Assessing Quizizz as a gamified teaching tool in higher education: A study of Spanish Education undergraduates’ perceptions based on academic performance

Quizizz is a very useful gamification tool for use in innovative education in higher education. By using quizizz, can help and interest students in learning. In addition, by using Quizizz, can increase creativity, and can help evaluate learning easily. This research was conducted with the aim of seeing how effective the use of Quizizz is in higher education. Because in fact, the Quizizz application is a game-based application, which can involve the participation of all students in playing in class. The method used by researchers in examining Quizizz as a Tool for Gamification of Innovative Education in Higher Education is to use quantitative methods. The data obtained by the researcher was obtained from the results of the distribution of questionnaires. The distribution of the questionnaire carried out by the researcher was done online by using the Google From software. The results of the data acquisition will also be tested again using the SPSS application. From the research results, it can be known that Quizizz is very useful to be used in innovative education in higher education. Innovative education can be interpreted as a skillful, critical, and creative education. Therefore, Quizizz is very appropriate to be used as an innovative educational gamification tool in higher education, because Quizizz can present different learning materials than previous learning materials. From this research, researchers can conclude that with Quizizz, it can enable teachers to identify material that has not been mastered by students, and can measure the level of skills that have been improved by students. In addition, the use of Quizizz as gamification in universities can also train students independently to learn, such as making questions, as well as other interesting games that will be used to learn.

The chapter presents the results of a systematic analysis of published works on utilizing gamification in higher education. The analysis sheds light on the positives and challenges of using gamification in education. The author investigated the studies that tackled the use of gamified learning in various educational environments and contexts. Although the literature has focused on the general use of gamification, previous research did not highlight other positives and negatives that may result from the use of gamified learning in the classroom. In addition, there was minimal focus on the role of gameplay elements in promoting and/or hindering the use of gamification in higher education. Results of this systematic analysis showed that the use of gamification in higher education is associated with three main elements: pedagogy, design, and behavior. Benefits and challenges of utilizing gamification in the classroom are discussed in light of those elements.

The chapter presents the results of a systematic analysis of published works on utilizing gamification in higher education. The analysis sheds light on the positives and challenges of using gamification in education. The author investigated the studies that tackled the use of gamified learning in various educational environments and contexts. Although the literature has focused on the general use of gamification, previous research did not highlight other positives and negatives that may result from the use of gamified learning in the classroom. In addition, there was minimal focus on the role of gameplay elements in promoting and/or hindering the use of gamification in higher education. Results of this systematic analysis showed that the use of gamification in higher education is associated with three main elements: pedagogy, design, and behavior. Benefits and challenges of utilizing gamification in the classroom are discussed in light of those elements.

Formulation of the problem. The article is devoted to the problems of modernization of the educational process in higher education based on the use of game technologies and their elements. The relevance of the study is due to the identified opportunities for the trinity of PBL (Points, Badges, and Leaderboards) as a tool to increase learning motivation among students. Materials and methods. The methodological basis is generally theoretical and empirical research methods. A review of modern scientific literature, periodicals, and scientific and methodological sources on the problem of gamification of higher education, their analysis, structuring, interpretation, and construction of logical conclusions was fulfilled. Systematization of prospects for the development of gamification in higher education using SWOT analysis was carried out. Results. The article considers the content of the main scientific approaches to the definition of "gamification in higher education". Problems and possibilities of using the game component of PBL in the educational process of higher education institutions are analyzed. Innovative variants of the application of the most universal game components of PBL in the educational process of higher school in the study of any discipline are offered. The study allowed substantiating the feasibility of gamification in higher education based on the results of generalization of theoretical sources, analytical information, and SWOT analysis. Conclusions. Based on the literature analysis, options for using the PBL trinity as a tool for modernizing the educational process in higher education are proposed. The use of game techniques, taking into account the trinity of PBL in the educational process, can be one of the mechanisms to increase students' motivation and interest in learning disciplines, improve their involvement in learning, and heighten the level of competencies they acquire. The obtained results can be applied in designing various educational courses in the study process where game technologies are used.

This study provides a comprehensive analysis of the efficacy of gamification in higher education within the United States. It aims to investigate the impact, acceptability, and potential drawbacks of game-based learning strategies in universities and colleges. The methodology employed is a systematic literature review and content analysis, focusing on peer-reviewed articles, educational reports, and case studies published between 2013 and 2023. The study synthesizes key insights into the role of gamification in enhancing student engagement and academic performance, while also considering the challenges and future prospects of its implementation. Key findings reveal that gamification, when aligned with educational goals, can significantly enhance student motivation and engagement, potentially leading to improved learning outcomes. However, challenges such as ensuring pedagogical effectiveness and addressing diverse learning styles are noted. The study also highlights the importance of standards and regulatory frameworks in the successful integration of gamification strategies. The future landscape of gamification in higher education is marked by opportunities for growth through technological advancements, yet it faces challenges in balancing educational objectives with engaging game elements. Strategic recommendations for educators and policymakers include focusing on pedagogically sound gamified experiences and developing supportive policies and frameworks. The study suggests that gamification presents a dynamic and innovative approach to education, with the potential to transform learning experiences. Future research directions include longitudinal studies to assess long-term impacts, exploration of gamification's integration with emerging technologies, and examination of its scalability in diverse educational settings.

