• norsk
    • English
  • English 
    • norsk
    • English
  • Login
View Item 
  •   Home
  • Øvrige samlinger
  • Publikasjoner fra CRIStin - NTNU
  • View Item
  •   Home
  • Øvrige samlinger
  • Publikasjoner fra CRIStin - NTNU
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

The Effect of Digitizing and Gamifying Quizzing in Classrooms

Wang, Alf Inge; Zhu, Meng; Sætre, Rune
Chapter, Conference object
Thumbnail
View/Open
2016_Wang_ECGBL-Effect_of_digitizing_and_gamifying_quizzing.pdf (2.572Mb)
URI
http://hdl.handle.net/11250/2426374
Date
2016
Metadata
Show full item record
Collections
  • Institutt for datateknologi og informatikk [3870]
  • Publikasjoner fra CRIStin - NTNU [20842]
Original version
Connolly, Thomas; Liz, Boyle [Eds.] Proceedings of The 10th European Conference on Games Based Learning p. 729-737 Proceedings of the ... European conference on games-based learning, Academic Conferences and Publishing International Limited, 2016  
Abstract
The use of game-based learning in the classroom has become more common in recent years. Many game-based learning tools and platforms are based on a quiz concept where the students can score points if they can choose the correct answer among multiple answers. The article describes an experiment where the game-based student response system Kahoot! was compared to a traditional non-gamified student response system, as well as the usage of paper forms for formative assessment. The goal of the experiment was to investigate whether gamified formative assessments improve

the students’ engagement, motivation, enjoyment, concentration, and learning. In the experiment, the three different formative assessment tools/methods were used to review and summarize the same topic in three parallel lectures in an IT introductory course. The first method was to have the students complete a paper quiz, and then review the results afterwards using hand raising. The second method was to use the non-gamified student response system Clicker where the students gave their response to a quiz through polling. The third method was to use the game-based student response system Kahoot!. All three lectures were taught in the exact same way, teaching the same syllabus and using the same teacher. The only differences were the lecture hall and the method use to summarize the lecture. A total of 384 students participated in the experiment, where 127 subjects did the paper quiz, 175 used the non-gamified student response

system, and 82 students using the gamified approach. The gender distribution was 48% female students and 52% male

students. Pre- and a post-test were used to assess the learning outcome of the lectures, and a questionnaire was used to get data on the students’ engagement and motivation. The results show significant improvement in motivating, engagement, enjoyment, and concentration for the gamified approach, but we did not find significant learning improvement.
Publisher
Academic Conferences and Publishing International

Contact Us | Send Feedback

Privacy policy
DSpace software copyright © 2002-2019  DuraSpace

Service from  Unit
 

 

Browse

ArchiveCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsDocument TypesJournalsThis CollectionBy Issue DateAuthorsTitlesSubjectsDocument TypesJournals

My Account

Login

Statistics

View Usage Statistics

Contact Us | Send Feedback

Privacy policy
DSpace software copyright © 2002-2019  DuraSpace

Service from  Unit