Quiz Game Research Articles

Traditional Quizzing with a Twist: Involving University Students in the Development Process

Quizzes have been used for educational purposes for many years. Mainly it has been digital quizzes like Kahoot or ZippyGo. However, there is an ongoing debate on the security of students’ data. As the university cannot be responsible for what is stored in computers outside of Norway and at the same time paying attention to the General Data Protection Regulation (GDPR). The General Data Protection Regulation (GDPR) is a critical framework for data privacy across Europe, including the UK, Norway, and the EU (ICO, 2024). The GDPR came into force in 2018, agreeing data privacy laws across all member states. It applies to any organization processing personal data of individuals in the EU, regardless of the company's location. The regulation grants rights such as data access, correction, and deletion, and imposes strict penalties for non-compliance (ICO, 2024). As part of the European Economic Area (EEA), Norway implements the GDPR similarly to EU countries. The regulation applies to Norwegian businesses processing data of EU citizens, ensuring that data privacy standards are uniform across the region (Team, 2016; ICO, 2024). Therefore, utilizing digital games have become increasingly difficult. The students, however, are missing the gaming, and the lecturers are missing the opportunity to utilize games-based learning techniques. This leads the lecturer in the research methodology course to “Go Native” and turn to the “old style” analogue quizzing. However, previous research showed that students are not only engaged in the solving of the quizzes, but also, they engage in the development of the questions and answers for the quizzing, i.e. ‘co-creating’. This paper will present a pilot study of a paper-based quiz developed by university students, and their reactions from this. Through informal interviews, data was collected to establish how they felt about this “old school” quiz type of learning after having had several different digital tools for educational games. In this paper, and based on our previous research findings (from the informal interviews with the students), we will develop this further into a digital but low-tech version of a quiz game; it should be still both fun and educational.

SYNECTICS AS ONE WAY OF DEVELOPING SOFT SKILLS OF HIGH SCHOOL STUDENTS

This article examines the potential for fostering soft skills in high school students, aimed at preparing them for independent living, enabling quick adaptation to changing circumstances, making decisions in complex situations, working in teams, and communicating effectively with others. Many psychological challenges exist regarding the effective development of these skills in this age group.The analysis of various sources has identified synectics as an effective method for developing soft skills in high school students, as it addresses the aforementioned challenges. During a psychological experiment that included surveys and observational studies, the level of development of soft competencies within the "4K" framework—creativity, communication, critical thinking, and cooperation—was assessed using synectics techniques such as "Feedback," "Situational Modeling," "Teamwork," "Creative Thinking,""Brainstorming," "Communication," and quiz games. The implementation of synectics positively influenced the development of all soft skills among high school students in the experimental group, particularly enhancing creativity and communication abilities.Consequently, recommendations were made for the general use of synectics to develop soft skills in high school students.The study holds practical significance, as the findings can be utilized by educators to develop new psychologist methods aimed at enhancing soft skills in high school students.

Drivers and barriers to academic instructors’ willingness to adopt student-generated online quiz games as an assessment method

In recent years, academia has begun recognizing the necessity of integrating innovative assessment methods into academic courses. Nevertheless, initiatives to introduce alternative assessment practices may encounter resistance, despite the strong pedagogical rationale behind it. This research was conducted following a workshop titled “Make Games, Not Exams,” which aimed to introduce higher education instructors to an alternative method of assessing academic course achievements through student-generated online quiz games. The primary objective was to explore the instructors’ attitudes toward the assessment method introduced in the workshop and their willingness to integrate it into their courses, two months after the program’s conclusion. The study utilized a qualitative approach involving the participation of 10 instructors who took part in the workshop. The results revealed that only half of the instructors were willing to incorporate this method into their teaching. Most instructors agreed with the pedagogical rationale for using digital game generators as assessment tools. Nevertheless, they expressed reluctance to adopt this method primarily due to resistance to change, the time investment required, concerns about the compatibility of games with academic content, and apprehensions regarding evaluating student outcomes. Institutional support and peer influence were also noted as barriers. These findings suggest that integrating such an innovative approach demands a prolonged commitment involving ongoing exposure and consistent support for instructors within the institutional context.

