Analysis of student feedback when using gamification tools in math subjects

Bullon, Juan; Encinas, Ascensión Hernández; Sánchez, Marı́a Jesús; Martínez, Víctor Gayoso

doi:10.1109/educon.2018.8363455

Cited by 22 publications

(21 citation statements)

References 2 publications

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“…Many gamification services can be used in learning, Juan José Bullón et all uses two well-known gamification services namely Socrative and Kahoot. [29]. Socrative is a student response system that allows teachers to create quizzes or interactive games that involve students directly or in real-time, while Kahoot is a multiple choice quiz game or discussion and survey that can be used by anyone and is not limited to the level of age and subject matter.…”

Section: Gamificationmentioning

confidence: 99%

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The Learning Strategy of The Flipped Classroom With Gamification As An Alternative Learning Solution During The Covid-19 Pandemic

Lestari¹,

Noer²

2021

Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung,

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The purpose of this research is to analyze the Flipped classroom learning strategy when combined with gamification as a learning solution during the COVID-19 pandemic and to provide recommendations for teachers, learning designers, and practitioners regarding the implementation of the two learning strategies. This study uses a qualitative content analysis method. Based on the results of the analysis, giving gamification elements into learning has the potential to increase the quality of mathematics learning. Several research results state that the use of the Flipped classroom strategy and the use of gamification have a positive impact on learning so that it can be a suggestion for learning during the COVID 19 pandemic, especially in mathematics learning.

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Section: Gamificationmentioning

confidence: 99%

“…Additionally, utilizing this gamification can permit space for understudies to think. However, not exclusively in the discussion advanced along these lines, yet cooperation is additionally encouraged [29]…”

Section: Fig 2 Kahoot and Socrative Application 33 Relevant Research On Using Flipped Classroom And Gamificationmentioning

confidence: 99%

The Learning Strategy of The Flipped Classroom With Gamification As An Alternative Learning Solution During The Covid-19 Pandemic

Lestari¹,

Noer²

2021

Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung,

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“…The gamified strategies that can be introduced when using clickers represent one of their most engaging features. Several experts consider the use of these devices in the classroom as gamified activities [29,40,41] or even define them as gamification tools [42,43], as their methodological use may turn a lecture into a game.…”

Section: Gamificationmentioning

confidence: 99%

“…Gamified experiences using clickers in Higher Education are abundant, many of them relate to the use of the tool during lectures [56], either at specific times of the year when given contents need to be reinforced [42] or for longer periods during which clickers are used at every lecture [48]. Clickers can be used to support different kinds of games in the classroom given their quiz-format, and they may thus become a platform for playing (board)games, such as content revision games, or they can assist more specific activities, as an "ask the audience" lifeline or even polling or voting for different options, for instance to choose the best answer.…”

Section: Gamificationmentioning

confidence: 99%

Socrative in Higher Education: Game vs. Other Uses

Cerqueiro

Harrison

2019

MTI

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The integration of clickers in Higher Education settings has proved to be particularly useful for enhancing motivation, engagement and performance; for developing cooperative or collaborative tasks; for checking understanding during the lesson; or even for assessment purposes. This paper explores and exemplifies three uses of Socrative, a mobile application specifically designed as a clicker for the classroom. Socrative was used during three sessions with the same group of first-year University students at a Faculty of Education. One of these sessions—a review lesson—was gamified, whereas the other two—a collaborative reading activity seminar, and a lecture—were not. Ad-hoc questionnaires were distributed after each of them. Results suggest that students welcome the use of clickers and that combining them with gamification strategies may increase students’ perceived satisfaction. The experiences described in this paper show how Socrative is an effective means of providing formative feedback and may actually save time during lessons.

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“…Game-based learning is one of the advancements in technology (Wang& Tahir, 2020). One effort to introduce modern technology in the classroom is through gamification, aiming to increase students' satisfaction in mathematics (Bullón et al, 2018). According to Burguillo's research, digital game-based learning can effectively increase students' attention, interest, creativity, and community relations (Burguillo, 2010).…”

Section: Introductionmentioning

confidence: 99%

Improving student’s mathematical problem solving skills through Quizizz

Setiyani

Fitriyani

Sagita

2020

J. Res. Adv. Math. Educ

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The Industrial Revolution 4.0 on Education in Indonesia affects school activities rapidly. Teachers are no longer educated in classrooms only, but they can also utilize technology to conduct distance learning. One interactive application that can be used as a form of question exercise is Quizizz. Therefore, this research aims to: first, examine the effectiveness of students' activities by using Quizizz on mathematical problem-solving skills; second, investigate the differences in the increase in students' ability to solve mathematical problems between the class with and without the Quizizz-aided learning method; third, describe the activities of students who used the Quizizz-aided drill learning method; and fourth, describe the students' responses in using Quizizz. The research was quasi-experiment with a pretest-posttest non-equivalent control group design. The participants in this study are 67 of Grade10 students divided into experimental and control classes. Data collection techniques used were tests for students' mathematical problem-solving skills and questionnaires. The instruments were validated using Pearson correlation, while the reliability was tested using Cronbach's Alpha. Then, the N-gain test was used to analyze the data. The results showed that there was an effect on students’ learning activities by using Quizizz on their problem-solving skills. Besides, there was a difference in the improvement of problem-solving skills between the class with and without Quizizz-aided. Furthermore, students’ activities in three meetings have increased. Moreover, students provided a positive response in learning using Quizizz. Thus, it can be concluded that Quizizz is effective in improving mathematical problem-solving skills.

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Analysis of student feedback when using gamification tools in math subjects

Cited by 22 publications

References 2 publications

The Learning Strategy of The Flipped Classroom With Gamification As An Alternative Learning Solution During The Covid-19 Pandemic

The Learning Strategy of The Flipped Classroom With Gamification As An Alternative Learning Solution During The Covid-19 Pandemic

Socrative in Higher Education: Game vs. Other Uses

Improving student’s mathematical problem solving skills through Quizizz

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