Graduate students' perceptions of classroom gamification with Quizizz
DOI:
https://doi.org/10.35699/1983-3652.2022.36941Keywords:
Education, Online learning, Teaching method innovations, Student attitudes, Educational gamesAbstract
The objective of this research is to examine the perceptions that graduate university students have when using Quizizz, in the context of the subject of Advanced Cultural Management in the Publishing Field, within the Master's Degree in Management and Entrepreneurship of Cultural Projects at an online Spanish university. For this, this research poses the following questions: a) what are the students' perceptions about the use of Quizizz in the classes of Advanced Cultural Management in the Publishing Field ?; b) what variables identified in the interviews do most graduate students who use Quizizz experience in this context?, and c) does the quantitative data from the online survey validate the results of the initial qualitative interviews? A mixed methodology – qualitative and quantitative – is used to answer the questions formulated, and it is concluded that the perception of postgraduate students concerning the use of Quizizz in the virtual classroom is positive. Quizizz has a positive impact on the motivation, commitment, and dynamization of the virtual classroom. Finally, the quantitative analysis confirms the qualitative one.
References
ÅKERBLAD, Leena; SEPPÄNEN-JÄRVELÄ, Riitta y HAAPAKOSKI, Kaisa. Integrative Strategies in Mixed Methods Research. Journal of Mixed Methods Research, v. 15, n. 2, p. 152-170, abr. 2021. DOI: 10.1177/1558689820957125. Disponible en: http://journals.sagepub.com/doi/10.1177/1558689820957125. Acceso en: 19 ene. 2022.
ALJALOUD, Abdulaziz y col. Research trends in student response systems: a literature review. International Journal of Learning Technology, v. 10, n. 4, pág. 313, 2015. DOI: 10.1504/IJLT.2015.074073. Disponible en: http://www.inderscience.com/link.php?id=74073. Acceso en: 19 ene. 2022.
AMALIA, Dinda Firly. Quizizz Website as an Online Assessment for English Teaching and Learning: Students’ Perspectives. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, v. 7, n. 1, pág. 1, jun. 2020. DOI: 10.33394/jo-elt.v7i1.2638. Disponible en: https://e-journal.undikma.ac.id/index.php/joelt/article/view/2638. Acceso en: 19 ene. 2022.
ANDAYANI, Widya y col. Indonesian students’experiences in studying foreign language using technology. en. Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran, v. 19, n. 2, p. 38-45, 2021. DOI: 10.33369/jwacana.v19i2.18335. Disponible en: https://ejournal.unib.ac.id/index.php/jwacana/article/view/18335. Acceso en: 19 ene. 2022.
AWEDH, Mohammad y col. Using Socrative and Smartphones for the support of collaborative learning. International Journal on Integrating Technology in Education, v. 3, n. 4, p. 17-24, dic. 2014. DOI: 10.5121/ijite.2014.3402. Disponible en: http://www.airccse.org/journal/ijite/papers/3414ijite02.pdf. Acceso en: 19 ene. 2022.
AWWAL, Nafisa; ALOM, Monjurul y CARE, Esther. Game Design for Learning to Solve Problems in a Collaborative Environment. In: ACADEMIC CONFERENCES INTERNATIONAL LIMITED. [S.l.: s.n.], 2015. Disponible en: https://www.academia.edu/26169057/Game_Design_for_Learning_to_Solve_Problems_in_a_Collaborative_Environment. Acceso en: 19 ene. 2022.
BALTA, Nuri; PERERA-RODRÍGUEZ, Víctor-Hugo y HERVÁS-GÓMEZ, Carlos. Using socrative as an online homework platform to increase students’ exam scores. Education and Information Technologies, v. 23, n. 2, p. 837-850, mar. 2018. DOI: 10.1007/s10639-017-9638-6. Disponible en: http://link.springer.com/10.1007/s10639-017-9638-6. Acceso en: 19 ene. 2022.
BICEN, Huseyin y KOCAKOYUN, Senay. Perceptions of Students for Gamification Approach: Kahoot as a Case Study. International Journal of Emerging Technologies in Learning (iJET), v. 13, n. 02, pág. 72, feb. 2018. DOI: 10.3991/ijet.v13i02.7467. Disponible en: http://online-journals.org/index.php/i-jet/article/view/7467. Acceso en: 19 ene. 2022.