Quizziz sebagai Alat Penilaian Teks Eksplanasi pada Peserta Didik di Kelas VIII B SMPN 2 Semarang

Learning is an activity that results in a change from those who do not know to know, from those who are unable to become capable. While learning refers to two concepts, namely learning and teaching. When the learning process takes place there will definitely be students who are not interested in the learning material delivered by the teacher. To overcome this, teachers must make innovations and updates in learning so that students can get motivation to learn and a pleasant learning atmosphere so that it is easier to accept material. Technology in the world of education is a learning system that supports learning so that learning becomes fun and achieves the desired results. Many learning platforms on the internet can be accessed for free, one of which is Quizziz. Quizizz is a platform for creating an interactive quiz game that can be used in class or outside the classroom in the form of homework. The method used in this research is descriptive qualitative with class VIII B students at SMPN 2 Semarang as the subject. Data collection techniques used are observation and documentation. The data analysis technique that the researcher used included three stages, namely data reduction, data presentation, and concluding data. The results that the researchers got from the application of Quizziz as an explanatory text assessment tool for class VIII B students at SMPN 2 Semarang. interactive quiz media on explanatory text material at SMPN 2 Semarang shows that the use of the Quizziz application is beneficial for teachers and students even though there are still drawbacks.

Sosialisasi Game Edukasi Virtual Quiz Berbasis Mediapipe untuk Sekolah Dasar

Virtual educational game quiz using Mediapipe is one of the innovative and exciting learning methods for 3rd grade elementary schoolchildren at SDN Wonorejo Talun Blitar. This game was created with the aim to help improve children's understanding and knowledge in a variety of subjects in an interactive and fun way. In this game, children will be asked to answer the questions given through video and voice displays using Mediapipe technology. They can answer questions by moving their bodies or showing answers through specific gestures. This will provide a more interactive and educational learning experience for children, so that they can more easily understand the lesson submitted. Besides, virtual educational quiz games can also help improve children's concentration and focus in learning. With a fun and exciting way of playing, children will be more motivated to learn and follow every question well. They will also learn to collaborate and communicate with their friends in search of the right answers. Through these games, children are expected to be able to learn more effectively and efficiently, as well as improve their academic scores at school. They will also become more skilled in using technology and understand lesson concepts better. Thus, a virtual educational quiz game using Mediapipe can be one of the effective and innovative learning methods for 3rd grade elementary schoolchildren at SDN Wonorejo Talun Blitar. For the outdoors proposed by the executive team are publications of scientific journals and virtual games quizzes.

Awareness of antimicrobial resistance and appropriate handling of antibiotics by the public in Saudi Arabia: A cross-sectional study using a quiz game

ObjectivePublic awareness of antimicrobial resistance (AMR) is essential to tackling this issue. Studies in Saudi Arabia have demonstrated insufficient AMR knowledge among the public. We aimed to indirectly raise awareness while simultaneously assessing the public's knowledge. We also assessed the factors associated with optimal knowledge and antibiotic handling. MethodsWe developed an online quiz game comprising 10 questions on AMR knowledge and antibiotic handling, recording each participant's score. We collected the responses from the Saudi public using a cross-sectional study design. ResultsOf the 428 participants, 68.7% were females and 42.5% were aged between 41 and 65 years; 70.1% held undergraduate degrees. Only 17.8% had a health-related major. While 83.2% had heard of AMR, the median [interquartile range] AMR knowledge score was 6 [5–7] out of 10 points. Holding a health-related major and having prior knowledge of AMR were associated with higher scores (RR, 1.28 and 1.18; 95%CI, 1.13–1.44 and 1.03–1.35; P < 0.001 and P = 0.020, respectively). ConclusionThe Saudi public demonstrated average knowledge of AMR. We recommend awareness-raising campaigns about AMR targeting the public. InnovationWe utilized an innovative approach by distributing an online questionnaire as a quiz game to fulfill two purposes: the assessment of knowledge and awareness-raising about AMR.

