Interactive Quizzes Research Articles

Transforming Educational Paradigms: How Micro Learning Shapes Student Understanding, Retention, and Motivation?

Microlearning is an increasingly relevant approach to learning in the digital age, prioritizing information in small chunks such as short videos, infographics, or interactive quizzes to improve student understanding, knowledge retention, engagement, and motivation. Previous research shows the effectiveness of microlearning in various contexts, such as higher education, corporate training, and professional development. However, there are challenges in defining and measuring its effectiveness and its impact on student learning outcomes. This study aims to analyze a systematic literature review (SLR) to understand the efficacy of microlearning and its influencing factors more holistically. This study is a qualitative research using the SLR method. This study used a data collection method in the form of systematic observation. This study involved 23 eligible articles. After the data was collected, it was analyzed using the qualitative descriptive data analysis technique. As a result of the various references provided, the overview of the literature found on microlearning covers a wide range of relevant topics and applications. Thus, it can be concluded that microlearning has demonstrated its effectiveness in improving students' understanding of concepts and ability to retain knowledge in several areas of education. Thus, this research will provide deeper insights into the potential and effective micro-learning strategies in various educational contexts.

Empowerment and Provision of Early Health Education to Children in Orphanages

This Community Empowerment Program involves delivering education on handwashing techniques and raising awareness about the dangers of drugs to children living in the Ar-Ridho Orphanage. Consisting of three stages, namely planning, implementation, and evaluation, this service successfully generated enthusiasm among the participants during the delivery of the materials and handwashing practice sessions. Good information absorption occurred because the material was tailored to their age. Socialization about drugs was also conducted with the aim of providing understanding of their dangers and encouraging them to stay away from drugs from an early age. This activity combines delivering material about drugs with interactive games and quizzes, strengthening the children's understanding of the risks of drug abuse. The results are expected to enhance their understanding and foster a spirit to stay away from drug abuse. Throughout the socialization process, the participants showed enthusiasm both when listening to the material and when practicing proper handwashing. This is because of the use of strategies, methods, and media tailored to their age, allowing participants to understand the socialization material well during this service. Therefore, there is a need for ongoing supervision from the caretakers at the orphanage to ensure the absorption of the taught material.

Unlocking Interactive Learning: Building a Robust Quiz Portal with MERN Stack Technology"

Online learning has become increasingly popular in the digital era, necessitating innovative platforms to effectively engage students. This research outlines the development and implementation of an interactive quiz portal utilizing the MERN (MongoDB, Express.js, React.js, and Node.js) stack to enhance learning outcomes. The portal features a user-friendly interface for easy navigation and access to a diverse range of quizzes on various subjects. To ensure scalability, performance, and real-time interactions, Node.js handles backend operations, React.js manages dynamic interfaces, Express.js is used for server-side development, and MongoDB stores data. The portal includes instant feedback mechanisms, gamification elements, and personalized user profiles to enhance user motivation and involvement. Furthermore, adaptive algorithms are employed to adjust quiz content based on user proficiency levels. This paper presents the design, development, and implementation of an online test platform using the MERN (MongoDB, Express, React, and Node.js) stack. The portal functions as an all-inclusive platform for administering tests, assessments, and learning evaluations in an online setting. The portal provides smooth integration of frontend and backend activities, guaranteeing strong performance and user interaction, by utilizing the adaptability and scalability of the MERN stack. The portal enables quick development and deployment cycles with the help of MongoDB's document-based data storage, Express.js's effective middleware and routing, React.js's dynamic UI components, and Node.js's event-driven architecture. To improve user experience and learning results, features including interactive feedback mechanisms, real-time performance monitoring, quiz design and administration, and user authentication are easily integrated.

Formative Assessment of Student’s Academic Achievements in Mobile Learning Environments

This study investigates the formative assessment of student academic achievements within the context of mobile learning (m-learning) environments. As mobile technologies continue to reshape educational practices, understanding how to effectively implement formative assessment strategies in these dynamic digital spaces is essential. The study explores various approaches and methodologies for conducting formative assessments tailored specifically for m-learning environments. These include the integration of mobile applications to deliver interactive quizzes, exercises, and simulations that engage learners actively and provide immediate feedback. Additionally, the research examines the use of adaptive formative assessments, which utilize mobile technology to personalize assessment content and pacing according to individual learner needs and progress. The study also examines the role of m-learning analytics in formative assessment, allowing educators to gather real-time data on student interactions and performance to guide instructional decisions. Furthermore, the study explores innovative practices such as gamified formative assessments, which incorporate elements like badges or leaderboards to enhance motivation and engagement among learners. By synthesizing existing literature and empirical studies, this study contributes to advancing the understanding of effective formative assessment practices in m-learning environments. It offers valuable insights for educators, curriculum designers, and policymakers who aim to enhance student learning and achievement in digital-age education.

