Introduction
Background of the study
Assessment is a vital component of education that enhances the teaching-learning process by providing teachers with essential data to evaluate their instructional methods and students' progress toward learning goals In today's digital era, technology plays an indispensable role in education, particularly by facilitating formative assessments that gauge learners' skills and knowledge Immediate feedback during these assessments is crucial for enhancing student performance By integrating technology with assessment, educators can obtain detailed insights into student progress, enabling them to make informed adjustments to their teaching strategies and ultimately support students in achieving their learning objectives more effectively.
The integration of technology in classrooms is essential for effective teaching and enhanced learning in the 21st century, as it aligns with students' passion for digital tools Research has extensively explored the impact of technological instruction on the educational process, highlighting its role in creating an interactive learning environment Numerous studies have demonstrated the significant benefits that technology brings to education, reinforcing its necessity in modern teaching practices.
2 improve the methods of teaching, learning and assessment, which positively impact students’ knowledge and skills
Computer-Assisted Language Learning (CALL) significantly enhances English language education by encouraging active participation among learners rather than passive absorption of content (Beatty, 2010) Recently, many educators have adopted Web-Apps to boost learner motivation, improve classroom interaction, and provide immediate feedback on student performance Research indicates that technology positively influences all language skills—listening, reading, speaking, and writing—and fosters increased motivation, self-esteem, and confidence (Tsai, 2003; Chang, 2002; Stepp-Greany, 2002) Web-Apps offer access to authentic materials and diverse resources, enabling learners to expand their knowledge beyond a single source Additionally, these applications cater to various learning intelligences, making their integration into language classes essential A wide range of accessible tools, such as vocabulary quizzes, grammar games, and dictionaries, allows teachers to customize their lessons effectively Ultimately, incorporating technology into language education enriches the learning experience and enhances outcomes.
Quizizz is a popular online learning tool that educators use to create interactive quizzes aimed at enhancing student engagement and motivation in learning English (Basuki, 2019) This versatile application is suitable for learners ranging from elementary to college levels, providing a platform for effective assessment and learning.
Quizizz is an innovative game-based educational app that enhances classroom learning by allowing students to participate in interactive activities using their mobile devices With engaging features like avatars, themes, memes, and music, Quizizz transforms traditional in-class exercises into fun multiplayer competitions This app motivates students to study by enabling them to compete in real-time quizzes, showcasing their live rankings on a leaderboard Instructors can easily monitor student performance and download reports after quizzes, making it an effective tool for improving student engagement and interest, particularly in English classrooms.
Quizizz is an engaging tool for quick classroom assessments, as highlighted by Basuki and Hidayati (2019) This innovative application utilizes gamified quizzes, moving away from traditional tests and assignments, which enhances the learning experience (Rahayu, 2019) Additionally, research indicates that implementing Quizizz in teaching fosters a positive attitude among students towards both the learning process and classroom assessments (Suo, 2018).
Research indicates that classes utilizing Quizizz experienced significantly higher student satisfaction and improved instructor evaluations (Zhao, 2019) Given the challenges posed by the pandemic, which restricts student interactions and confines learning to indoor environments, incorporating Quizizz is anticipated to enhance engagement and enjoyment in the learning process.
Rationale
As an English teacher in the digital age, I recognize the importance of integrating online learning applications into the classroom These tools serve as effective formative assessment instruments that not only motivate students but also enhance their engagement in the learning process.
Traditional assessment methods face significant drawbacks, including limited class hours for reinforcing linguistic knowledge and minimal student interaction during assessments To address these issues, the e-learning model emerges as an innovative solution, enhancing student engagement and fostering interaction during lessons The pandemic has further accelerated the shift from traditional classrooms to distance learning, often leading to decreased motivation among students Game-based learning applications, such as Quizizz, play a crucial role in making English lessons more enjoyable, interactive, and engaging for learners.
