EVALUATING GAMIFICATION ASSESSMENT IN HIGHER EDUCATION: THE CASE OF QUIZIZZ WITH BLOOM’S TAXONOMY
DOI:
https://doi.org/10.35631/IJMOE.829005Keywords:
Bloom’s Taxonomy, Gamification, Quizizz, Higher Education, Student PerceptionAbstract
Educators are increasingly using games to enhance student participation during classes. This study examines the application of Quizizz, a game-based tool in a finance class utilizing Bloom’s Taxonomy framework to collect students’ perceptions regarding its effect on their participation, thinking skills, and learning outcomes. Face-to-face online forms were filled out by thirty-two university undergraduates and analyzed for responses. The general mean results were quite positive at between 4.13 and 4.50 with standard deviations ranging from .81 to 1.07, which means about 90% to 100% of the responses falling in between neutral and positive responses. Students stated that it made them stay alert as well as enhanced their understanding of financial concepts hence more active participation leading also to critical thinking. Such results prove that teachers have an opportunity through assessment design to inspire learners. Game-based learning can make lessons fun and at the same time very challenging. This study may not have covered a large scope but it can help teachers conduct college courses in an interactive manner such that they would also become more effective.
Downloads
References
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
Bloom, B. S. (1956). Taxonomy of educational objectives, handbook: The cognitive domain. David McKay.
Bicen, H., & Kocakoyun, Ş. (2018). Perceptions of students for gamification approach: Kahoot as a case study. International Journal of Emerging Technologies in Learning (iJET), 13(2), 72. https://doi.org/10.3991/ijet.v13i02.7467.
Castillo-Parra, B., Hidalgo-Cajo, B. G., Vásconez-Barrera, M., & Oleas-López, J. (2022). Gamification in higher education: A review of the literature. World Journal on Educational Technology: Current Issues, 14(3), 797–816.
Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14(1), 9. https://doi.org/10.1186/s41239-017-0042-5.
Fitria, T. N. (2023). The impact of gamification on students’ motivation: A systematic literature review. LingTera, 9(2), 47–61. https://doi.org/10.21831/lt.v9i2.56616.
Ghoulam, K., & Bouikhalene, B. (2024). Evaluating the impact of gamification on cognitive skills development in higher education: A case study electronics and sensors learners. International
Research Journal of Science, Technology, Education, and Management, 4(2), 96–109. https://doi.org/10.5281/zenodo.12730409.
Harrow, A. J. (1972). A taxonomy of the psychomotor domain: A guide for developing behavioral objectives. McKay.
Humairoh, M., & Hakiki, N. (2022). Junior high school students’ engagement in gamified learning experiences through Quizizz. CLLiENT (Culture, Literature, Linguistics, and English Teaching), 4(1), 17–40. https://ojs.unsiq.ac.id/index.php/cllient/article/view/3389.
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives: The classification of educational goals. Handbook II: Affective domain. David McKay Company.
Martin, F., Wang, C., & Sadaf, A. (2020). Facilitation matters: Instructor perception of helpfulness of facilitation strategies in online courses. Online Learning, 24(1), 28–49. https://doi.org/10.24059/olj.v24i1.1980.
Pitoyo, M. D., Sumardi, & Asib, A. (2020). Gamification-based assessment: The washback effect of Quizizz on students’ learning in higher education. International Journal of Language Education, 4(1), 1–10.
Razali, N., Nasir, N. A., Ismail, M. E., Sari, N. M., & Salleh, K. M. (2020). Gamification elements in Quizizz applications: Evaluating the impact on intrinsic and extrinsic student’s motivation. IOP Conference Series: Materials Science and Engineering, 917(1), 012024.
Taşkın, N., & Kılıç Çakmak, E. (2022). Effects of gamification on behavioral and cognitive engagement of students in the online learning environment. International Journal of Human–Computer Interaction, 39(17), 3334–3345. https://doi.org/10.1080/10447318.2022.2096190.
Wahid, Siti & Wahid, Binti. (2018). The Effectiveness of Gamification in Improving Student Performance for Programming Lesson.
Yaacob, M. H., Zainuddin, N. A. F., & Rohani, N. H. (2024). Exploring gamification as a tool to enhance financial literacy and improve financial behavior. Jurnal Pengurusan, 72. https://doi.org/10.17576/pengurusan-2024-72-5.
Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 145, 103729. https://doi.org/10.1016/j.compedu.2019.103729.
