CrossQuestion Game: A Design of a Group-Based Assessment Tool to Enhance Student Motivation during Pandemic

Abstract

This paper explores the effect of applying gamification and flipped classroom approaches through our group-based assessment game, the CrossQuestion, in the course of IT in Business. The course teaches basic IT fundamentals and their application in different functional areas of business and management. In Spring 2020-21, we delivered this course through Moodle platform, integrated with the Zoom video communication tool, to introduce the CrossQuestion game as supplemental resources to engage students. We conducted measurements using the Instructional Materials Motivation Survey scales to verify the game's learning effect. We divided students into an experimental group (85 students who played the CrossQuestion game through gamified flipped classroom session–Spring 2020-21) and a control group (60 students who previously underwent lecture-based instructions and individualized formal assessments–Spring 2019-20). The analysis of students’ grades confirms improvement by applying gamified flipped classroom group-based assessments in the learning process. The students’ questionnaire also confirms that group-based assessments can improve students’ motivation. We developed a game system that was attractive to the students, implying that it can be an effective instructional and recreational material to boost morale, increase collaboration, enhance engagement and socialization opportunities, especially during this challenging pandemic.

Gamified flipped classroom in education: a systematic review

“…For example, 21 of the 52 articles do not mention any theory or model employed to implement their research. In addition, most scholars applied the Attention, Relevance, Confidence and Satisfaction model to examine how GFC impacted students' motivation [10], [26], [33], [45], [46].…”

“…[44] Zoom 40 [45] CrossQuestion 41 [46] CrossQuestion multiplayer game 42 [47] Moodle, Quiz 43 [48] Educaplay 44 [49] Moodle 45 [50] Ed Puzzle, LMS Moodle platform 46 [51] iSpring Learn, LMS 47 [52] Moodles 48 [53] Saudi national online learning 49 [54] Self-develop gamification learning 50 [55] Kahoot! And LearningApps 51 [56] Kahoot!…”

“…[44] Motivation, interest and fun Happiness, pleasure, and enjoyment are three good emotions that dramatically rise following the intervention. [45] Student motivation Gamification can increase student motivation and engagement in beneficial ways. In addition, it can improve students' grades.…”

Motivation to Use Gamification Elements in E-Learning for Formal and Non-Formal Education

“…Gamification of flight instructor learning in evidence-based training scenarios [51] Non-Formal Digital badges affect need satisfaction but not frustration in males in higher education [52] Formal Can gamification improve the virtual reality tourism experience? Analyzing the mediating role of tourism fatigue [53] Non-Formal Education in Focused Lung Ultrasound Using Gamified Immersive Virtual Reality: A Randomized Controlled Study [54] Formal Gamification of virtual reality assembly training: Effects of a combined point and level system on motivation and training results [55] Formal Investigating how gamified syllabic literacy impacts learning, flow and inappropriate behaviors: A single-subject study design [56] Non-Formal A gamified app for supporting undergraduate students' mental health: A feasibility and usability study [56] Formal An Educational Arabic Sign Language Mobile Application for Children with Hearing Impairment [57] Non-Formal BioIntegrada Game Application: An Instrument for the Systemic Teaching from Cells to the Environment [58] Formal Crossquestion game: A design of a group-based assessment tool to enhance student motivation during pandemic [59] Formal Design, development and use of a digital badges system in higher education [60] Formal The implementation of gamification in formal education also consistsed of several levels. Can be seen in figure 4, most of them came from higher education level, with as many as 38 articles.…”

CrossQuestion Game: A Group-Based Assessment for Gamified Flipped Classroom Experience Using the ARCS Model

“…Encouragement points can also be provided to runners-up. We presented both cohorts with the IMMS questionnaire using 36 questions (with slight customization) during PRE and POST the course delivery to test the H2 (Durrani et al, 2021). These 36 questions were grouped into four categories: Attention (ATTEN), Relevance (RELE), Confidence (CONF), and Satisfaction (SAT).…”