This study explores the impact of Quizizz as a game-based learning tool in English as a Foreign Language (EFL) classrooms, focusing on student engagement and perceptions of this alternative assessment method By analyzing how Quizizz influences classroom dynamics, the research aims to provide valuable insights for educators to enhance their teaching strategies and improve student learning outcomes Ultimately, the findings are expected to contribute to the ongoing development of innovative assessment approaches in the educational landscape.
Aims of the study
This study investigates the impact of Quizizz on high school students' engagement levels and participation during class, focusing on how this game-based assessment tool influences their learning progress Additionally, it aims to explore students' perceptions of using Quizizz for formative assessments Following this analysis, the research offers recommendations for enhancing the implementation of such tools in educational settings.
5 help teachers and students make more effective use of the application and ultimately enhance the teaching and learning process overall
In particular, this study is carried out with a view to finding the answers to the following research questions:
1 How is EFL students’ engagement affected by the use of Quizizz as a game-based assessment tool in the classroom?
2 What are EFL students’ perceptions towards the use of Quizizz as a game-based assessment tool in the classroom?
Scope of the study
The study is conducted at Quoc Hoc high school with 70 high school students, including
This study explores the engagement levels of 10th and 11th graders when teachers utilize Quizizz as a formative assessment tool It also examines students' perceptions of how this application impacts their learning process.
Significance of the study
Teachers are increasingly incorporating technology into their lessons to enhance both their teaching methods and student learning experiences This study focuses on the impact of using Quizizz for formative assessments instead of traditional paper-and-pencil tests, specifically examining student engagement and perceptions of the application It aims to identify both the benefits and drawbacks of Quizizz in the learning process, with the goal of providing recommendations to address any challenges, thereby enabling teachers to maximize the effectiveness of this online assessment tool in their classrooms.
Thesis overview
Chapter 1: INTRODUCTION This chapter provides the basic aspects of the study including the background of the study, rationale, aims of the study, research questions, scope of the study and the significance of the study Finally, the chapter also presents the overall structure of the study
Chapter 2: LITERATURE REVIEW This chapter contains four main parts The first part provides the general knowledge about assessment in general, as well as formative assessment in particular The second part introduces Quizizz website as a game-based assessment tool and its benefits The third part provides theoretical frameworks about students’ engagement in the classroom The last part discusses some previous studies related to the research, as well as identifies the gaps in the previous studies
Chapter 3: RESEARCH METHODOLOGY This chapter describes the methodology used in this study, consisting of chosen participants, data collection method and data analysis method Chapter 4: FINDINGS AND DISCUSSION This chapter continues with the findings of the study and discussions The topics include the examination of students’ engagement when using Quizizz in the classroom and their perceptions towards this application in class Some drawbacks of applying this game-based assessment tool will also be mentioned and some suggestions from students will be put forward in order to have a more effective way of using Quizizz in English classrooms
Chapter 5: CONCLUSION The last chapter deals with the research’s results summary, implications for high school teachers and students in Hue city for improving the application of Quizizz, a game-based assessment method, in teaching and studying, limitations of the study and some recommendations for further research
Literature Review
Formative Assessment
Assessment is a fundamental element of effective learning and teaching, as it involves gathering, analyzing, and interpreting information about student learning outcomes and progress towards achieving learning objectives (Bransford, 2000; Brookhart, 2012) This systematic collection of information can be conducted through various methods, including written and oral tests, authentic tasks, essays, traditional tests, and student self-reports Additionally, teachers can observe student activities during the learning process Therefore, assessment should be a planned, gradual, and ongoing process to effectively monitor and support students' development (Brookhart, 2012).
Assessment in English classrooms is crucial for measuring students' understanding of the material, as highlighted by Poerwati and Amri (2015), who describe it as a process of gathering information to inform decisions about student progress This data not only allows teachers to reflect on their instructional methods but also aids in enhancing students' learning experiences Jimaa (2011) emphasizes that assessments are designed to evaluate the progress and effectiveness of student learning outcomes Furthermore, assessments can diagnose student participation and achievement in learning activities (Nurhardianti & Pratolo, 2020; Soifah, 2020) The importance of assessment has been recognized by numerous 20th-century experts, who agree on its vital role in education.
