A Game-Based Student Response System

In this chapter, a game-based student response system, Kahoot!, is investigated. The purpose of the chapter was to analyze instructors and pre-service teachers' perspectives about the use of this platform. The advantages and disadvantages of integrating this tool in the classroom was investigated. Pre-service teachers' feedback and instructors' experiences using Kahoot! in higher education classrooms indicate that pre-service teachers welcome the use of these kind of games. Kahoot! can be used not only to increase student participation in the classroom but also as a formative assessment tool. Kahoot! can provide an engaging learning environment and adds active participation in the classroom by appealing even the most introverted students. In addition, immediate feedback feature of this game-based learning platform provides opportunities for instructors to tailor their instruction based on student understanding on games.

Quizizz As Interactive and Gamified Assessment Platform: Voices form Indonesian EFL Secondary Learners

<p>Almost every aspect of human life on earth has been disrupted since the emergence of Covid-19, particularly education. Many countries have decided to close schools and universities. This condition has forced the Indonesian government through its Ministry of Education to implement policies moving conventional classrooms to be online classrooms. This process is carried out to maintain the health of students to avoid Covid-19. The learning process can be helped by using one of the applications on the internet which is called Student Response System (SRS). According to the statement, the researcher investigated secondary school students’ perceptions towards the implementation of Quizizz as an assessment platform in teaching English. Mixed-method research has been implemented in this study. The study involved 61 students as the participants in quantitative stage and 6 students in qualitative stage. The main instruments employed in this research are an online questionnaire and in-depth interview. The findings indicated that the students have both positive and negative perceptions toward the use of online assessment, especially in Quizizz. The students enjoyed Quizizz and thought it was exciting, interesting, motivating, and enjoyable because the Quizizz platform was distinct from the others. Quizizz had an interactive display, which made it simple for students to use the platform. However, in addition to the positive perception of Quizizz as an assessment platform in English teaching, some students expressed a negative perception of Quizizz as an assessment. According to the data, one of the platform's negative perceptions was the presence of music</p><p class="abstrak"><em>Hampir setiap aspek kehidupan manusia di muka bumi ini terganggu sejak munculnya Covid-19, khususnya pendidikan. Banyak negara telah memutuskan untuk menutup sekolah dan universitas. Kondisi ini memaksa pemerintah Indonesia melalui Kementerian Pendidikan untuk menerapkan kebijakan pemindahan ruang kelas konvensional menjadi ruang kelas daring. Proses ini dilakukan untuk menjaga kesehatan siswa agar terhindar dari Covid-19. Proses pembelajaran dapat dibantu dengan menggunakan salah satu aplikasi di internet yang bernama Student Response System (SRS). Menurut pernyataan tersebut, peneliti menyelidiki persepsi siswa sekolah menengah terhadap penerapan Quizizz sebagai platform penilaian dalam pengajaran bahasa Inggris. Penelitian metode campuran telah diterapkan dalam penelitian ini. Penelitian ini melibatkan 61 siswa sebagai partisipan pada tahap kuantitatif dan 6 siswa pada tahap kualitatif. Instrumen utama yang digunakan dalam penelitian ini adalah kuesioner online dan wawancara mendalam. Temuan menunjukkan bahwa siswa memiliki persepsi positif dan negatif terhadap penggunaan penilaian online, terutama di Quizizz. Para siswa menikmati Quizizz dan menganggapnya menyenangkan, menarik, memotivasi, dan menyenangkan karena platform Quizizz berbeda dari yang lain. Quizizz memiliki tampilan interaktif, yang memudahkan siswa dalam menggunakan platform. Namun, selain persepsi positif tentang Quizizz sebagai platform penilaian dalam pengajaran bahasa Inggris, beberapa siswa menyatakan persepsi negatif tentang Quizizz sebagai penilaian. Menurut data, salah satu persepsi negatif platform adalah kehadiran musik.</em></p>

Active learning in history teaching in higher education: The effect of inquiry-based learning and a student response system-based formative assessment in teacher training

