Abstract
This study explored students' perceptions about using gamified e-quizzes and conventional online quizzes for their class engagement. The participants were 130 female university students in Seoul with various majors. As a quasi-experimental study, this study compared the attitudes of a gamified e-quiz group (n=92) and a conventional online quiz group (n=38) after experiencing their respective quiz in-tervention of either nine gamified e-quizzes or nine online quizzes over a 15-week semester. Each group responded to a survey at the end of the semester. The quan-titative analyses of the surveys indicated that the perception of the two groups did not display statistically significant differences, each displaying positive views to-ward their quiz interventions for emotional, behavioral, and cognitive engage-ment. In addition, the two groups demonstrated neutral to positive attitudes for each quiz intervention for agentic engagement. Among many reported benefits, the students in both groups expressed that the quiz experiences facilitated them to understand the content knowledge and enjoy the assessment activities. These two advantages of the two quiz modes were seen to be related to close student-teacher interaction.
Highlights
Online courses have been seen as an alternative or support to traditional face-toface classes
As online courses require minimal direct interaction between students and teachers, extra attention has to be paid to student engagement
How did the students in Group A and B perceive their quizzes for their class engagement? The descriptive statistics showed both groups of students thought of each intervention positively overall, with minimal differences
Summary
Online courses have been seen as an alternative or support to traditional face-toface classes. As online courses require minimal direct interaction between students and teachers, extra attention has to be paid to student engagement. Both offline and online courses require student engagement for effective learning, maintaining student engagement in online classes seems more challenging due to the physical distance between students and teachers online [1]. 9), has been studied for its potential to induce student engagement and motivation in learning and teaching [4]. Many researchers have studied its relationships with student engagement because the gamification approach makes learning enjoyable through promoting friendly competitions and rewards [7]. The gamification of quizzes as a formative assessment has emerged as an extensive research area
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