Quiz Session Research Articles

The Development of a Collaborated Gamified E-Quiz and Strategy Game Mobile Application to Increase Students’ Motivation and Continuance Usage Intention

Gamification has been taken seriously as an educational approach that is able to facilitate learning, encourage motivation and engagement, improve learner participation and lesson interactivity, and stimulate learners towards the expansion of their knowledge. Given the changes in the digital world over the last decades, students of the current generation expect technology to be used in advancing their learning, requiring a need to change traditional passive learning methodologies to an active multisensory experimental learning methodology. This study introduced, ‘Kingdom Quizzes’ (KQ) a gamified e-quiz mobile application which was previously known as ‘Quiz Seeker’ mobile application as an assisting tool in teaching and learning. The purpose of the development of KQ is to enhance the students’ motivation in academic task as well as retaining the users of a gamified e-quiz. KQ is divided into two interconnected modules; (i) quiz module, and (ii) game module. This product focused on the ‘reward’ element resulted from ranking in the quiz session in which it will be passed on to the next game session. The marks and rank that the students gained in the quiz session will reward them with coins or ‘life’ item in their game inventory. This creates a sense of ‘motivation’ in students to do well in their quiz sessions as well as creating a ‘continuance intention’ in using the product which means high tendency to keep executing e-quiz for various other subjects. Based on the survey conducted with 141 respondents, KQ basically managed to fulfill the objectives of the product development which were to increase the students’ (i) motivation as much as 93.7% and (ii) continuance intention in using the gamified e-quiz application as much as 88.72%. Based on the Pearson’s correlation analysis, motivation has a significantly moderate relationship with continuance usage intention, (r = 0.607**, p = 0.000). Moreover, the multiple regression analysis using the enter method also proved that predictor motivation contributed 36.9% towards the continuance intention of the students to use KQ. The product does not only manage to be adopted among the targeted audiences, but based on this study it has a huge future potential as the choice for mobile-based quick formative assessment.

Intergroup 'Skype' Quiz Sessions in Care Homes to Reduce Loneliness and Social Isolation in Older People.

Video calls using software such as Skype, Zoom and FaceTime can improve socialisation among older people and family, however it is unknown if video calls are able to improve socialisation among older people and their peers. Twenty-two residents across three British care homes engaged with each other using ‘Skype quiz’ sessions with the support of staff once a month over an eight-month trial. Video calls were accessed via a ‘Skype on Wheels’ intervention that comprised a wheeled device that could hold an iPad, or through Skype TV. Residents met other residents from the three care homes to build new friendships and participate in a thirty-minute quiz session facilitated by eight staff. Staff were collaborators who recruited older people, implemented the intervention and provided feedback that was analysed using thematic analysis. Residents enjoyed being able to see other residents’ faces and surroundings. Analysis of the field notes revealed five themes of: residents with dementia remember faces not technology, inter and intra connectedness, re-gaining sense of self and purpose, situational loneliness overcome and organisational issues create barriers to long-term implementation. Inter-care home connection through video calls to reduce feelings of loneliness in residents seems acceptable and a feasible, low cost model, especially during times of public crisis such as COVID-19.

Implementation of real-time online mouse tracking on overseas quiz session

Mouse tracking serves as an alternative to eye tracking in measuring the learning process in education because of its affordability. Moreover, mouse tracking does not require extra hardware, as in the case of eye tracking, because it is a feature in personal computers by default. Therefore, it is possible to implement mouse tracking in a massive open scale. However, mouse tracking has only been implemented in a laboratory setting to date, ostensibly because of the associated extremely high running costs. Nonetheless, there is no available data to support the claim of high resource costs, which has resulted in much speculation among implementers. In general, the implementation of mouse tracking in a non-laboratory environment is still rare. Therefore, the authors developed an application to investigate real-time mouse tracking online. It was implemented on the Moodle learning management system and tested on an online quiz session accessed abroad. Additionally, the application can handle tracking on mobile devices. In this work, the main resources that include CPU, network, RAM, and storage costs were measured when mouse tracking was used. These results can serve as a reference for network and server administrators during future implementation of this technique. It was determined that the characteristics of mouse activities were dynamic in that occasional surges and lulls were observed. Additionally, this article also discussed the advantage of real-time and online implementation to regular online implementation and showed that there is a possibility of implementing mouse tracking on a large scale if mouse tracking data are not aggregated and transmitted as a single data package.

Effectiveness of flipped classroom with Poll Everywhere as a teaching-learning method for pharmacy students.