Tech Quest Language Learning

Tech Quest Language Learning is an innovative web based platform designed to facilitate language learning through interactive quizzes tailored for engineering students and professionals. The platform offers a diverse range of quizzes covering various engineering subjects, providing users with an engaging and effective way to test their knowledge and skills. Through a user-friendly interface, participants can navigate seamlessly between quizzes, receive instant feedback on their performance, and track their scores over time. Additionally, the platform incorporates user authentication mechanisms, ensuring secure access to personalized learning experiences. With its emphasis on interactivity, accessibility, and user engagement, "Tech Quest Language Learning" aims to enhance language proficiency and academic success in the engineering domain.

The Student Grand Round: A Peer Teaching Initiative.

Introduction Oral presentation and public speaking skills are poorly emphasised in the medical school curriculum. The student grand round was created to tackle this deficiency by changing the way in which students are taught, from traditional lecture-based learning to interactive small-group peer-to-peer teaching. This approach encourages students to become responsible for their own learning, develop their public speaking and teaching skills, as well as identify and address gaps in their knowledge. Aims The primary aims of this study were to determine the understanding of students before and after peer teaching, including retention of concepts via quiz scores and confidence of students in giving SBAR (Situation, Background, Assessment, Recommendation) handovers. The secondary aim is to determine the place of student-led grand round teaching in the medical curriculum as a means of developing teaching skills and encouraging active learning. Methods A cohort of 21 third-year medical students from Leicester University attended a weekly peer teaching programme where students presented a case they had encountered during their clinical attachment. Peer teachers were required to research some background and pathophysiology regarding the topic and teach in an interactive manner and create discussion regarding the topic. The students then summarised the case and practised the skill of concise handovers using the SBAR format.Knowledge and understanding were assessed with an interactive quiz, and feedback via a survey was gathered before and after sessions. Each student engaged in case discussion and received input from a specialty registrar regarding their presentation skills, case knowledge, and SBAR handover. Results Individual and combined session analysis demonstrated a significant improvement in scores across understanding the topic and confidence in SBAR. Student recommendation for the session cumulatively was significant (p=0.02); however, comparison of medical student recommendations of individual sessions did not yield statistically significant results. There was a significant improvement in the overall quiz score (p=0.045), and average scores improved from 51% to 70% (p=0.043). There was a significant increase in the mean quiz result after the first two sessions (28-55% (p=0.002) and 56-85% (p=0.0001), respectively). Summary The student grand round is a promising teaching initiative that capitalises on peer teaching, a valuable learning theory that centres around students taking on the role of teachers to instruct their peers. Results from this study have shown that this method of collaborative teaching is effective in improving the understanding of medical topics, increases confidence in public speaking and precise handover skills, and therefore better prepares medical students for their career as future clinicians.

Penggunaan model pembelajaran talking stick berbantuan media kuis interaktif quizizz untuk meningkatkan pemahaman konsep sumber energi peserta didik

This classroom action research explains the application of learning using the talking stick learning model assisted by Quizizz interactive quiz media with the aim of increasing understanding of the concept of energy source material in grade IV students at SD Negeri Gawan 1, Gawan Village, Tanon District, Sragen Regency. This class action research is based on a mixed qualitative and quantitative research design because in reading the problem descriptive and quantitative data in the form of numbers. The subjects in this study are grade IV teachers as collaborators and grade IV students of SD Negeri 1 Gawan for the 2022/2023 school year. Data in this study were obtained through interviews, observations, documentation, and tests in the form of pretest and posttest. The validity test technique in this study uses data source triangulation and method triangulation. Data in this study were obtained through interviews, observations, documentation, and tests in the form of pretest and posttest. The validity test technique in this study uses data source triangulation and method triangulation. This research was carried out for three cycles with four stages each, namely planning, implementation, observation, and reflection. The steps for implementing Quizizz's media-assisted talking stick model use the 11 steps described in chapter 2. Based on the implementation of learning using the talking stick learning model assisted by interactive quiz media, Quizizz can improve the understanding of the concept of energy source material in grade IV students in three cycles. The percentage of completeness increased in each cycle, namely cycle 1 by 22.22%, in cycle 2 by 55.56%, and cycle 3 by 88.89%.