Los materiales educativos gamificados ponen el acento en la experiencia interactiva del sujeto, en su implicación y toma de decisiones autónoma con relación al objeto de conocimiento, información que no recibe de forma homogénea y pasiva, sino que lo construye a través de la acción personalizada del juego en un entorno digitalizado. La gamificación en educación superior puede aportar a los estudiantes mejores oportunidades para desarrollar habilidades de compromiso, aumentando su motivación y haciéndoles más interesados por lo que están aprendiendo. El propósito de esta revisión es recoger información, sintetizar e integrar los trabajos publicados sobre la influencia de la gamificación con la motivación y el aprendizaje del alumnado. Con ello, se pretende establecer el estado actual de conocimiento sobre gamificación en educación superior, lo que permitirá un mejor planteamiento de futuras líneas de investigación. Se identificaron estudios representativos a través de una búsqueda sistemática en 4 bases de datos: EBSCO SPORTDISCUS, SCOPUS, ISI y SCHOLAR GOOGLE, extrayéndose datos sobre el diseño del estudio, participantes, variables, instrumentos y resultados. Se incluyeron 22 estudios, 19 originales y 3 revisiones de la literatura. La evidencia inicial indica que la gamificación en educación superior motiva al alumnado y mejora su aprendizaje, aportando a los estudiantes universitarios mejores oportunidades para desarrollar habilidades de compromiso. El uso de PBL (Points, Badges y Leaderboards mejora la motivación y se considera como una adecuada combinación de mecánicas en la implementación de cualquier proceso de gamificación en enseñanza superior Se señalan pautas para mantener la motivación y favorecer el aprendizaje en el alumnado.

Gamification provides a practical approach to improving learning processes, especially the learner's motivation. However, little research has been conducted on student intentions to use gamification in higher education. Therefore, this study explored the gamification in higher educational courses by collecting surveys and discusses the factors influencing the acceptance of gamification in higher education. Based on the PLS-SEM results, students should take initial game-based learning content to be more familiar with gamification; furthermore, they could have a positive experience so that they would increase their intention. Performance expectancy is the most important factors influencing a student to accept gamification. Other factors, such as effort expectancy, social influence, facilitating conditions, involvement, skill, and control, are also important factors. With the results of this study, the instructor designer could have substantial help in planning the course content and enhance its efficiency and effectiveness.

Gamification provides a practical approach to improving learning processes, especially the learner's motivation. However, little research has been conducted on student intentions to use gamification in higher education. Therefore, this study explored the gamification in higher educational courses by collecting surveys and discusses the factors influencing the acceptance of gamification in higher education. Based on the PLS-SEM results, students should take initial game-based learning content to be more familiar with gamification; furthermore, they could have a positive experience so that they would increase their intention. Performance expectancy is the most important factors influencing a student to accept gamification. Other factors, such as effort expectancy, social influence, facilitating conditions, involvement, skill, and control, are also important factors. With the results of this study, the instructor designer could have substantial help in planning the course content and enhance its efficiency and effectiveness.

This study explores the educational impact of comic books and graphic novels on postgraduate (PG) and doctoral (PhD) students at the Central University of Punjab (CUPB). Employing a quantitative research design, data were collected through a structured questionnaire administered to a representative sample. The study evaluates the influence of these visual storytelling mediums on academic performance, critical thinking, creativity, and learning engagement. Findings reveal that while only 33.2% of respondents actively use comics or graphic novels in academic contexts, overall attitudes toward these mediums are positive. Participants recognized their potential to enhance literacy, analytical thinking, creativity, and information retention. Popular genres included superhero fiction, science fiction, fantasy, historical narratives, and educational non-fiction. Although their integration into formal research remains limited, these mediums promote cultural diversity, social awareness, and interdisciplinary learning. The results underscore the untapped potential of comics and graphic novels as educational tools in higher education. The study advocates for their broader adoption in academic settings and highlights the need for further research into their transformative role in learning environments.