Development of Flipbook-Based E-Modules on Class XI Construction Cost Estimation Subjects

Background: This research is motivated by the problems faced by grade XI DPIB students at SMK Negeri 3 Boyolangu, namely the lack of availability of learning media and students' difficulties in determining the basic formula for calculating the volume of building construction. The purpose of this research and development is to produce flipbook-based e-module media on class XI Construction Cost Estimation Subjects; to find out its feasibility and practicality based on experts and students; and to find out the effectiveness of using flipbook-based e-modules in learning.Methods: The method used is research and development (RD) by applying the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data collection instruments using preliminary instruments (interviews and observations), validation questionnaires include media experts and material experts, student response questionnaires, and cognitive test questions (pre-test and post-test).Results: (1) The results of flipbook-based e-module products have advantages in ease of use and a variety of features, including: interactive buttons, backsound for flipping, image pop-ups, youtube video pop-ups, web hyperlinks, and quiz games, so as to be able to present a clearer visualization of the material and encourage student enthusiasm for learning. (2) Media eligibility obtained a score from media experts of 96% and from material experts of 93%, this score is included in the category of very feasible. While the practicality of the media was obtained from the user response questionnaire, obtaining an average percentage of 88% with very practical criteria. (3) The effectiveness of the use of media in learning obtained an N-Gain Score of 0.63 with the criterion "moderate".Conclusion: Based on the test results, it is concluded that the developed flipbook-based e-module media is effectively used to improve student understanding.

More haste, less speed? Relationship between response time and response accuracy in gamified online quizzes in an undergraduate engineering course

This study delves into the relationship between students' response time and response accuracy in Kahoot! quiz games, within the context of an app development course for first year university students. Previous research on response time in standardized tests has suggested that longer response time are often linked to correct answers, a phenomenon known as speed-accuracy trade-off. However, our study represents one of the initial investigations into this relationship within gamified online quizzes. Unlike standardized tests, each of our Kahoot! quiz modules consisted of only five single choice or true/false questions, with a time limit for each question and instantaneous feedback provided during game play. Drawing from data collected from 21 quiz modules spanning from 2022 to 2023, we compiled a dataset comprising 4640 response-time/accuracy entries. Mann-Whitney U tests revealed significant differences in normalized response time between correct answers and wrong answers in 17 out of the 21 quiz modules, with wrong answers exhibiting longer response time. The effect size of this phenomenon varied from modest to moderate. Additionally, we observed significant negative correlations between normalized overall response time and overall accuracy across all quiz modules, with only two exceptions. These findings challenge the notion of the speed-accuracy trade-off but align with some previous studies that have identified heterogeneity speed-accuracy relationships in standardized tests. We contextualized our findings within the framework of dual processing theory and underscored their implications to learning assessment in online quiz environments.

ICT mediated gamification in education degrees: A commitment to sustainability

This research explores the perception of university students of Degrees in Education towards gamification mediated by Information and Communication Technologies (ICT) as an innovative teaching strategy, aligned with the principles of educational quality of the UN Agenda 2030. A quantitative, descriptive, cross-sectional and inferential research has been carried out, based on the survey technique. The research was carried out using the population of students in the first year of the Degrees in Early Childhood, Primary and Social Education at the University of Jaén during the 2022-23 academic year (n=521). A questionnaire was used as a research tool. The data collected were analyzed using the SPSS programme, carrying out descriptive statistical analysis, comparison of means and regression analysis. The results reflect a positive receptiveness on the part of the students towards ICT-supported gamification, considering it fun and dynamic. This strategy is widely known by students, which favors its implementation in the university environment. Specifically, quiz games and classroom management games stand out as the best-known ICT-supported gamification strategies. However, students of the Degree in Primary Education show greater knowledge compared to those of Pre-school Education; likewise, those who plan to use gamification in their future professional practice express more favourable evaluations. Gamification is considered an active and innovative methodology being a key element for quality improvement in Higher Education.

A Short Paper about Fundamental Pedagogical Concepts of Constructivism Theory in Relation to TPACK Framework

The influence of constructivism as a pedagogical theory is mainly concentrated on adult education. Its main concepts stem from significant conclusions coming from other theories related to pedagogical and philosophical school practice. The key point is that knowledge is the desired learning outcome that can be accomplished through active learning participation which is closely related to construct. Also, some basic ideas of constructivism rely on idea-based interactions and ideas produced by learners. Certain aspects of the above-mentioned theory in learning and teaching seem to be very helpful for learners to develop their ideas and achieve learning outcomes. The basic aim of this paper is to examine the influence of Constructivism on adult education by utilising Technological Pedagogical Content Knowledge Framework’s (TPACK) dimensions in learning and teaching everyday practice. A mixed method analysis was conducted which contains a theoretical analysis, and experimentation through a quiz game. Our experimental approach through the quiz game was to study Newtonian physics and specifically the Law of Gravitation and the 2nd Law of Motion, finding that the mass terms cancel, and ending up making a prediction that all objects fall at the same rate. The experiment would then involve verifying the prediction and explaining any deviations from the prediction in terms of the intuitive idea of air resistance. The findings showed that students after answering the quizzes of the quiz game, were able to discuss their results using logical argument as opposed to when they did the experiment before the theory and their discussion was little more than guesswork. Thus, we could see how students performed on each question and use that information to figure out what needs to be readdressed or retaught.