Objectives:Flipped classroom (FC) is a pedagogical model to engage students in learning process by replacing the didactic lectures. Using technology, lectures are moved out of the classroom and delivered online as means to provide interaction and collaboration. Poll Everywhere is an audience response system (ARS) which can be used in an FC to make the activities more interesting, engaging, and interactive. This study aims to study the perception of undergraduate pharmacy students on FC activity using Poll Everywhere ARS and to study the effectiveness of FC activity as a teaching-learning tool for delivering complementary medicine module in the undergraduate pharmacy program.Materials and Methods:In this nonrandomized trial on interrupted time series study, flipped class was conducted on group of 112 students of bachelor of pharmacy semester V. The topic selected was popular herbal remedies of the complementary medicine module. Flipped class was conducted with audio and video presentation in the form of a quiz using ten one-best-answer type of multiple-choice questions covering the learning objectives. Audience response was captured using web-based interaction with Poll Everywhere. Feedback was obtained from participants at the end of FC activity and debriefing was done.Results:Randomly selected 112 complete responses were included in the final analysis. There were 47 (42%) male and 65 (58%) female respondents. The overall Cronbach’s alpha of feedback questionnaire was 0.912. The central tendencies and dispersions of items in the questionnaire indicated the effectiveness of FC. The low or middle achievers of quiz session (pretest) during the FC activity were three times (95% confidence interval [CI] = 1.1–8.9) at the risk of providing neutral or negative feedback than high achievers (P = 0.040). Those who gave neutral or negative feedback on FC activity were 3.9 times (95% CI = 1.3–11.8) at the risk of becoming low or middle achievers during the end of semester examination (P = 0.013). The multivariate analysis of “Agree” or “Disagree” and “Agree” or “Strongly Agree” was statistically significant.Conclusion:This study provides insight on how the pharmacy students learn and develop their cognitive functions. The results revealed that the FC activity with Poll Everywhere is an effective teaching-learning method.

SU‐E‐E‐02: An Excel‐Based Study Tool for ABR‐Style Exams

Purpose:As the landscape of learning and testing shifts toward a computer‐based environment, a replacement for paper‐based methods of studying is desirable. Using Microsoft Excel, a study tool was developed that allows the user to populate multiple‐choice questions and then generate an interactive quiz session to answer them.Methods:The code for the tool was written using Microsoft Excel Visual Basic for Applications with the intent that this tool could be implemented by any institution with Excel. The base tool is a template with a setup macro, which builds out the structure based on user's input. Once the framework is built, the user can input sets of multiple‐choice questions, answer choices, and even add figures. The tool can be run in random‐question or sequential‐question mode for single or multiple courses of study. The interactive session allows the user to select answer choices and immediate feedback is provided. Once the user is finished studying, the tool records the day's progress by reporting progress statistics useful for trending.Results:Six doctoral students at UTHSCSA have used this tool for the past two months to study for their qualifying exam, which is similar in format and content to the American Board of Radiology (ABR) Therapeutic Part II exam. The students collaborated to create a repository of questions, met weekly to go over these questions, and then used the tool to prepare for their exam.Conclusion:The study tool has provided an effective and efficient way for students to collaborate and be held accountable for exam preparation. The ease of use and familiarity of Excel are important factors for the tool's use. There are software packages to create similar question banks, but this study tool has no additional cost for those that already have Excel. The study tool will be made openly available.

Advanced forensic pathology: quiz

This will be a quiz session using the audience response keypads that have been funded by the Royal College of Pathologists of Australasia (RCPA) through the provision of Specialist Training Programme (STP) grants by the Australian Government Department of Health and Ageing (DoHA). This will allow anonymous answers to be collected and informative feedback provided for each question as the quiz progresses.

Gaming Used as an Informal Instructional Technique: Effects on Learner Knowledge and Satisfaction

Jeopardy!, Concentration, quiz bowls, and other gaming formats have been incorporated into health sciences classroom and online education. However, there is limited information about the impact of these strategies on learner engagement and outcomes. To address this gap, we hypothesized that gaming would lead to a significant increase in retained short- and long-term medical knowledge with high learner session satisfaction. Using the Jeopardy! game show model as a primary instructional technique to teach geriatrics, 8 PGY2 General Surgery residents were divided into 2 teams and competed to provide the "question" to each stated "answer" during 5 protected block curriculum units (1-h/U). A surgical faculty facilitator acted as the game host and provided feedback and brief elaboration of quiz answers/questions as necessary. Each quiz session contained two 25-question rounds. Paper-based pretests and posttests contained questions related to all core curriculum unit topics with 5 geriatric gaming questions per test. Residents completed the pretests 3 days before the session and a delayed posttest of geriatric topics on average 9.2 weeks (range, 5-12 weeks) after the instructional session. The cumulative average percent correct was compared between pretests and posttests using the Student t test. The residents completed session evaluation forms using Likert scale ratings after each gaming session and each protected curriculum block to assess educational value. A total of 25 identical geriatric preunit and delayed postunit questions were administered across the instructional sessions. The combined pretest average score across all 8 residents was 51.5% for geriatric topics compared with 59.5% (p = 0.12) for all other unit topics. Delayed posttest geriatric scores demonstrated a statistically significant increase in retained medical knowledge with an average of 82.6% (p = 0.02). The difference between delayed posttest geriatric scores and posttest scores of all other unit topics was not significant. Residents reported a high level of satisfaction with the gaming sessions: The average session content rating was 4.9 compared with the overall block content rating of 4.6 (scale, 1-5, 5 = Outstanding). The quiz type and competitive gaming sessions can be used as a primary instructional technique leading to significant improvements in delayed posttests of medical knowledge and high resident satisfaction of educational value. Knowledge gains seem to be sustained based on the intervals between the interventions and recorded gains.