BOTTENTUIT, João Batista. Assessment for learning with mobile apps: exploring the potential of quizizz in the educational context | International Journal of Development Research (IJDR). International Journal of Development Research, v. 10, n. 1, p. 33366-33371, 2020. Disponible en: http://www.journalijdr.com/assessment-learning-mobile-apps-exploring-potential-quizizz-educational-context. Acceso en: 19 ene. 2022.
CHAIKLIN, Seth. The Zone of Proximal Development in Vygotsky’s Analysis of Learning and Instruction. Edición: Alex Kozulin. Vygotsky’s Educational Theory in Cultural Context, v. 1, p. 39-64, sep. 2003. Disponible en: https://www.cambridge.org/core/product/identifier/CBO9780511840975A013/type/book_part. Acceso en: 19 ene. 2022.
CHAIYO, Yanawut y NOKHAM, Ranchana. The effect of Kahoot, Quizizz and Google Forms on the student’s perception in the classrooms response system. In: 2017 International Conference on Digital Arts, Media and Technology (ICDAMT). Chiang Mai, Thailand: IEEE, 2017. p. 178-182. DOI: 10.1109/ICDAMT.2017.7904957. Disponible en: http://ieeexplore.ieee.org/document/7904957/. Acceso en: 19 ene. 2022.
DAKKA, Sam. Using Socrative to Enhance In-Class Student Engagement and Collaboration. International Journal on Integrating Technology in Education, v. 4, n. 3, p. 13-19, sep. 2015. DOI: 10.5121/ijite.2015.4302. Disponible en: http://www.airccse.org/journal/ijite/papers/4315ijite02.pdf. Acceso en: 19 ene. 2022.
DEGIRMENCI, Rukiye. The Use of Quizizz in Language Learning and Teaching from the Teachers’ and Students’ Perspectives: A Literature Review. Language Education and Technology, v. 1, n. 1, p. 1-11, mar. 2021. Disponible en: https://langedutech.com/letjournal/index.php/let/article/view/12. Acceso en: 19 ene. 2022.
DERVAN, Paul. Increasing in-class student engagement using Socrative (an online Student Response System). All Ireland Journal of Higher Education, v. 6, n. 3, oct. 2014. Disponible en: https://ojs.aishe.org/index.php/aishe-j/article/view/180. Acceso en: 19 ene. 2022.
DEWI, Naomi Nirwasita y ASTUTI, Irma Windy. EFL Students’ Perspective On The Use Of Quizizz As Online Learning Media During COVID-19 Pandemic. v. 2, n. 2, p. 59-68, jul. 2021. Disponible en: https://dspace.uii.ac.id/handle/123456789/33535. Acceso en: 19 ene. 2022.
DICHEV, Christo y DICHEVA, Darina. Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, v. 14, n. 1, pág. 9, dic. 2017. DOI: 10.1186/s41239-017-0042-5. Disponible en: https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-017-0042-5. Acceso en: 19 ene. 2022.
DOMINGUEZ, Adrian y col. Gamifying Learning Experiences: Practical Implications and Outcomes. Computers & Education, v. 63, p. 380-392, abr. 2013. DOI: 10.1016/j.compedu.2012.12.020. Acceso en: 19 ene. 2022.
DOUMANIS, Ioannis y col. The impact of multimodal collaborative virtual environments on learning: A gamified online debate. Computers & Education, v. 130, p. 121-138, mar. 2019. DOI: 10.1016/j.compedu.2018.09.017. Disponible en: https://linkinghub.elsevier.com/retrieve/pii/S0360131518302537. Acceso en: 19 ene. 2022.
FAKHRUDDIN, Afief y NURHIDAYAT, Eka. Students’perception on Quizizz as game based learning in learning grammar in writen discourse. Wiralodra English Journal, v. 4, n. 2, p. 28-38, oct. 2020. DOI: 10.31943/wej.v4i2.101. Disponible en: http://wej.unwir.ac.id/index.php/wej/article/view/101. Acceso en: 19 ene. 2022.
GIDEON, Lior (Ed.). Handbook of survey methodology for the social sciences. New York: Springer, 2012.
GÖKSÜN, Derya y GÜRSOY, Gülden. Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers & Education, v. 135, p. 15-29, jul. 2019. DOI: 10.1016/j.compedu.2019.02.015. Disponible en: https://linkinghub.elsevier.com/retrieve/pii/S0360131519300442. Acceso en: 19 ene. 2022.
