Gamification in T&amp;L of mathematics: Teacher’s willingness in using Quizizz as an additional assessment tool

Saleh, Syahilah Md; Sulaiman, Hajar

doi:10.1063/1.5136373

Cited by 4 publications

(3 citation statements)

References 2 publications

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“…The reviews on empirical studies on Gamification indicates that gamification has positive effects, but these effects are extremely context and user-specific (Hamari et al, 2014). (Saleh & Sulaiman, 2019) conducted a study and opinioned that teachers and students will unquestionably benefit from the use of Quizizz in teaching and learning. Teachers can evaluate the performance of their students more quickly and easily with the aid of digital displays than with paper and pencil.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Effectiveness Of Hybrid Gamification On Achievement In Mathematics Among Secondary School Students

Xavier,

Thankachan

2023

JAZ

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This paper investigates the impact of a Hybrid Gamification strategy on secondary school students' Mathematics achievement. An experimental study was conducted on students studying in Standard IX of Holly Cross Higher Secondary School Cherpunkal in Kottayam District, Kerala. The investigator used instructional material prepared based on the Hybrid Gamification Technique using different software like Wordwall, Blookit, Gimkit, etc., and game elements like Scoring cards, Badges, and Points for the Experimental group and the Existing Activity-Oriented Method for the Control group. The results showed a significant difference between the Experimental group's and the Control group's scores on the Achievement test, and the Hybrid Gamification strategy is effective for teaching Mathematics and attaining significant performance in Achievement in Mathematics. There is no significant difference in the post-test scores of males and females in the Mathematics Achievement.

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Section: Review Of Related Literaturementioning

confidence: 99%

Effectiveness Of Hybrid Gamification On Achievement In Mathematics Among Secondary School Students

Xavier,

Thankachan

2023

JAZ

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“…The older a teacher is, the less likely that teacher is will utilize Quizizz. According to the study by Saleh and Sulaiman (2019), teachers are ready to use Quizizz as one of their teaching aids in the classroom to assess students while Turhan Kariko and Ayuningtyas (2021) also agreed that teachers should use interactive online quizzes like Quizizz when teaching online and make it one of their key teaching tools, but such should not be utilized as a formative assessment tool all of the time because it may cause students to become distracted from their learning and self-development.…”

Section: Implication Of the Use Of Quizizzmentioning

confidence: 99%

Development of Game-Based Assessment Tools (GBAT) Using Quizizz Application for Technology and Livelihood Education (TLE) Subject

2023

KJSS

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The main objective of the study is to develop game-based assessment tools (GBAT) for the Technology Livelihood Education (TLE) subject in the Junior and Senior High School of K-12 Program using Quizizz Application. The study utilized a developmental approach to research. The students as contributors were trained to equip themselves on how to use the Quizizz Application to create game-based activities. The students as contributors created GBAT and curated them to the TLE Learning Hub developed by the researchers. Developed GBATs were evaluated by 5 experts and 24 TLE teachers to identify the level of acceptability, and the TLE Learning Hub to assess its system usability. The study adopted a Technology Acceptance Model (TAM) to measure the level of acceptability of GBAT. System Usability Scale (SUS) was adopted to assess the usability of the TLE Learning Hub. General mean was computed to identify the acceptability of the GBAT and percentile rank for the system usability of the materials. The result of this study shows that the experts and TLE teachers who served as the evaluators find the GBAT highly acceptable since all ratings from perceived usefulness, perceived ease of use, attitude towards using it, and intention to use were rated in the range of 'Strongly Agree'. The result illustrates that the evaluators appreciate the development of the GBAT and TLE Learning Hub. It is recommended for further study to train the TLE teachers to use Quizizz and be one of the contributors in the TLE Learning Hub.

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“…Unlike other educational apps, Quizizz has game characteristics such as avatars, themes, memes, and music entertainment in the learning process. There are two main modes in Quizizz, namely the instructor mode as the quiz maker, which can be accessed via Quizizz.com, and the player mode, in this case, is the students, which can be accessed via www.Quizizz.com/join (Saleh & Sulaiman, 2019). This application is also equipped with a timer to answer each question; if a student answers quickly, the student will get more points than students who answer lower (Juniarta et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Improving student’s mathematical problem solving skills through Quizizz

Setiyani

Fitriyani

Sagita

2020

J. Res. Adv. Math. Educ

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The Industrial Revolution 4.0 on Education in Indonesia affects school activities rapidly. Teachers are no longer educated in classrooms only, but they can also utilize technology to conduct distance learning. One interactive application that can be used as a form of question exercise is Quizizz. Therefore, this research aims to: first, examine the effectiveness of students' activities by using Quizizz on mathematical problem-solving skills; second, investigate the differences in the increase in students' ability to solve mathematical problems between the class with and without the Quizizz-aided learning method; third, describe the activities of students who used the Quizizz-aided drill learning method; and fourth, describe the students' responses in using Quizizz. The research was quasi-experiment with a pretest-posttest non-equivalent control group design. The participants in this study are 67 of Grade10 students divided into experimental and control classes. Data collection techniques used were tests for students' mathematical problem-solving skills and questionnaires. The instruments were validated using Pearson correlation, while the reliability was tested using Cronbach's Alpha. Then, the N-gain test was used to analyze the data. The results showed that there was an effect on students’ learning activities by using Quizizz on their problem-solving skills. Besides, there was a difference in the improvement of problem-solving skills between the class with and without Quizizz-aided. Furthermore, students’ activities in three meetings have increased. Moreover, students provided a positive response in learning using Quizizz. Thus, it can be concluded that Quizizz is effective in improving mathematical problem-solving skills.

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Gamification in T&L of mathematics: Teacher’s willingness in using Quizizz as an additional assessment tool

Cited by 4 publications

References 2 publications

Effectiveness Of Hybrid Gamification On Achievement In Mathematics Among Secondary School Students

Effectiveness Of Hybrid Gamification On Achievement In Mathematics Among Secondary School Students

Development of Game-Based Assessment Tools (GBAT) Using Quizizz Application for Technology and Livelihood Education (TLE) Subject

Improving student’s mathematical problem solving skills through Quizizz

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