The Impact of Multimedia Feedback in Blended Learning Environments on University Students’ Programming Skills

This study investigates the impact of multimedia feedback on university students’ programming skills within a blended learning environment in the United Kingdom. A quasi-experimental design was employed, involving 120 undergraduate students divided into experimental and control groups. The experimental group received multimedia feedback, including screencast videos, annotated coding examples, and interactive quizzes, while the control group received traditional written feedback. Quantitative data from pre-tests and post-tests showed that the experimental group demonstrated a 33.3% increase in programming skills, compared to a 22.5% increase in the control group. The experimental group also exhibited a 35% reduction in errors and a 20% reduction in task completion time. Qualitative data from student interviews and open-ended survey responses revealed increased engagement, understanding, clarity, motivation, and confidence among students who received multimedia feedback. The study highlights the transformative potential of multimedia feedback in enhancing programming education and suggests practical implications for educators and policymakers. Recommendations for future research include exploring the long-term impact, scalability, and applicability of multimedia feedback across different educational contexts and disciplines.

Personalized Recommendation of English Online Teaching Content Based on Logistic Regression Algorithm

English online teaching content encompasses a wide range of materials designed to facilitate language learning in digital environments. These resources include interactive lessons, video tutorials, audio recordings, quizzes, vocabulary exercises, grammar explanations, and authentic texts such as articles, short stories, and dialogues. The content aims to cover various language skills, including listening, speaking, reading, and writing, catering to learners of different proficiency levels and learning styles. This paper introduces a Cross-Domain Personalized Recommendation System (CDPRS) designed to enhance the delivery of English language teaching content. Leveraging machine learning algorithms and data analytics techniques, the CDPRS tailors recommendations to individual user preferences, learning objectives, and proficiency levels across diverse content domains. Through a series of analyses and evaluations, including regression analysis and simulation studies, the effectiveness and utility of the CDPRS are demonstrated. Through a series of analyses and evaluations, including regression analysis and simulation studies, the effectiveness and utility of the CDPRS are demonstrated. Results indicate that the system achieves high levels of accuracy (mean accuracy = 0.85), diversity (mean diversity = 0.72), novelty (mean novelty = 0.78), and user satisfaction (mean satisfaction = 0.82) in providing personalized recommendations.

Scholar- Study Material Application

Scholar- Study Material Application

Profiling Programming Language Learning

This paper documents a year-long experiment to “profile” the process of learning a programming language: gathering data to understand what makes a language hard to learn, and using that data to improve the learning process. We added interactive quizzes to The Rust Programming Language, the official textbook for learning Rust. Over 13 months, 62,526 readers answered questions 1,140,202 times. First, we analyze the trajectories of readers. We find that many readers drop-out of the book early when faced with difficult language concepts like Rust’s ownership types. Second, we use classical test theory and item response theory to analyze the characteristics of quiz questions. We find that better questions are more conceptual in nature, such as asking why a program does not compile vs. whether a program compiles. Third, we performed 12 interventions into the book to help readers with difficult questions. We find that on average, interventions improved quiz scores on the targeted questions by +20

Pelatihan Pembuatan Asesmen Pembelajaran Berbasis Kuis Interaktif Bagi Guru Matematika di SMA Pertiwi 1 Padang

The independent learning curriculum requires teachers to innovate by utilizing technology. Therefore, teacher skills are needed in using technology, not only in delivering material but also in designing learning assessments. However, the teacher's knowledge at SMA Pertiwi 1 Padang in designing electronic-based learning assessments is still very limited. As a manifestation of Higher Education's Tri Dharma, community service activities are carried out in the form of training, with the title "Training in Making Interactive Quiz-Based Learning Assessments for Mathematics Teachers at SMA Pertiwi 1 Padang". The aim of the training is for teachers to: 1) familiar with the IT-based evaluation system, 2) teacher able to compose questions using an IT-based assessment model in the form of interactive quizzes independently; 3) teacher able to apply the evaluation system in learning. The application used in making the assessment is Kahoot. The method applied in this training is the Participatory Rural Appraisal (PRA) method. After the training activities the team gave a questionnaire to see the achievement of the objectives of the training activities. This training data analysis uses percentage calculations. Based on the results of the analysis of the implementation of training activities, it was concluded that 1) The teacher's skills in using ka-hoot to make learning evaluation instruments increased, 2) Teachers better understood the importance of making online evaluation instruments, 3) These training activities could improve skills, creativity and the quality of learning evaluation.