8 part of educational system which is not separable as it has become the main component of education to conduct effective learning (Linn & Miller, 2005)
According to James (2010), there are two kinds of assessments most frequently discussed in teaching and learning, namely summative and formative (James, 2010) Brown
Summative assessment (SA) is defined as the evaluation of students' competencies and skills at the conclusion of a unit or course, measuring what they have learned over a specific period (Brown, 2004) In contrast, formative assessment (FA) focuses on the ongoing evaluation of students' learning processes, providing support to enhance their growth and development (Brown, 2004) FA includes tests administered during the teaching program to assess students' learning abilities and is characterized by the feedback it offers to both students and teachers (Bennett, 2011) The primary objective of FA is to monitor student learning and provide continuous feedback that educators can use to improve their teaching effectiveness (Loyd & Koenig, 2008).
Formative assessment is a structured process where evidence of students' understanding is gathered to inform teachers' instructional strategies and help students refine their learning approaches (Popham, 2011).
Formative assessment (FA) delivers timely, specific, and non-evaluative feedback that enhances student performance Educators worldwide actively involve students in the FA process to assess comprehension and address misunderstandings through various methods, including diagnostic tests, startup activities, exit cards, pop quizzes, group discussions, and think-pair-share techniques Additionally, teachers gain valuable insights and benefits from implementing formative assessment strategies in their classrooms.
9 assessment techniques as they provide them with the opportunity to assess their teaching effectiveness and, accordingly, adjust and modify their teaching activities
Formative assessment (FA) offers benefits that extend beyond promoting effective study habits; it enhances memory retrieval through testing, which can involve restudying material (McDaniel, 1985; Roediger, 2006) Tests serve as valuable tools for educators to monitor student progress, typically used for assessment and grading purposes (Roediger, 2011) Additionally, they play a crucial role in improving student performance by boosting information retention and encouraging consistent study habits Traditionally, FA has been implemented through pencil-and-paper tests (PPT) (Joyce, 2018), which may include selected-response items or constructed response items where students generate answers (Karthikeyan, 2021) Despite being seen as necessary evils by many teachers, these assessments significantly increase the likelihood of student engagement and learning.
Tests can be a challenging experience for both students and teachers, as they require significant preparation, grading, and feedback time (Roediger, 2011) This process often leads to heightened anxiety among students, impacting their performance during assessments.
Students often experience a range of emotional states, including anxiety and fear of failure, before and during assessments, which can hinder their academic success (Reeve, 2008; Ergene, 2003) This anxiety is particularly prevalent among university students, who are increasingly concerned about their future careers and how their test scores will impact their goals Fortunately, advancements in technology have enabled educators to address these challenges effectively By incorporating gamification into formative assessments, teachers can create a more engaging and less stressful testing environment, ultimately reducing student anxiety and enhancing learning outcomes.
2.1.2 Game-based formative assessments as an alternative for traditional tests
Traditionally, formative assessments (FA) were conducted using paper and pencil tests; however, the rise of the twentieth century prompted educators to explore more engaging and convenient testing methods With rapid advancements in information technology, teachers can now leverage digital applications to obtain detailed insights into student performance, enhancing the teaching process (Muhammad, 2020) This shift has led to the adoption of innovative assessment techniques, such as gamification, which provides an engaging alternative to traditional paper-based tests.
Gamification in education is an increasingly popular approach to online learning and teaching (Rudi, 2021) Numerous researchers have explored the impact of games and technology on reducing test anxiety, including studies by Smits and Charlier.
