Gamification in the classroom: Examining the impact of gamified quizzes on student learning

Sanchez, Diana R.; Langer, Markus; Kaur, Rupinder

doi:10.1016/j.compedu.2019.103666

Cited by 208 publications

(235 citation statements)

References 61 publications

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“…Despite the acceptance and use of gamification by teachers in general [16], this work acquires its reason for being in the scarcity of studies concerning the use of the Escape Room in the area of Mathematics. Therefore, with the intention of increasing the impact of the literature on the state of the question, this study has been carried out.…”

Section: Discussionmentioning

confidence: 99%

“…When we talk about gamification, we are referring to one of the active methodologies that, in recent years, has been most developed by teachers and students from all over the world [15]. For this reason, it has earned a place among the most widely used and studied methodologies [16]. As its name suggests, it bases its main focus on the application of the game phenomenon and on converting spaces reserved for formal learning into recreational spaces in which to continue learning [17,18].…”

Section: Gamification As An Innovate Toolmentioning

confidence: 99%

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Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study

et al. 2020

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Nowadays, different methodologies are booming in the field of education, and active gamification-based methodologies such as the Escape Room are an example of these methodologies, which is the base of this research. The purpose of this research is to analyze the effectiveness of the use of an Escape Room as an active methodology to learn mathematics. A quantitative research method was performed through an experimental design. Two study groups were set up. With the control group, a traditional training methodology was used, and with the experimental group, an innovative one was used through an Escape room experience. A total of 62 students of the 3rd level of Secondary Education from an educational center in Ceuta (Spain) participated. Results show how the experience developed through the escape room improved achievement, motivation and autonomy in a significant way. It has also reduced learning anxiety significantly. It is concluded that the use of the Escape room in Mathematics improves learning achievement, anxiety, motivation and autonomy, with gender being a variable to be taken into account, especially in motivation and autonomy. Therefore, the escape room has a greater potential than a traditional methodology in Mathematics.

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Section: Discussionmentioning

confidence: 99%

Section: Gamification As An Innovate Toolmentioning

confidence: 99%

Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study

et al. 2020

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“…Gamification is a newly growing trend in teaching and learning that emerges to enhance instructional contents in educational settings. It has been found that students who completed more gamified quizzes perform better across summative tests (Sanchez, Langer, & Kaur, 2020).…”

Section: Discussionmentioning

confidence: 99%

Using Socrative for Vocabulary Tests : Thai EFL Learner Acceptance and Perceived Risk of Cheating

Rofiah¹,

Waluyo²

2020

The Journal of AsiaTEFL

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Despite the growing interest in using online quizzes with Student Response System (SRS) for assessment, knowledge and empirical evidence about learner acceptance and risk of cheating are still limited in the literature. Hence, to address such gaps, this study explored Thai EFL learner acceptance and perceived risk of cheating of using Socrative for vocabulary tests. The participants (N = 461, 77.4% female, 22.6% male) attended a General English (GE) course that required them to learn fifty English words every week. The vocabulary tests took place in the first ten minutes of the class for ten weeks delivered by using Socrative. At the end of the course, this study investigated learner acceptance and perceived risk of cheating using a set of survey constructed based on Davis (1989) and collected the data of vocabulary learning outcomes and proficiency levels. The data were, then, analysed by using independent t-test, correlation, and multiple regression analyses. The results indicated Thai EFL learner acceptance of Socrative with the risk of cheating during vocabulary tests. Learner acceptance was influenced by proficiency level and predicted a small amount of learning outcomes. These results have some implications for instructional course designs adopting online quizzes for testing.

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“…From this framework, they concluded that gamification can be used to surprise and disrupt the students, to encourage them to be active in class, and to make learning fun. Later, inn ( Sanchez et al., 2020 ), the effects of gamified quizzes in an educational setting were studied in two ways: if the gamification can enhance the testing effect, and if the student characteristics affect the effects of gamification. They conducted an experiment with data from two consecutive semesters of students enrolled in an introductory psychology course.…”

Section: Introductionmentioning

confidence: 99%

Gamification in engineering education – An empirical assessment on learning and game performance

Díaz-Ramírez

2020

Heliyon

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Gamification, recently considered as a science, takes advantage of the benefits of games to induce desirable behaviors in a given “normal” activity. When applied in education, it is an approach to motivate and engage students in their learning process by incorporating game design principles. This paper presents the design and deployment of a game conducted in parallel with two groups of the engineering course “operations research”. The game design is theoretically supported, and unlike literature, the game proposed has the main distinguishing features: (a) it is carried out in parallel with the standard course, where player participation is optional, with extrinsic motivators regarding the final grade, (b) it lasts the entire semester, and it was applied to different groups with the same instructor, (c) in addition to academic performance, it has other social relatedness desired outcomes, (d) it combines the use of specific game elements divided in three types of activities: Mastery, related to the core topics of the class, Institutional, related to the university life and community, and Teamwork activities; and (e) it uses a WhatsApp chat group as the common communication platform. The assessment is twofold: the effects on learning, measured in two indicators, failure rate and average grade; and the perception of the game itself. Statistical results present empirical evidence of the positive effects of gamification on academic performance and other desired behaviors of social relatedness, such as a sense of belonging and teamwork.

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Gamification in the classroom: Examining the impact of gamified quizzes on student learning

Cited by 208 publications

References 61 publications

Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study

Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study

Using Socrative for Vocabulary Tests : Thai EFL Learner Acceptance and Perceived Risk of Cheating

Gamification in engineering education – An empirical assessment on learning and game performance

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