.org/10.26634/jet.8.2.1630
O’Connor, P., & Cardona, J. C. P. (2019). Gamification: A pilot study in a community college setting. Journal of Education, 199, 83–88. https://api.semanticscholar.org/CorpusID:182630002
Olateju, J. A. (2019). Utilization of the internet by undergraduate students of the University of Ibadan, Nigeria. International Journal of Science and Technology Education Research, 10(3), 30–36. https://doi.org/10.5897/ijster2018.0441
Ortega, C., Agregado, A. R., Gabas, E. X., Amado, C., Magno, J. K., Guerrero, A., Alaon, R. G., & Aribon III, M. A. R. (2022). A usability study on Yamashita’s treasure: A game-based instructional material in teaching Philippine history. Interactive Learning Environments, 1–7. https://doi.org/10.1080/10494820.2022.2125535
Paľová, D., & Vejačka, M. (2022). Implementation of gamification principles into higher education. European Journal of Educational Research, 10(3), 1075–1088. https://doi.org/10.12973/eu-jer.11.2.763
Pecher, D., & Zwaan, R. A. (2005). Grounding cognition: Introduction to grounding cognition: the role of perception and action in memory, language, and thinking. https://api.semanticscholar.org/CorpusID:141996838
Pratama, R. Y. (2021). Utilization of Quizizz educational game media to increase learning interest and achievement. Indonesian Journal of Educational Research and Review, 4(2), 307. https://doi.org/10.23887/ijerr.v4i2.30690
Robinson, S., Ritzko, J. M., & Campus, H. (2006). Increasing student engagement through electronic response devices. https://api.semanticscholar.org/CorpusID:111224494
Rowlands, M. (1999). The body in mind. https://api.semanticscholar.org/CorpusID:59786107
Rughinis, R. V. (2013). Flexible gamification in a social learning situation. Insights from a collaborative review exercise. International Conference on Computer Supported Collaborative Learning. https://api.semanticscholar.org/CorpusID:54101765
Sataloff, R. T., Johns, M. M., & Kost, K. M. (2000). Theoretical foundations of learning environments (D. H. Jonassen & S. M. Land (eds.)). Lawrence Erlbaum Associates, Publishers.
Tavares, N. (2022). The use and impact of game-based learning on the learning experience and knowledge retention of nursing undergraduate students: A systematic literature review. Nurse Education Today, 117(June), 105484. https://doi.org/10.1016/j.nedt.2022.105484
Trust, T. (2017). The top five trends in edtech according to ISTE 2017. Journal of Digital Learning in Teacher Education, 33(4), 126–127. https://doi.org/10.1080/21532974.2017.1350082
Ullah, A., & Anwar, S. (2020). The effective use of information technology and interactive activities to improve learner engagement. Education Sciences, 10(12), 1–20. https://doi.org/10.3390/educsci10120349
Vygotsky, L. S. (1997). Educational Psychology. St. Lucie Press.
Wahyuni, W., Mariatun, I. L., & Sholeh, Y. (2023). Development of Quizizz game-based interactive learning media to improve learning outcomes. Edunesia: Jurnal Ilmiah Pendidikan. https://api.semanticscholar.org/CorpusID:261160039
Wang, M.-T., & Degol, J. L. (2014). Staying engaged: Knowledge and research needs in student engagement. Child Development Perspectives, 8(3), 137–143. https://doi.org/10.1111/cdep.12073
Webber, K. L., Krylow, R. B., & Zhang, Q. (2013). Does involvement really matter? Indicators of college student success and satisfaction. Journal of College Student Development, 54, 591–611. https://api.semanticscholar.org/CorpusID:146179668
Whiter, K. A. (2020). Strategies for engaging students in the online environment. https://api.semanticscholar.org/CorpusID:203295598
Yang, K. H., & Chen, H. H. (2021). What increases learning retention: Employing the prediction-observation-explanation learning strategy in digital game-based learning. Interactive Learning Environments, 0(0), 1–16. https://doi.org/10.1080/10494820.2021.1944219
Yunus, C. C. A., & Hua, T. K. (2021). Exploring a gamified learning tool in the ESL classroom: The case of Quizizz. Journal of Education and E-Learning Research. https://api.semanticscholar.org/CorpusID:234237089
Yusuf, B. N. (2020). Are we prepared enough? A case study of challenges in online learning in a private higher learning institution during the COVID-19 outbreaks. Advances in Social Sciences Research Journal, 7(5), 205–212. https://doi.org/10.14738/assrj.75.8211
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 and Education, 145, 103729. https://doi.org/10.1016/j.compedu.2019.103729
Ziemke, T. (2016). The body of knowledge: On the role of the living body in grounding embodied cognition. BioSystems, 148, 4–11. https://doi.org/10.1016/j.biosystems.2016.08.005
Published
Issue
Section
License
Copyright (c) 2024 Harun Sitompul, Retno Sayekti, Sri Rahmah Dewi Saragih, Salminawati
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright Notice
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an International Creative Commons Attribution-NonCommercial License (CC-BY-NC 4.0) that allows others to share the work for non-commercial purposes, with an acknowledgement of the work's authorship and initial publication in this journal.