(2011) conducted a study on game-based assessment and the effect on test anxiety The findings of the study show that the integration of games in assessment results in positive psychological
11 well-being and less test anxiety in students throughout the assessment process They assumed based on the literature that it would also ultimately increase academic achievement later on (Smits, 2011)
A game is defined as a structured system where players engage in an artificial conflict, governed by rules that yield measurable outcomes (Salen, 2005) In this context, the system often refers to computer or video games that elevate player experience through various techniques The appeal of games lies in their ability to induce fun and maintain player engagement until the end (Malone, 1981; Prensky, 2001) Research by Bateman and Nacke (2010) indicates that playing games triggers a positive brain response through the release of chemicals like dopamine, epinephrine, and norepinephrine, which enhance motivation and excitement Games are characterized by elements such as curiosity, expectation, and interactivity, which can significantly boost learners' interest and intrinsic motivation (Lim, 2006) Utilizing games in educational settings effectively captures students' attention, reinforcing the idea that “we all learn better when motivated” (Bergin, 2005).
Engaging in enjoyable activities fosters genuine learning (Engin, 2004), making the integration of games into teaching and assessment highly effective (Chang, 2012; Giannakos, 2013; Mayo, 2009; Meluso, 2012).
Formative assessment (FA) has evolved with technology, allowing for more engaging and effective implementation When educational games are thoughtfully designed and executed, they not only enhance the enjoyment and ease of learning but also foster the development of students' affective, cognitive, psychomotor, and social skills (Bayat).
2014) As information and communication technologies become more prevalent in education,
With the rise of online learning activities, several game-based assessment forms have been developed, leading to the creation of educational applications like Kahoot, iClicker, and Quizizz that facilitate these assessments.
Quizizz
Quizizz is an engaging, game-based educational platform that transforms classroom activities into interactive and enjoyable multiplayer experiences It allows students to participate in in-class exercises using their electronic devices, covering a wide range of subjects from core academic areas like English, Math, and Science to broader topics such as Social Studies and Career Education.
Quizizz stands out among educational apps by incorporating engaging game elements such as avatars, themes, memes, and music, making the learning experience more enjoyable It fosters competition among students, motivating them to study while allowing them to take quizzes simultaneously in class and view their live rankings on a leaderboard Instructors can track student progress and download performance reports after quizzes, enhancing their ability to evaluate student understanding Utilizing Quizizz in English classrooms effectively stimulates student interest and boosts engagement.
Quizizz is an effective tool for teachers to conduct formative assessments through engaging quizzes that test students' prior knowledge, resembling a competitive game format (Yoshida, 1985) This platform not only enhances the learning experience by making it entertaining and interactive (Sue, 2006) but also helps reduce test-related anxiety among students (Barbara, 2009) With its multiplayer feature, Quizizz allows students to collaborate and practice together, while teachers can control the number of participants in each quiz session.
To ensure a secure quiz environment, teachers can utilize a unique code for students to join, cross-referencing attendance lists to prevent unauthorized access This approach makes assessments accessible to all students, leveraging the rapid advancements in technology, provided they have their own devices in the classroom.
The main features of Quizizz include:
(1) Student-paced: the teacher will give a time limit for each question and students need to answer before the time given for each answer is up
(2) Bring your own device (BYOD): Quizizz can be played in various devices with a browser, including PCs, smartphones, laptops, and tablets
Quizizz offers thousands of public quizzes created by teachers worldwide, allowing members to access and participate in these quizzes This feature not only fosters collaboration among educators but also provides valuable inspiration for teachers looking to design their own quizzes.
(4) Quiz Editor: Quizizz allows the teachers to pluck questions from any quiz, easily add images from the internet, auto-save teachers’ progress and tons of other features
The Reports feature provides teachers with in-depth insights into both individual student performance and overall class understanding for each quiz administered Additionally, educators have the option to download these reports as Microsoft Excel spreadsheets for further analysis.