Interactive Game Model in Drill and Practice Learning to Increase Student Learning Achievement

In order to enhance student learning outcomes, this research attempts to develop multimedia learning using a drill and practice methodology. The research and development approach, also known as research and development (R&D), was employed in this study. Assess the media's performance and determine how feasible it is to test this game in real-world settings. It is intended that this game would contribute to better learning outcomes for students. Along with determining students' opinions and interests in learning through drill-and-practice multimedia learning methods, this study also seeks to ascertain the viability and validity of the created interactive quiz game as well as students' evaluations of the multimedia. A field survey administered to middle school students and a student assessment questionnaire for interactive quiz games were the two types of questionnaires employed in this study. The study's findings showed that nearly all students responded favourably to learning that combined interactive quiz games with drill and practice multimedia learning models; additionally, students evaluated the interactive multimedia learning quiz games extremely well, scoring 91.979% on the assessment scale; and learning outcomes increased.

Computer-Based Technology on Writing Performance: A Systematic Literature Review

This systematic literature review delves into the transformative effects of computer-based technology on writing performance, with a specific focus on studies conducted between 2017 and 2023. The review scrutinizes the impact of a diverse array of technologies, ranging from popular platforms like TikTok, Twitter, and Instagram to specialized tools such as Grammarly, Digital Storytelling, and Kahoot. By synthesizing findings from these studies, the review elucidates the multifaceted ways in which technology influences students' writing proficiency. Key findings underscore the nuanced impacts of these technologies, revealing their significant roles in fostering motivation, enhancing language skills, promoting engagement, and facilitating collaborative learning environments. Notably, Grammarly emerges as a prominent tool widely utilized to address grammatical, spelling, and punctuation errors, thereby aiding in the refinement of writing quality. Meanwhile, platforms like Instagram are recognized for nurturing creativity, Twitter for facilitating personalized learning experiences, and Kahoot for fostering active engagement through interactive quizzes and games. By illuminating the diverse dimensions of technology's transformative role in writing performance, this review offers valuable insights for educators, policymakers, and researchers alike. It underscores the importance of leveraging technology as a strategic tool to enhance students' writing skills and foster a dynamic and enriching learning experience. Moreover, it highlights the need for continued exploration and adaptation of innovative technological solutions to meet the evolving needs of modern education.

Exploring the Future of Informed Consent: Applying a Service Design Approach

Informed consent is a cornerstone of ethical human subject research. This practice demonstrates the ethical principle of "respect for persons." Our study was designed to imagine an informed consent future, specifically in a digital health context in which informed consent processes are mediated by sociotechnical systems. Design speed-dating workshops were conducted to explore dimensions of the consent communication design space, including social media, interactive quizzes, chat-bots, annotation tools, and virtual learning sessions. To explore both the user experience and how futuristic consent processes might be facilitated, the workshops involved people eligible to participate in digital health research (N=21) and service providers (N=20), including researchers and IRB members. Our findings offer five principles to improve digital informed consent processes: be concise, promote transparency, value time and effort, cultivate trust, and navigate platform risks.

Auditory Learner

Auditory Learner

Evaluation of a pilot food education program delivered for children in grade four attending a school located in a disadvantaged area in greater Melbourne