GRINIAS, James P. Making a Game Out of It: Using Web-Based Competitive Quizzes for Quantitative Analysis Content Review. Journal of Chemical Education, v. 94, n. 9, p. 1363-1366, sep. 2017. DOI: 10.1021/acs.jchemed.7b00311. Disponible en: https://pubs.acs.org/doi/10.1021/acs.jchemed.7b00311. Acceso en: 19 ene. 2022.
HANUS, Michael D. y FOX, Jesse. Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, v. 80, p. 152-161, ene. 2015. DOI: 10.1016/j.compedu.2014.08.019. Disponible en: https://linkinghub.elsevier.com/retrieve/pii/S0360131514002000. Acceso en: 19 ene. 2022.
HUNG, Hsiu-Ting. Clickers in the flipped classroom: bring your own device (BYOD) to promote student learning. Interactive Learning Environments, v. 25, n. 8, p. 983-995, nov. 2017. DOI: 10.1080/10494820.2016.1240090. Disponible en: https://www.tandfonline.com/doi/full/10.1080/10494820.2016.1240090. Acceso en: 19 ene. 2022.
IAREMENKO, Nataliia V. Enhancing English language learners’ motivation through online games. Information Technologies and Learning Tools, v. 59, n. 3, pág. 126, jun. 2017. DOI: 10.33407/itlt.v59i3.1606. Disponible en: https://journal.iitta.gov.ua/index.php/itlt/article/view/1606. Acceso en: 19 ene. 2022.
INFANTE-VILLAGRÁN, Valeria Aylín y col. Aplicaciones que emplean y recomendaciones que entregan las y los docentes universitarios para la autorregulación del aprendizaje en contexto de la pandemia por COVID-19. Texto Livre: Linguagem e Tecnologia, v. 14, n. 3, e33027, ago. 2021. DOI: 10.35699/1983-3652.2021.33027. Disponible en: https://periodicos.ufmg.br/index.php/textolivre/article/view/33027. Acceso en: 19 ene. 2022.
IRWANSYAH, Rudi e IZZATI, Muna. Implementing Quizizz as Game Based Learning and Assessment in the English Classroom. TEFLA Journal (Teaching English as Foreign Language and Applied Linguistic Journal), v. 3, n. 1, p. 13-18, jun. 2021. Disponible en: https://journal.umbjm.ac.id/index.php/TEFLA/article/view/756. Acceso en: 19 ene. 2022.
ISMAIL, Muhd Al-Aarifin y col. Using Kahoot! as a formative assessment tool in medical education: a phenomenological study. BMC Medical Education, v. 19, n. 1, pág. 230, dic. 2019. DOI: 10.1186/s12909-019-1658-z. Disponible en: https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-019-1658-z. Acceso en: 21 ene. 2022.
LICORISH, Sherlock A. y col. Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, v. 13, n. 1, pág. 9, dic. 2018. DOI: 10.1186/s41039-018-0078-8. Disponible en: https://telrp.springeropen.com/articles/10.1186/s41039-018-0078-8. Acceso en: 21 ene. 2022.
MAGADÁN-DÍAZ, Marta y RIVAS-GARCÍA, Jesús I. empleo de los recursos audiovisuales como herramienta de aprendizaje. TECHNO REVIEW. International Technology, Science and Society Review, v. 10, n. 2, p. 185-198, dic. 2021. DOI: 10.37467/gkarevtechno.v10.3118. Disponible en: https://journals.eagora.org/revTECHNO/article/view/3118. Acceso en: 21 ene. 2022.
MALONE, Thomas W. Toward a Theory of Intrinsically Motivating Instruction*. Cognitive Science, v. 5, n. 4, p. 333-369, oct. 1981. DOI: 10.1207/s15516709cog0504_2. Disponible en: http://doi.wiley.com/10.1207/s15516709cog0504_2. Acceso en: 21 ene. 2022.
MALONE, Thomas W. y LEPPER, Mark R. Making Learning Fun: A Taxonomy of Intrinsic Motivations for Learning. In: SNOW, Richard E. y FARR, Marshall J (Ed.). Aptitude, Learning, and Instruction. Hillsdale, New Jersey: Lawrence Erlbaum Associates Publishers, 1987. 3: Conative and Affective Process Analyses. p. 223-253.