(6) Quiz Customization: Teachers can customize their quiz session in multiple options to consider the level of competition, speed, and other factors, as shown in Figure 3
Figure 3 Quizizz – Designing questions and question Types
2.2.2 Benefits of using Quizizz in English classrooms
Quizizz is an engaging, game-based online testing tool that enhances classroom activities by allowing students to interact with questions on their devices This platform not only provides a competitive environment where students can assess their performance against classmates but also fosters greater interest and participation in learning Additionally, Quizizz serves as an effective formative assessment tool, enabling teachers to download test reports and evaluate student performance, thereby improving the overall educational experience.
Quizizz is a highly effective online assessment tool designed for students to evaluate their knowledge and track their learning progress This formative testing platform provides valuable insights into the overall understanding of class materials, making it an ideal resource for teachers With its intuitive interface, Quizizz enables educators to assess both language learning skills and curricular competencies, enhancing the educational experience for students.
Quizizz offers a vast library of quizzes that users can utilize or customize Recognized as a game-based learning platform, Quizizz enhances student focus, participation, engagement, motivation, and overall satisfaction (Chaiyo, 2017) This online assessment tool enables students to evaluate their knowledge and skills while tracking their progress in learning English (Rahayu, 2018).
Quizizz is an innovative platform that utilizes modern technology to enhance classroom activities through multiplayer games It displays student responses in real-time, promoting engagement and interaction Research indicates that integrating Quizizz with instructional strategies significantly benefits learning outcomes, fostering quiz appreciation, boosting activity engagement, and enhancing both motivation and academic achievement among students.
Students’ engagement in the classroom
Engagement is a critical factor in learning with game-based activities and it provides students with enhanced learning experience to achieve good grades (Amriani, 2013)
Gamification effectively enhances learner engagement by creating game-like experiences in non-game contexts (Lee, 2012) However, to achieve meaningful student engagement, careful planning, creativity, and ongoing monitoring are essential (Carini, 2006) According to Raftopoulos (2014), the intrinsic nature of the activity plays a crucial role in engagement, necessitating thoughtful design to prevent the risk of value destruction, which can occur when online applications prioritize outcomes over enjoyment Therefore, transforming gameplay into effective classroom engagement requires meticulous attention Engagement can be categorized into three types: behavioral, emotional, and cognitive (Fredricks et al., 2004), which can be fostered through the careful selection of game dynamics, mechanics, and components.
Affective engagement, often referred to as motivational or psychological engagement, encompasses students' emotional responses to their educational environment, including their teachers, classmates, and academic tasks This engagement is characterized by positive emotions such as interest and happiness, alongside the absence of negative feelings like boredom and anxiety Students who demonstrate affective engagement typically experience a strong sense of belonging and identification with their school, value educational outcomes, and feel supported by their peers and teachers.
Behavioral engagement is defined in three primary ways, as highlighted by Fredricks et al (2004) and noted by Rumberger (2004) as a key factor in the dropout process The first definition emphasizes positive conduct, including adherence to classroom norms, rule-following, and avoidance of disruptive behaviors like skipping school (Finn, 1997; Fredricks et al., 2004) The second definition focuses on participation in academic tasks, which encompasses behaviors such as contributing to discussions, asking questions, maintaining attention, demonstrating persistence, and exerting effort (Finn, 1995; Fredricks et al., 2004; Skinner).
1993) The third and last way, according to Finn et al (1995), is the involvement in activities related to school that include, for example, school governance and sports (Fredricks et al.,
2004) Therefore, behavioural engagement is a directly observable dimension of engagement, and the salient indicators of this dimension include truancy, preparation for school, attendance,
18 participation in curricular and extracurricular tasks, and discipline referrals (Appleton, 2008; Fredricks, 2004; Reschly, 2006)
Cognitive engagement in education highlights students' commitment to their learning process, encompassing their readiness to invest effort in comprehending and mastering challenging tasks It involves the application of effective learning strategies, such as favoring elaboration over mere memorization, a preference for tackling difficult challenges, and the ability to self-regulate their learning activities.
