EFL LEARNER ENGAGEMENT IN GAMIFIED FORMATIVE ASSESSMENT: A PERCEPTION STUDY ON QUIZIZZ
Tập 133 Số 6B (2024), Journal of Social Sciences and Humanities
Tập 133 Số 6B (2024)

EFL LEARNER ENGAGEMENT IN GAMIFIED FORMATIVE ASSESSMENT: A PERCEPTION STUDY ON QUIZIZZ

Journal of Social Sciences and Humanities
https://doi.org/10.26459/hueunijssh.v133i6A.7108
Đã xuất bản 2024-05-09
Thi Linh Giang Hoang
Hue University, University of Foreign Languages

Tóm tắt

Among several technological applications in education, Quizizz is an increasingly popular gamification platform to deliver tests and e-quizzes in different teaching contexts. However, the discussion about how gamified assessments via online platforms influence teaching and learning is neither profoundly theorized nor well supported with empirical evidence. The current research attempts to explore Vietnamese university students’ perceptions of the impacts of gamified formative tests on Quizizz by adopting the tripartite framework of affective, behavioral, and cognitive engagement. The sample includes 54 English-majored students who were taking a course in designing tests for young language learners. Based on data collected from a questionnaire and semi-structured interviews, the current research found students’ highly positive perceived affective engagement in Quizizz-based formative tests. Their self-report active participation in the e-quizzes and follow-up teacher/peer feedback sessions demonstrated high levels of behavioral engagement. Students were, however, slightly less in agreement with the benefits of Quizizz in enhancing their self-monitoring and critical thinking skills. Some reservations remain about technical problems during quiz administration and the use of scores in Quizizz gamified tests for summative assessment purposes. The findings inform pedagogical implications about the use of gamified platforms to better engage students effectively, behaviourally, and cognitively.

https://doi.org/10.26459/hueunijssh.v133i6A.7108
PDF (English)

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