MASON, Thomas y YUNUS, Melor Md. Teachers’ Perception towards the Use of Quizizz in the Teaching and Learning of English: A Systematic Review. Sustainability, v. 13, n. 11, pág. 6436, jun. 2021. DOI: 10.3390/su13116436. Disponible en: https://www.mdpi.com/2071-1050/13/11/6436. Acceso en: 21 ene. 2022.
MEKLER, Elisa D. y col. Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in Human Behavior, v. 71, p. 525-534, jun. 2017. DOI: 10.1016/j.chb.2015.08.048. Disponible en: https://linkinghub.elsevier.com/retrieve/pii/S0747563215301229. Acceso en: 21 ene. 2022.
MÉNDEZ, David y SLISKO, Josip. Software ”Socrative” and Smartphones as Tools for Implementation of Basic Processes of Active Physics Learning in Classroom: An Initial Feasibility Study with Prospective Teachers. European Journal of Physics Education, v. 4, n. 2, p. 17-24, 2013. Disponible en: https://eric.ed.gov/?id=EJ1052308. Acceso en: 21 ene. 2022.
MOHAMAD, Amirul Mukminin. Student as teacher – alternative revision method via Quizizz app. MALIM: Jurnal Pengajian Umum Asia Tenggara, v. 21, n. 1, p. 150-159, nov. 2020. DOI: 10.17576/malim-2020-2101-12. Disponible en: http://ejournal.ukm.my/malim/article/view/44178/11366. Acceso en: 21 ene. 2022.
NIELSEN, Kjetil L.; HANSEN, Gabrielle y STAV, John B. Teaching with student response systems (SRS): teacher-centric aspects that can negatively affect students’ experience of using SRS. Research in Learning Technology, v. 21, jun. 2013. DOI: 10.3402/rlt.v21i0.18989. Disponible en: https://journal.alt.ac.uk/index.php/rlt/article/view/1340. Acceso en: 21 ene. 2022.
PAHAMZAH, John y col. Quizizz as a Students’ Reading Comprehension Learning Media: A Case Study at the Eleventh Grade of Dwi Putra Bangsa Vocational School in Cimanggu. International Journal of English Language and Linguiatics Research, v. 8, n. 5, p. 27-33, 2020. Disponible en: https://www.eajournals.org/journals/international-journal-of-english-language-and-linguistics-research-ijellr/vol-8-issue-5-november-2020/quizizz-as-a-students-reading-comprehension-learning-media-a-case-study-at-the-eleventh-grade-of-dwi-putra-bangsa-vocational-school-in-cimanggu/. Acceso en: 21 ene. 2022.
RAHMAWATI, Sari. Students’ Perceptions Toward Quizizz as an Online Learning Media. PANYONARA: Journal of English Education, v. 3, n. 1, p. 62-70, mar. 2021. DOI: 10.19105/panyonara.v3i1.4282. Disponible en: http://ejournal.iainmadura.ac.id/index.php/panyonara/article/view/4282. Acceso en: 21 ene. 2022.
RYAN, Richard M. y DECI, Edward L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, v. 55, n. 1, p. 68-78, 2000. DOI: 10.1037/0003-066X.55.1.68. Disponible en: http://doi.apa.org/getdoi.cfm?doi=10.1037/0003-066X.55.1.68. Acceso en: 21 ene. 2022.
SAHAK, Adibah Aishah Md y col. Students’ Acceptance towards Kahoot Application in Mastering Culinary Terminology. Jurnal Pendidikan Teknologi dan Kejuruan, v. 27, n. 1, p. 1-6, abr. 2021. DOI: 10.21831/jptk.v27i1.38391. Disponible en: https://journal.uny.ac.id/index.php/jptk/article/view/38391. Acceso en: 21 ene. 2022.
SALEEM, Awaz Naaman; NOORI, Narmin Mohammed y OZDAMLI, Fezile. Gamification Applications in E-learning: A Literature Review. Technology, Knowledge and Learning, ene. 2021. DOI: 10.1007/s10758-020-09487-x. Disponible en: http://link.springer.com/10.1007/s10758-020-09487-x. Acceso en: 21 ene. 2022.
SANCHEZ, Diana R.; LANGER, Markus y KAUR, Rupinder. Gamification in the classroom: Examining the impact of gamified quizzes on student learning. Computers & Education, v. 144, pág. 103666, ene. 2020. DOI: 10.1016/j.compedu.2019.103666. Disponible en: https://linkinghub.elsevier.com/retrieve/pii/S0360131519302192. Acceso en: 21 ene. 2022.