Primary school aged children (aged 4-12 years) in Australia consume approximately 40% of daily energy from energy-dense, nutrient poor foods and fewer than 5% meet the recommended guidelines for vegetables and fruit (ABS 2018). Poor eating habits in children can track into adulthood increasing the risk of non-communicable diseases later in life (Nicklaus 2013). Children spend a large amount of time at school where they are provided with social contexts which influence behaviour development (FAO, 2022) and thus are ideal settings for teaching children about food and nutrition (FAO, 2022; WHO 2017). This pilot study was designed in response to a call to action from a local primary school in southeast Melbourne facing disadvantage. Anecdotally, the school reported poor food literacy with many students bringing unhealthy lunches. The school asked us to design, pilot, and evaluate a student education program enabling healthier lunches among these children. The aim of the study was to explore the effectiveness of a 4-week food and nutrition education program delivered to grade 4 students within a disadvantaged area targeting, children’s food-related knowledge, behaviours and self-efficacy (confidence) to pack a healthy lunch. The program delivered weekly 1-hour interactive sessions over four weeks (October-November 2022). Topics included healthy eating, designing healthy lunches and food safety and were delivered using interactive games, activities, quizzes and food tasting. Students completed an online survey measuring their knowledge, self-efficacy and behaviour (e.g. foods packed in their lunchbox) pre- and post- program. A comparative analysis of the pre- and post-survey responses was performed using McNemar Tests in SPSS version 29.0. Sixty students completed both the pre- and post-surveys. A significant increase (p<0.001) in knowledge of recommended daily serves of fruit (pre 43%, post 80%) and vegetables (pre 17%, post 54%) was observed. There was also a significant (p<0.001) increase in student’s ability to identify ‘sometimes food’. No changes were observed in identification of ‘everyday food’, sources of protein and sources of dairy food or safety knowledge. Children’s confidence to make healthy food swaps significantly increased from pre- to post- program (27%45%, p = 0.035). We observed significant increases in children’s food and nutrition related knowledge for some topics and confidence to make healthy food swaps following completion of the program. A program of longer duration may be beneficial to observe additional improvements in knowledge as well as behaviour change, including foods packed in school lunches.

Cybersafe: Gamifying Cybersecurity Training with a Training App

The rapidly evolving digital landscape has triggered a surge in cybersecurity threats, particularly social engineering techniques which demand innovative and accessible countermeasures to combat them in an accessible and real-time format. We present "Cybersafe," a mobile application designed to empower users to identify and combat common social engineering exploits effectively. The transformative concept behind this initiative aims to reshape traditional cybersecurity training by introducing a gamified, user-friendly platform suitable for all age groups. Cybersafe’s application's functionality revolves around interactive quizzes that assess users' ability to identify threats. The findings from the research serve as a valuable resource for cybersecurity trainers, application developers, and organizations striving for a secure digital environment.

Pelatihan Penggunaan Microsoft Forms Dalam Pembelajaran Online

SMPN 18 Tangerang Selatan has adopted online learning as a response to the COVID-19 pandemic situation.However, there are still challenges in optimizing the online learning experience. For this reason, training on theuse of Microsoft Forms was carried out to provide understanding and skills to teachers in using this tool toincrease interactivity and data collection in the online learning process. This training aims to provideunderstanding and skills to SMPN 18 Tangerang Selatan teachers in using Microsoft Forms in online learning.Teachers are expected to utilize this tool to create interactive quizzes, surveys, and forms that can be used in datacollection and student evaluation. Training method with socialization and introduction, the training begins withan outreach session about the purpose of the training, the benefits of using Microsoft Forms, and examples of usein the context of online learning, followed by step-by-step demonstrations, practical exercises and discussions.The results of this training had a positive impact on the knowledge and skills of the participants as seen from theresults of the training evaluation which achieved a 94% level of understanding in using Microsoft Forms. Theconclusion of this training activity, by paying attention to the needs of teachers and providing appropriate trainingmethods, this training is very effective in increasing teachers' ability to use Microsoft Forms in the context ofonline learning.

Analysis of Differences in the Use of Kahoot and Quizizz Applications in Improving Analytical Thinking of Physics Education Students, Universitas Negeri Yogyakarta

Learning media is one of the important things in determining the results of the learning process. Interesting learning activities by focusing the interaction between lecturers and students will increase motivation in learning. Therefore, it needs to be packaged well, one of which is an interactive quiz after learning. There are several online quizzes that are often used, namely Kahoot and Quiziz, these quizzes provide services for users to create their own quizzes and can share them with others to take quizzes. The purpose of this study was to determine whether there was a difference in the use of the Kahoot and Quizizz quizzes in improving the analytical thinking of students of Physics Education C UNY 2020 on light interference material. The research method used is an experimental research method in quasi experiment with posttest only design where the research subject will do an analytical ability test given in the form of multiple choice questions given through Kahoot and Quizizz. After that, data analysis will be carried out using a t-test, the results of the analysis show that there are differences in the use of the two quizzes, namely Kahoot and Quizizz with a significance value of 0.642.