STUDENTS’ PERCEPTIONS TOWARDS E-QUIZZES IN ONLINE EFL CLASSROOMS
Main Article Content
Abstract
Technology is being increasingly integrated into teaching environments in view of enhancing EFL students’ online learning experience. This article presents the outcomes of research employing a motivation theory technique to examine students’ experience using game-play quizzes at a university in Vietnam. Questionnaire and focus group interview with students were used to learn about the extent to which students perceive e-quizzes in their learning process. Quantitative data collected was analyzed using SPSS and Huberman’s (1994) analytical framework was used to clarify qualitative data from interviews. Key findings based on quantitative data revealed that almost all students presented favourable views towards quizzes use. Findings from the interview noted that online quizzes enriched the quality of student learning in the classroom, with the highest influence reported on motivation, enjoyment and improved preparation and participation. The study also suggests that the use of online games in the classroom is likely to raise competitiveness, thereby improving intellectual stimulation, long-term retention of knowledge and digital skills.
Article Details
Keywords
EFL students, e-quizzes, positive views, quality of learning
References
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Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268–286.
Van Eck, R., & Dempsey, J. (2002). The effect of competition and contextualized advisement on the transfer of mathematics skills in a computer-based instructional simulation game. Educational Technology Research & Development, 50(3), 23-41. http://dx.doi.org/10.1007/BF02505023
Wang, A. I., & Lieberoth, A. (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot. In T. Connolly & L. Boyle (Eds.), Proceedings of the 10th European Conference on Games Based Learning (pp. 737-746). Academic Conferences and Publishing International Limited.
Yang, Y. T. C. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computer Education, 59(2), 365-377.
Zhou, L., Li, F., & Wu, S. (2020). School’s out, but class’s on’, the largest online education in the world today: Taking China’s practical exploration during the COVID-19 epidemic prevention and control as an example. Best Evidence of Chinese Education, 4(2), 501–519. https://doi.org/10.15354/bece.20.ar023
Bourgonjon, J., De Grove, F., De Smet, C., Van Looy, J., Soetaert, R., & Valcke, M. (2013). Acceptance of game-based learning by secondary school teachers. Computers & Education, 67, 21-35. http://dx.doi.org/10.1016/j.compedu.2013.02.010
Charsky, D. & Ressler, W. (2011). Games are made for fun: Lessons on the effects of concept maps in the classroom use of computer games. Computer Education, 56(3), 604-615.
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). SAGE Publications, Inc.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.
Dempsey, J. V., & Johnson, R. B. (1998). The development of an ARCS gaming scale. Journal of Instructional Psychology, 25, 215–221.
Fithriani, R. (2018). Communicative game-based learning in EFL grammar class: Suggested activities and students’ perception. JEELS (Journal of English Education and Linguistics Studies, 5(2), 171-18. http://dx.doi.org/10.30762/jeels.v5i2.509
Gamlo, N. (2019). The impact of mobile game-based language learning apps on EFL learners’ motivation. English Language Teaching, 12(4), 49-56. http://dx.doi.org/10.5539/elt.v12n4p49
Gravetter, F. J., & Forzano, L.-A. B. (2009). Research methods for the behavioral sciences. Wadsworth Cengage Learning.
Groening, C., & Binnewies, C. (2019). “Achievement unlocked!” - The impact of digital achievements as a gamification element on motivation and performance. Computers in Human Behavior, 97, 151-166. https://doi.org/10.1016/j.chb.2019.02.026
Huang, R., Tlili, A., Chang, T. -W., Zhang, X., Nascimbeni, F., & Burgos, D. (2020). Disrupted classes, undisrupted learning during COVID-19 outbreak in China: Application of open educational practices and resources. Smart Learning Environments, 7, Article 19. https://doi.org/10.1186/s40561-020-00125-8
Huang, W., Huang, W., Diefes-Dux, H., & Imbrie, P. K. (2006). A preliminary validation of attention, relevance, confidence and satisfaction model-based instructional material motivational survey in a computer-based tutorial setting. British Journal of Educational Technology, 37(2), 243–259.
Karoulis, A., & Demetriadis, S. (2005). The motivational factor in educational games. Interaction between learner’s internal and external representations in multimedia environments. Kaleidoscope NoE JEIRP, 296-312.
Kebritchi, M., & Hirumi, A. (2008). Examining the pedagogical foundations of modern educational computer games. Computer Education, 52, 1729-1743.
Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2–10.
Klein, J. D. & Freitag, E. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computer Education, 55(2), 427-443.
Kuhl, J. (1987). Action control: The maintenance of motivational states. In F. Halisch & J. Kuhl (Eds.), Motivation, intention and volition (pp. 279-291). Springer. https://doi.org/10.1007/978-3-642-70967-8_19
Kurt, S. (2021, January 30). Model of motivation: ARCS instructional design. Education Library. https://educationlibrary.org/model-of-motivation-arcs-instructional-design/
Lopez, C. E., & Tucker, C. S. (2019). The effects of player type on performance: A gamification case study. Computers in Human Behavior, 91, 333-345. https://doi.org/10.1016/j.chb.2018.10.005
Mathieson, K. (1991). Predicting user intentions: Comparing the technology acceptance model with the theory of planned behavior. Information Systems Research, 2(3), 173–191.
McFarland, D. J., & Hamilton, D. (2006). Adding contextual specificity to the technology acceptance model. Computers in Human Behavior, 22(3), 427–447.
Park, S. Y., Nam, M. W., & Cha, S. B. (2012). University students’ behavioral intention to use mobile learning: Evaluating the technology acceptance model. British Journal of Educational Technology, 43(4), 592–605. https://doi.org/10.1111/j.1467-8535.2011.01229.x
Perse, E. M. (1986). Soap Opera viewing patterns of college students and cultivation. Journal of Broadcasting and Electronic Media, 30, 175–193.
Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33
Robbins, S. (2005). Organizational behavior. Pearson Education.
Smith, S. A. (2018). Digital environments and motivation among young ESL learners. In J. I. Liontas & M. DelliCarpini (Eds.), The TESOL encyclopedia of English language teaching: Current trends and future directions in English language teaching. John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0960
Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268–286.
Van Eck, R., & Dempsey, J. (2002). The effect of competition and contextualized advisement on the transfer of mathematics skills in a computer-based instructional simulation game. Educational Technology Research & Development, 50(3), 23-41. http://dx.doi.org/10.1007/BF02505023
Wang, A. I., & Lieberoth, A. (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot. In T. Connolly & L. Boyle (Eds.), Proceedings of the 10th European Conference on Games Based Learning (pp. 737-746). Academic Conferences and Publishing International Limited.
Yang, Y. T. C. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computer Education, 59(2), 365-377.
Zhou, L., Li, F., & Wu, S. (2020). School’s out, but class’s on’, the largest online education in the world today: Taking China’s practical exploration during the COVID-19 epidemic prevention and control as an example. Best Evidence of Chinese Education, 4(2), 501–519. https://doi.org/10.15354/bece.20.ar023