SCHOONENBOOM, Judith y JOHNSON, R. Burke. How to Construct a Mixed Methods Research Design. KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie, v. 69, S2, p. 107-131, oct. 2017. DOI: 10.1007/s11577-017-0454-1. Disponible en: http://link.springer.com/10.1007/s11577-017-0454-1. Acceso en: 21 ene. 2022.
VERGARA RODRÍGUEZ, Diego; MEZQUITA MEZQUITA, José María y GÓMEZ VALLECILLO, Ana Isabel. Metodología Innovadora basada en la Gamificación Educativa: Evaluación Tipo Test con la Herramienta QUIZIZZ. Profesorado, Revista de Currículum y Formación del Profesorado, v. 23, n. 3, p. 363-387, sep. 2019. DOI: 10.30827/profesorado.v23i3.11232. Disponible en: https://revistaseug.ugr.es/index.php/profesorado/article/view/11232. Acceso en: 21 ene. 2022.
VYGOTSKIĬ, Lev Semiónovich. Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press, 1978.
WANG, Alf Inge. The wear out effect of a game-based student response system. Computers & Education, v. 82, p. 217-227, mar. 2015. DOI: 10.1016/j.compedu.2014.11.004. Disponible en: https://linkinghub.elsevier.com/retrieve/pii/S0360131514002516. Acceso en: 21 ene. 2022.
WANG, Alf Inge y TAHIR, Rabail. The effect of using Kahoot! for learning – A literature review. Computers & Education, v. 149, pág. 103818, mayo 2020. DOI: 10.1016/j.compedu.2020.103818. Disponible en: https://linkinghub.elsevier.com/retrieve/pii/S0360131520300208. Acceso en: 21 ene. 2022.
WENTAO, Chen; JINYU, Zhang y ZHONGGEN, Yu. Advantages and Disadvantages of Clicker Use in Education: International Journal of Information and Communication Technology Education, v. 13, n. 1, p. 61-71, ene. 2017. DOI: 10.4018/IJICTE.2017010106. Disponible en: http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/IJICTE.2017010106. Acceso en: 21 ene. 2022.
WOLFF, Gary. Quizlet live: The classroom game now taking the world by storm. The Language Teacher, v. 40, n. 6, p. 25-27, 2016. Disponible en: https://jalt-publications.org/node/27/articles/5528-quizlet-live-classroom-game-now-taking-world-storm. Acceso en: 21 ene. 2022.
YUNUS, Crystal Callista Anak y HUA, Tan Kim. Exploring a Gamified Learning Tool in the ESL Classroom: The Case of Quizizz. Journal of Education and e-Learning Research, v. 8, n. 1, p. 103-108, feb. 2021. DOI: 10.20448/journal.509.2021.81.103.108. Disponible en: http://www.asianonlinejournals.com/index.php/JEELR/article/view/2638. Acceso en: 21 ene. 2022.
ZHAO, Fang. Using Quizizz to Integrate Fun Multiplayer Activity in the Accounting Classroom. International Journal of Higher Education, v. 8, n. 1, pág. 37, ene. 2019. DOI: 10.5430/ijhe.v8n1p37. Disponible en: https://www.sciedu.ca/journal/index.php/ijhe/article/view/14120. Acceso en: 21 ene. 2022.
ZUHRIYAH, Siti y PRATOLO, Bambang Widi. 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, v. 8, n. 11, p. 5312-5317, oct. 2020. DOI: 10.13189/ujer.2020.081132. Disponible en: http://www.hrpub.org/journals/article_info.php?aid=9917. Acceso en: 21 ene. 2022.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Magadán-Díaz and Rivas-García
This work is licensed under a Creative Commons Attribution 4.0 International License.
This is an open access article that allows unrestricted use, distribution and reproduction in any medium as long as the original article is properly cited.
![Licença Creative Commons](https://periodicos.ufmg.br/index.php/textolivre/management/settings/website//index.php/textolivre/manager/setup/<a%20rel="license"%20href="http:/creativecommons.org/licenses/by/4.0/"><img%20alt="Licença%20Creative%20Commons"%20style="border-width:0"%20src="https:/i.creativecommons.org/l/by/4.0/88x31.png"%20/></a><br%20/>Este%20obra%20está%20licenciado%20com%20uma%20Licença%20<a%20rel="license"%20href="http:/creativecommons.org/licenses/by/4.0/">Creative%20Commons%20Atribuição%204.0%20Internacional</a>.)
