The Effective of Quizizz’s Gamified Learning among Undergraduate and Postgraduate Students’ Engagement and Perception
Article Sidebar
Main Article Content
บทคัดย่อ
This study aimed to determine the effective of using Quizizz`s gamified learning among undergraduate and postgraduate students’ engagement and perception and to explore on how undergraduate and postgraduate students’ willingness to use Quizizz’s gamified learning to enhance students’ engagement and perception in Educational Psychology subjects. The researcher applied sequential mixed method study to utilized to evaluate the effective of assessing Quizizz gamified in learning on students’ engagement and perception in Educational Psychology subjects. A total of 177 undergraduate and postgraduate students were respondents in this sequential explanatory mixed method study. The quantitative study was evaluated by using descriptive statistics such as mean, standard deviation. In addition, correlation and regression analyses were analyzed to find out the research question 1 (hypothesis 1 – 2). In addition, a qualitative study evaluated by using the thematic analysis which utilized and interpret the data. The regression analysis was a statistically significant predicted that Quizizz gamified in learning on students’ engagement had a positive and significant effective (R-square = 0.339; F = 34.401; Beta (β) = 0.204; T-value = 3.339; and P-value = 0.000). Moreover, the regression analysis was a statistically significant predicted that Quizizz gamified in learning on students’ perception has a positive and significant effective (R-square = 0.339; F = 34.401; Beta (β) = 0.204; T-value = 3.339; and P-value = 0.000). Therefore, four respondents (two undergraduate and two postgraduate students) were selected to participate for interviewing. All the students agreed that Quizizz gamified in learning and teaching in Educational Psychology subjects were effective positively to perceive the experience of learning and engagement in learning.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Bekele, B. W., & Ago, Y. F. (2022). Sample Size for Interview in Qualitative Research in Social Sciences: A Guide to Novice Researchers. Research in Educational Policy and Management, 4(1), 42-50. http://doi.org/10.46303/repam.2022.3
Ceken, B., & Taskin, N. (2022). Multimedia Learning Principles in Different Learning Environments: A Systematic Review. Smart Learning Environment, 9(19), 1-22. http://doi.org/10.1186/s40561-022-00200-2
Cresswell, W. J., & Cresswell, D. J. (2018). Research Design: Qualitative Quantitative & Mixed Methods Approach (5th ed.). Los Angeles: Sage.
Cresswell, W. J. & Guetterman, C. T. (2021). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (6th ed.). United Kingdom: Pearson Education Limited
Cronbach, L. J. (1984). Essential of Psychological Testing (4th ed.). New York: Harper & Row.
Dostal, J. (2015). Theory of Problem Solving. Procedia-Social and Behavioral Sciences, 174, 2798-2805. http://doi.org.10.1016/j.sbspro.2015.01.970
Espafia-Delgado, A. J. (2023). Kahoot, Quizizz, and Quizalize in the English Class and their Impact on Motivation. How, 30(1), 65-84. http://doi.org/10.19183/how.30.1.641
Fadiyah, F., Fuadi, A., Nurjannah, Irmayanti, & Lita, W. (2023). Quizizz Application-Based Interactive Learning Media Development Workshop for Junior High School Teacher. Pengabdian Jurnal, 1(2), 59-65. http://doi.org/10.55849/abdimas.vli2.157
Frederick, D. K., Havrda, E. D., Scott, D., Gatwood, J., Hall, A. E., Desselle, P. S., & Hohmeier, C. K. (2023). Assessing Student Perceptions of Blended and Online Learning Courses in Pharmacoeconomics, Management, and Leadership. American Journal of Pharmaceutical Education, 87(4), 612-622.
Gibson, Dennis, J. J., Wayne, Robert, L., Harry, F. H., David, K., Rioch, David, M. R., McCulloch, W. S. & Herbert, F. (1951). Current Trends in Psychological Theory. Pittsburgh, PA, US: University of Pittsburgh Press.
Gregory, R. (1972). Seeing as thinking: An Active Theory of Perception. Times Literary Supplement, June 23, 1-11.
Hardin, E. L. (2003). Problem-Solving Concepts and Theories. JVME, 30(3), 226-229.
Ivankova, N. V., & Stick, S. L. (2007). Students’ Persistence in a Distributed Doctoral Program in Educational Leadership in Higher Education: A Mixed Method Study. Research in Higher Education, 48(1), 93-135.