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&amp;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.

Exploration and Practice of “Construction Engineering Regulations” Course Reform

Based on the analysis of the existing teaching situation of the “Construction Engineering Regulations” course, this paper divides the course content into three parts according to the course characteristics and content, and explores three corresponding teaching modes. The proportion of student-led relationships in the three teaching modes is 80%, 60%, and 90%, respectively, realizing a teaching mechanism centered on students and stimulating students’ interest in independent learning. Teaching methods such as problem-oriented learning, group discussion, student reporting, MOOC (massive open online course), case analysis, etc., have been used to establish a variety of comprehensive examination mechanisms such as quiz games, follow-up tests, and work displays. Practice has shown that after adopting these three teaching modes, classroom teaching efficiency has significantly improved, and students’ abilities in exploration, expression, innovation, and team cooperation have also been enhanced.

Computer Quiz Games in General Chemistry for Engineering Majors in an English as a Second Language Environment

Computer Quiz Games in General Chemistry for Engineering Majors in an English as a Second Language Environment

Implementation of Concept Mapping Learning Model to Improve History Learning Achievement

This study aims to determine the application and determine the improvement of students' history learning achievement and the obstacles faced in the application of the Concept Mapping model. This research used CAR (Classroom Action Research) with qualitative and quantitative approaches consisting of 3 cycles. The results showed that the application of the Concept Mapping learning model combined with group discussions, quiz games, and the provision of material handouts can improve learning achievement In cycle I student achievement increased by 0.96, cycle II increased by 1.66, and in cycle III increased by 3.30. The obstacles faced in the application of the Concept Mapping learning model are at the beginning of the application of the Concept Mapping learning model there are still some students having difficulty determining secondary ideas. The condition of the lesson at the last hour requires the teacher to create an interesting atmosphere. There must be clear communication between teachers and students because the learning model requires steps to be taken to create Concept Mapping.

A linear algebra quiz game as a supplementary learning tool in tertiary-level

This article presents a study investigating the use of games in undergraduate mathematics instruction, with a specific focus on students’ perspectives regarding post-instructional quiz games. The study explores students’ opinions on the implementation of a linear algebra quiz game as a supplementary learning tool. A survey was administered to 78 students to examine their perceptions of the game’s usefulness in preparing for their linear algebra examinations. Students reported high levels of attention and interest while engaging with the game and described it as fun, dynamic, exciting, and beneficial for reviewing linear algebra concepts. The findings suggest that quiz games can be a valuable addition to undergraduate mathematics education, fostering student engagement and providing an enjoyable and effective means for reinforcing course material.

Making a serious game (gamification) for generation Z medical students to learn, teach, and assess medical Physiology.

The concept of serious games and gamification in medical education is gaining attention due to its nature of curiosity and to engage the student's attention by simultaneous cultivation of their higher-level thinking without the experience of boredom. Significant differences were reported among the present medical students, generations Y and Z compared to earlier generations. The advancements in serious games for medical education fit well with millennial medical students' learning styles. Till date, there are no scientific research studies available in literature majorly using solo playing gaming experience for medical Physiology teaching, learning, and assessment in medical schools. In this unsystematic (narrative) review, the development and process in gamification for medical Physiology teaching and assessment has been analyzed. Inclusion criteria: list of articles from PubMed, Medline, and Cochrane by means of manual search with the key words include; gamification on Physiology teaching, learning; serious games created/developed for medical Physiology. Exclusion criteria include the articles not involving medical Physiology teaching, gaming app application, card board games, and quiz games. This review explores the difficulties and practical challenges encountered by a medical educator/doctor professional toward the development of solo playing gamified platform. Also further necessitates the user-friendly interface or apps that involve drop and drag options for serious solo playing games development for medical education. Additionally, insists the addition of gamification elements and artificial intelligence tools application as one of the components of curriculum as electives in medical schools for undergraduate and post graduate level. These will pave the way for medical educators to familiarize the gamification designing tools for various serious solo playing games for medical subjects' teaching, learning, and assessment.

