Perceptions of Students for Gamified e-Quizzes: A Comparative Case Study
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This paper is a multiple case study examining how undergraduates in two online courses perceive the efficacy of gamified e-quizzes for their class engagement. For the 15-week intervention, ten gamified e-quizzes for Course A and another ten for Course B were designed and employed as formative assessments. Data were collected through an online survey with thirteen Likert-scale items and five open-ended questions. For the quantitative analyses, Welch’s t-test was calculated using SPSS version 26, and the qualitative data were analyzed using NVivo 12. The quantitative data analyses revealed that most of the students in both courses, despite mixed responses on the agentic engagement, had positive views on using gamified e-quizzes for their emotional, behavioral, and cognitive engagement. The qualitative analyses displayed that many students could personalize the online classes by using the gamified e-quizzes along with the feedback video lessons and online messaging with the instructor. Cross-case thematic analyses of the qualitative data displayed that the quizzes assisted the students in both groups in increasing the content knowledge through autonomous learning and self-assessing in less stressful and enjoyable contexts. A dominant number of participants responded that they would be willing to take another course using gamified e-quizzes.
Abstract
This paper is a multiple case study examining how undergraduates in two online courses perceive the efficacy of gamified e-quizzes for their class engagement. For the 15-week intervention, ten gamified e-quizzes for Course A and another ten for Course B were designed and employed as formative assessments. Data were collected through an online survey with thirteen Likert-scale items and five open-ended questions. For the quantitative analyses, Welch’s t-test was calculated using SPSS version 26, and the qualitative data were analyzed using NVivo 12. The quantitative data analyses revealed that most of the students in both courses, despite mixed responses on the agentic engagement, had positive views on using gamified e-quizzes for their emotional, behavioral, and cognitive engagement. The qualitative analyses displayed that many students could personalize the online classes by using the gamified e-quizzes along with the feedback video lessons and online messaging with the instructor. Cross-case thematic analyses of the qualitative data displayed that the quizzes assisted the students in both groups in increasing the content knowledge through autonomous learning and self-assessing in less stressful and enjoyable contexts. A dominant number of participants responded that they would be willing to take another course using gamified e-quizzes.
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