Kalinauskas, M. (2018). Expression of Engagement in Gamified Study Course. Social Transformations in Contemporary Society, 2018(6), 1-23.
Lailani, M., Cacharro, C., Bergula, D. J., Villaflor, A. R. S., Agner, L. M., Bughao, C., Calumpag, J., Calvara, C., Jamen, K. K., Loresca, V. A., Maanad, D., Refuerzo, M. J., Ripalda, M. L., & Rabuya, A. C. (2023). Effectiveness of Quizizz on Students’ Learning Motivation and Engagement in Filipino Class. East Asian Journal of Multidisciplinary Research (EAJMR), 2(9), 3719-3734. http://doi.org/10.55927/eajmr.v2i9.5560
Landers, R. N., & Landers, A. K. (2014). An Empirical Test of the Theory of Gamified Learning: The Effect of Leaderboards on Time-on-Task and Academic Performance. Simulation & Gaming, 45(6), 769-785. https://doi.org/10.1177/1046878114563662
Lebuna, C. J., Elloran, J. E., Losanes, R., Genegaban, R., Solinap, P. J., Gotera, J. R., Gemarino, M. C., Geca, B. R., Nicmic, M. A. (2022). Gamification and Learners’ Motivation in the New Normal. The 3rd International Conference on Information Technology and Security, 73-81.
Moseley, A., & Whitton, N. (2014). Engagement in Simulation/Gaming: Symposium Overview. Simulation & Gaming, 45(4-5), 428-432. http://doi.org/10.1177/1046878114556438
Munawir, A., & Hasbi, P. N. (2021). The Effect of Using Quizizz to EFL Students’ Engagement and Learning Outcome. Journal of English Education, 10(1), 297-308. http://doi.org/10.25134/erjee.v10il.5412
Nair, S., & Mathew, J. (2021). Learning through Play: Gamification of Learning A Systematic Review of Studies on Gamified Learning. Journal of Information Technology Management, 14(1), 113-126. http://10.22059/JITM.2021.322193.2779
Noordin, M. Z., Adnan, N. S. N., Usir, E., & Loganathan, M. (2023). Quizizz for Teaching and Learning about Adherence to Antipsychotics: A Pilot Study of Students’ Perception and their Level of Knowledge. Journal of Higher Education Theory and Practice, 23(3), 120-135.
Office of Academic Promotion and Registration, Rajamangala University of Technology Thanyaburi, Pathum Thani Province, Thailand (2023). All students. Retrieve on 16th December 2023, from https://oreg.rmutt.ac.th/?cat=4
Permana, P., Permatawati, I., & Khoerudin, E. (2023). Foreign Language Learning Gamification Using Quizizz: A Systematic Review Based on Students’ Perception. Eralingua Jurnal Pendidikan Bahasa Asing dan Sastra, 7(2), 233-249.
Sawyer, K.R. (2008). Optimising Learning: Implications of Learning Sciences Research. OECD/CERI International Conference “Learning in the 21st Century: Research, Innovation and Policy”.
Tallman, I., Leik, R. K., Gray, L. N., & Stafford, M. C. (1993). A Theory of Problem-Solving Behavior. Social Psychology Quarterly, 56(3), 157–177. https://doi.org/10.2307/2786776
Wang, Y., Qiao,n Y., & Wang, X. (2021). Effects of Gamified Learning Platforms on Students’ Learning Outcomes: A Meta-Analysis Taking Kahoot and Quizizz as Examples. 13th International Conference on Education Technology and Computer (ICETC), October 22-25, 105-110. http://doi.org/10.1145/3498765.3498781
Yanti, D. K. I. N., Suarnajaya, W. I., & Pratiwi, P. A. N. (2021). Students’ Perceptions and Constraints on the Use of Quizizz in Teaching and Learning Process during Covid-19 Pandemic. Journal of Humanities, Social Science, Public Administration and Management (HUSOCPUMENT), 1(3), 147-155. http://doi.org/10.51715/husocpument.v1i3.73
Yulianti, Jafar, B. M., & Sunra, L. (2023). Quizizz as Game-Based Learning in English Classes: Lecturer’s and Students’ Perception. Journal of English Education and Literature, 2(3), 303-316.