Information and communication technology has produced changes in the demands of modern-day society (e.g., most jobs will require advanced digital skills in the short term). In addition, nowadays, new active methodologies using emerging technologies are being put into practice. However, little research has been conducted with pre-service teachers, particularly in the teaching of history. This quantitative study analysed the impact of the implementation of a mixed methodology using inquiry-based learning and a student response system (SRS) for the formative assessment of the academic achievement of 240 prospective primary teachers of history. The application of this mixed methodology shows better academic results than traditional lecture-based teaching. In addition, students’ scores achieved through use of the SRS predicted the scores of male students in the final exam; however, this was not in the case for females. Implications for practice or policy: The introduction of information and communication technology into history teaching brings active learning environments in higher education. Pre-service teachers can improve their knowledge of history through the implementation of inquiry-based learning methodology and SRSs. Our results indicate that an SRS can be an effective tool for teachers to carry out students' formative assessment. Teachers can effectively use SRS scores to predict male students' performance in history, but not female performance.

“Dump the paper quiz”—The PERI model for exploring gamification in student learning in the United Arab Emirates

This paper explores the effects of gamification (a game-based student response system) on student learning in the United Arab Emirates (UAE). The data, collected through a series of semi-structured in-depth interviews with 32 learners, were analyzed using qualitative thematic analysis (i.e., template analysis). Based on an in-depth analysis of the data using NVIVO 10, the authors propose and apply the “PERI” model to develop multi-focal insights into gamification and its influences on student learning. The model proposed is original and comprehensive, encompassing (1) Preferabilities (P), (2) Experiences (E), (3) Recommendations (R), and (4) Impressions (I). Although most of the findings were positive with regard to application and receptivity across all dimensions of the PERI model for the gamification tool—a game-based student response system (GSRS) used for delivering education—they also reveal areas in need of development for the successful embedding of gamifying technology–enhanced learning provisions and their efficacy in teaching and learning pedagogy. The conclusions of this study outline implications for educators, students, education leaders, and gamification product developers.

Clickers, Best Uses and Benefits

<p>This study provides an analysis of the use student response systems in undergraduate and postgraduate classrooms. Research was conducted utilising a qualitative analysis approach, grounding theories by reviewing related literature, interviewing lecturers and conducting class observation. The study was carried out over two consecutive trimesters, summer 2010 and first trimester of 2011, at Victoria University of Wellington, New Zealand. By conducting this research it is hoped to help improving the quality of teaching. Within this study, it was determined that student response systems are useful for both engaging student and increasing their overall enjoyment of the class. The benefit of using student response systems in the classroom was also found to be dependent on preserving the novelty of the technology and keeping students’ responses anonymous, by redesigning lecturers to have proper student response system questions in order to make the most out of the technology. Overall, this study determined that the decision whether or not to utilise student response systems in the classroom should be made based on the level of education of the class and its objectives, whether it is a lecture, tutorial or seminar, with clickers working best in large size, undergraduate classrooms.</p>

Using Kahoot! to Gamify Learning in the Language Classroom

Technology is increasingly being used to foster engagement, enhance classroom dynamics, promote autonomy and improve the student learning experience in language learning environments. Many teachers have begun to employ digital apps and tools (e.g. Mentimeter and GoSoapBox) as a more interactive alternative to traditional activities. One product that has been particularly popular due to its user-friendly interface and focus on motivation, enjoyment and competition is Kahoot! ( https://kahoot.com ) – a game-based student response system in which the teacher takes on the role of a game show host with the students as contenders. Kahoot! can enhance the language classroom by making the introduction of new content (e.g. definitions, tenses or collocations) and the consolidation of knowledge more interactive and visible, helping learners reach mastery of the language content. Although Kahoot! has been a popular platform since its launch in 2013, its utility in the language classroom has yet to be fully explored. Furthermore, to be used effectively, teachers need a clear understanding of its subject-specific affordance and limitations. Therefore, this review explores how language teachers can use Kahoot! to improve student engagement – and potentially academic performance – by gamifying learning. Notably, only the free version of Kahoot! is examined.