Gamified learning in higher education: A systematic review of the literature

The COVID‐19 academic interruption caused emergency pedagogical transformation of medical school curricula in the Spring of 2020 when the country went into lockdown. This transformation included changes in students’ contact hours, the use of technologies in classroom and laboratories, and the implementation of active self‐directed learning. The purpose of this study was to examine the effect of these pedagogical changes on students’ academic and mental states. To achieve this goal, we proposed two questions: First question was to examine whether there was a difference between male and female students’ exam grades in the brain and behavior module during the COVID‐19 lockdown. In the second question, we examined whether there was a difference between students’ stress level in all age groups (22‐24), (25‐28) and 29 and above during the pandemic lockdown.This study employed a between‐subject design and utilized convenience sampling technique to include 79 first‐year medical students. The present study included the following variables: students module final exam grades, students’ perception about their stress levels during COVID‐19 and their age groups (22‐24), (25‐28) and 29 and above. We first used a comparison design between male and female students’ academic performance during COVID‐19. Further, we used a comparison design to compare between students’ stress level in all age groups (22‐24), (25‐28) and 29 and above during the pandemic lockdown.In the first question, the result of the one‐way between subject's ANOVA found that there was no statistically significant difference between male and female student’ grades in the brain and behavior module during the pandemic lockdown. These findings suggest that both male and female students were able to overcome many of the challenges triggered by the COVID‐19 in the learning environment and succeed in this module. In the second question, the one‐way between subject's ANOVA found that there was no statistically significant difference between students’ stress level in all age groups (22‐24), (25‐28) and 29 and above during the pandemic lockdown. These findings suggest that students in all ages felt the same level of stress during the COVID‐19 lockdown.We concluded that there was no difference in students’ final grades during pandemic, regardless of their gender, where all students maintained a high level of academic success. Additionally, students in all age groups were subjected to the same level of stress during COVID‐19. With the faculty help and guidance, students were able to adjust and counterbalance the missing elements of the face‐to‐face instruction during COVID‐19.

Universities started to use artificial intelligence (AI) tools to improve the quality of higher education services. However, the rapid adoption of AI tools in higher education (HE) may lead to sustainability issues. On the one hand, there are prerequisites for using AI tools to achieve Sustainable Development Goal 4 (SDG 4). On the other hand, as consumers of educational services (stakeholders), students have their own opinions about using AI in the educational process. The purpose of this study was to explore students’ opinions on the use of artificial intelligence tools in higher education. The authors analyzed student responses to the question: “Do you think AI threatens higher education in the next five years?” The authors formulated this question based on the definition of “a safe learning environment”, which is associated with a “safe” learning environment (SDG 4.3). The authors made use of a literature review, a bibliometric analysis of 5000 sources, a survey of 1104 students from eight universities in Eastern Europe through cloud technologies to host a special electronic questionnaire, statistical processing of questionnaires, and testing of statistical hypotheses. The authors formulated and tested two pairs of competing statistical hypotheses. Finally, the authors obtained three new scientific facts based on the respondents’ answers. New scientific facts were obtained using a standard level of statistical hypothesis testing (α = 0.05). The main scientific fact is that 10.17% to 35.42% of students think that Artificial Intelligence threatens higher education. According to student opinions, AI may hurt the sustainability of higher education (SDG 4.3). The authors are confident that new scientific facts help conceptualize and promote didactic theory and practice. The study results are needed to predict, plan, and implement organizational, pedagogical, and methodological measures aimed at SDG 4.3 through a “safe” learning environment while further expanding the use of AI in higher education.

The article is devoted to analyzing the theoretical aspects of gamification in the educational process of higher education institutions. The essence of the concepts "gamification" and "gamification in education" is explored within the psychological and pedagogical context. Gamification, as an innovative approach, is examined as a technology that enhances student motivation, fosters the development of general and professional competencies, and improves academic performance. The main elements of gamification ensuring its effective application are analyzed: goals and objectives, game rules, reward systems, levels and progression, feedback, competition and collaboration, narrative, and context. The key functions of gamification are revealed, including motivational, organizational, regulatory, communicative, supervisory, developmental, engagement, and reinforcement functions. The role of gamification in shaping a modern educational environment that stimulates cognitive, emotional, social, and behavioral activities of higher education students is highlighted. Attention is given to the challenges and prospects of implementing gamification in higher education.

This study examines the dual nature of AI-assisted learning tools in higher education. While AI tools enhance student learning efficiency and academic performance, they also present risks such as over-reliance, reduced critical thinking, and ethical concerns. This research investigates the benefits and drawbacks of AI adoption in higher education, using student survey responses to analyse perceptions. The findings indicate that AI tools contribute to improved efficiency and comprehension but highlight dependency and academic integrity concerns. A cross-sectional survey of 383 Malaysian university students was conducted to explore the academic and ethical dimensions of AI usage in learning

This paper presents a systematic literature review of existing studies reporting on Twitter and YouTube as digital tools in higher education. We used the PRISMA extension for scoping reviews to select articles for review and report the results. The analysis was conducted using tools such as QualSyst for quality assessment and VOSviewer for bibliometric mapping. 27 articles were selected from several databases for the final analysis on the use of YouTube and Twitter in higher education (2019–2024), highlighting their roles in communication and teaching. Key research clusters include interaction and teaching methodologies, digital video libraries, student engagement, and the role of online learning communities in enhancing collaboration and academic performance. Twitter is valued for the collaborative learning, and YouTube for summarizing and reinforcing educational content.