Family Life Education For Non-School Based Youths In Kogi State.

Family life education symposia were organized for youths involved in vocational professions in ten Local Government Areas (LGA) of Kogi State in order to effect positive family life behaviours. The 10 Local Government Areas were divided into five zones in order to facilitate coverage. A work mobilization team was first drawn up for each LGA which took part in administration of copies of questionnaire and assisted in mobilization of the target population and in assessing the level of knowledge and attitude of the target populations towards Family Life activities. A total of 1,833 people participated in the programme. In all the zones, the activities carried out during the symposia include lectures on various aspects of family life; a short drama: question and answer sessions; a film show in Yoruba language; a quiz session and presentation of gifts to 2 best participants in each Local Government Area. From our findings, prior to the symposium, majority of the participants had little knowledge about family life education. However, by the end of the symposium the knowledge of the target population had been broadened on the subject as evidenced by their response to questions during the quiz competition. This we believe has helped to modify their attitudes towards responsible adulthood and eventual parenthood. The Nigerian Journal Of Guidance And Counselling Vol. 7 (1) 2000: pp. 32-41

‘Oh, No … Not Another Quiz!’

Whatever field of caring we are involved in, continual fresh and new ideas can bring a new dimension to the most ordinary activity. This article provides a resource of different ways to help make the humble quiz session more worthwhile and interesting.

AUDIO-TUTORIAL SYSTEM

The audio-tutorial system is an outgrowth of an attempt to adjust the instructional method to the diversity of the backgrounds, capacities, and interests of students in a freshman course in college botany. The enrollment in this course currently is over 500 students per semester, and involves a very high percentage of agriculture students. The present course structuring has evolved over a period of 6 yr. and consists of an independent study session (ISS), a general assembly session (GAS) and an integrated quiz session (IQS). Independent Study Session (ISS). The Independent Study Session is available at the convenience of the student in a learning center. The center is open from 7:30 a.m. until 10:30 p.m. Monday through Friday and has an instructor on duty at all times. On entering the center, the student selects his personal record card from the file and signs in to a specific booth by entering the time of arrival in an appropriate blank, then placing the card in a numbered slot corresponding to an unoccupied booth number. Within the booth, the student will find a tape player and many of the other materials appropriate to the week's work. The student will be expected to carry his personal textbook, study guide, notebook, and pencil. There are 32 booths to serve up to 500 students, and each booth is equipped identically. The booth may contain a microscope, slides, materials for paper chromatography, scientific American articles, a set of objectives, an 8-mm. movie projector, appropriate loop films, or any

Audio-Tutorial System

The audio-tutorial system is an outgrowth of an attempt to adjust the instructional method to the diversity of the backgrounds, capacities, and interests of students in a freshman course in college botany. The enrollment in this course currently is over 500 students per semester, and involves a very high percentage of agriculture students. The present course structuring has evolved over a period of 6 yr. and consists of an independent study session (ISS), a general assembly session (GAS) and an integrated quiz session (IQS). Independent Study Session (ISS). The Independent Study Session is available at the convenience of the student in a learning center. The center is open from 7:30 a.m. until 10:30 p.m. Monday through Friday and has an instructor on duty at all times. On entering the center, the student selects his personal record card from the file and signs in to a specific booth by entering the time of arrival in an appropriate blank, then placing the card in a numbered slot corresponding to an unoccupied booth number.

A New Technic of Health Education for Use in Baby Stations

INTEREST in the useof tests as a technic for motivating the general public to acquire information has recently been stimulated by the use of quiz corners as teaching devices in health education and other fields.* In Newark, N. J., the Baby-Keep-Well Stations have adapted with considerable success the popular quiz session to an educational purpose, through the employment of True or False contest methods with groups of mothers who attend conferences. As originally planned, using true-false statements as an educational device had as its primary objective instructing mothers in proper procedures for infant care. When the plan was put into operation, however, it developed that it was equally valuable for other purposes. It pointed out to the physicians those facts about baby care that were relatively or completely unknown to many of the mothers, and it also uncovered a number of wrong ideas which the mothers had. By concentrating on facts that were unknown and on the correction of wrong impressions, the physicians were able to make their instruction much more profitable. Furthermore, if he had previously