The Creativity of Islamic Religious Education Teachers in Improving Student Learning Atmosphere at Junior High School in Jambi

This study aims to determine the creativity of Islamic religion teachers to improve students' learning atmosphere in the cognitive, affective, and psychomotor domains during the Covid-19 pandemic. This research uses a qualitative approach using a snowball sampling technique. Data collection techniques were carried out using observation, interview, and documentation techniques. The results of this study indicate that the innovations made in improving cognitive, affective, and psychomotor abilities include teachers applying the quiz game of throwing paper balls to create a fun atmosphere. Teachers also take a scientific approach, provide motivation, are good student role models, and hold routine religious activities. Factors that support teacher innovation are internal factors of teacher awareness and external factors of teacher educational background and school contributions. Although limited facilities hinder innovation, the school plans the budget gradually to procure the required facilities through the operational assistance fund.

THE EFFECT OF ONLINE IN-GAME INTERGENERATIONAL CONTACT ON AGEISM TOWARD THE OPPOSITE GENERATION

Abstract Previous research indicated that online games represent a unique context of intergroup contact but may enhance prejudice toward outgroup players during gameplay. Despite the growing number of older gamers and increasing opportunities of online in-game intergenerational contact, few study have focused on the online in-game intergenerational contact and its effect on ageism. To address such research gap, we designed an online quiz game by manipulating in-game intergenerational contact type (competition vs. cooperation) and game outcome (win vs. loss). 148 young participants (Mage = 22.71, SD = 2.88) and 155 older participants (Mage = 65.4, SD = 4.23) were recruited and randomly assigned into the four experimental conditions to play with a virtual game partner of opposite generation. Positive and negative dimensions of age-stereotype perception, individual’s cooperative orientation, and potential covariates were measured. Results showed significant intergenerational contact type × outcome × cooperative orientation effects on the perception of negative old-age-stereotype among younger participants and positive young-age-stereotype among older participants. Younger participants showed significant more negative old-age-stereotypes under competition loss (vs. win) condition, but older participants showed significant more positive young-age-stereotypes under cooperation loss (vs. win) condition. The findings indicated the negative impact of intergenerational competition among younger participants in the online game context, and also suggested the internalized self-ageism among older participants. Moreover, the boundary condition of personal factors revealed, that the effects of in-game intergenerational contact were only significant among those of lower (vs. higher) cooperative orientation. Our study also offered practical implications on designing gamified intergenerational-based intervention.

Quiz Game Hafidz Junior

Hafidz Junior's game design is based on the influence of globalization on today's younger generation, especially on learning the Quran from an early age. The main objective of the game is to introduce players to the holy book of the Qur'an especially juz 30 of the qur'an and daily prayers. In addition to the main purpose of introducing surahs and daily prayers, players are expected to realize the importance of islamic religious education. In the making of this game, stages are carried out such as pre-production, production, post-production. This game uses the genre of casual game, quiz game. Players must answer the quiz in the quiz arena to get a high score by pressing the answer button in the game arena. Difficulty quiz is meant to slow down towards the end of the game. The platform used for this game is a smartphone with the Android operating system. This platform was chosen because it is easy to play anywhere at any time and at the age of 7 - 13 years can use a smartphone.&#x0D; &#x0D;

Who Wants to Be a Geomorphologist? Gamification in a BSc Teaching Course

Despite the importance of Earth sciences in addressing the global challenges that humanity is presently facing, attention toward related disciplines has been witnessed to be globally declining at various levels, including education and university teaching. To increase students’ engagement and explore alternative teaching activities, a didactical experiment was carried out at the University of Florence (Italy); the teaching course, “basic elements of geomorphology”, was reorganized to include relevant elements of gamification. Parallel to the frontal lessons, a competition based on a recurring quiz game was conducted. This activity was called “Who wants to be a Geomorphologist?”, clearly paraphrasing a notorious TV show. During every lesson, a moment was included where the students used their mobile devices to access a series of quizzes that were previously prepared by the teacher to test the reasoning skills of the students and their abilities to make connections between distinct topics. A commercial educational app was used to organize the activity, run the quiz sessions, assign points, and update the leaderboard in real time. A quantitative evaluation procedure assessed the positive impacts in terms of supporting the learning process, improving the engagement in the teaching course, and fostering the liking for geomorphology.