Cognitive engagement is characterized by several key indicators, including the ability to ask questions for clarification, persistence in challenging tasks, flexibility in problem-solving, the application of learning strategies such as connecting new information to prior knowledge, and employing self-regulation to enhance the learning process (Fredricks et al., 2004; Finn, 2012).
Previous studies
2.4.1 Effects of using Quizizz on students’ engagement in class
Recent studies highlight Quizizz as a leading digital tool in language learning, significantly enhancing student engagement and participation when integrated into educational settings (Munawir & Hasbi, 2021) A study conducted by Suo and Zalika (2018) examined the effectiveness of Quizizz in sparking interest among students in an Arabic class at Sultan Idris Education University in Malaysia, involving 85 participants.
In an Arabic course titled "Arabic Skill," students engaged in a Quizizz game featuring 20 questions based on previously learned topics, played for 20 minutes to combat fatigue and boredom typically experienced at the end of class Following the game, questionnaires were distributed to gather student feedback on the effectiveness of implementing Quizizz in their learning experience.
The implementation of Quizizz in the Arabic class significantly enhanced student engagement, with all participants actively responding to questions Compared to prior lessons, students demonstrated increased concentration on the topic Overall, the results indicated that students held positive attitudes towards using Quizizz as an effective online teaching and assessment tool in their Arabic classes.
Wibawa (2019) conducted a descriptive qualitative study to explore the impact of the Quizizz application on students' learning processes, focusing on 42 Accounting and Economic Education students Through observations and teacher interviews, the research revealed that Quizizz significantly enhances student engagement and encourages active participation in learning activities.
(2019) conducted a study to explore the effectiveness of gamified activities in Human
A study by Meng (2019) explored the impact of Quizizz on student engagement in a Computer Interaction class, involving 47 Technical and Vocational Education and Training students divided into two groups: Group A with 23 students and Group B with 24 After delivering brief lectures, the teacher administered quizzes using Quizizz, monitoring student performance over five classes to evaluate the effectiveness of gamified learning activities.
In the initial class, students took a trial quiz, followed by their first official quiz in the second week, with weekly quizzes continuing thereafter By the fifth week, participants provided feedback on their Quizizz experiences The study's findings indicated that students demonstrated positive progress over the month, driven by the entertaining, competitive, and engaging aspects of Quizizz, which resonated well with the millennial generation's familiarity with gaming.
20 settings, their psychological needs could be met through Quizizz, which has gamification environment
A study by Munawir and Hasbi (2021) utilized a one-shot case study with an explanatory quantitative research design to assess the impact of Quizizz on student engagement and learning outcomes in the EFL classroom at Universitas Sulawesi Barat The analysis through structural equation modeling indicated that the Quizizz application significantly enhanced students' behavioral engagement and psychomotor outcomes Results showed that the use of Quizizz positively influenced students' on-task attention, lesson involvement, and overall effort in learning English Additionally, a survey highlighted that students became more attentive during lessons, actively sought to comprehend the material, and showed increased focus on new topics presented by the teacher.
2.4.2 Students’ perceptions towards the use of Quizizz in class
Numerous studies have explored the use of Quizizz in English language learning from both teachers’ and students’ perspectives For instance, Amalia (2020) focused on examining EFL students’ views regarding Quizizz as an online assessment tool.
In a descriptive qualitative study conducted in 2020, purposive sampling was employed to select 20 students enrolled in the Dynamic English Course, focusing on those with both above-average and below-average scores Data collection involved a questionnaire comprising 10 questions, analyzed using a Likert Scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree) The findings of the study revealed significant insights into the students' perspectives.
21 students had positive perspectives towards the use of Quizizz as an online assessment instrument and the students stated that when compared to the traditional tests, Quizizz was better
A study by Zuhriyah and Pratolo (2020) investigated students' perceptions of Quizizz as an assessment tool at a private university in Yogyakarta, utilizing a case study approach and semi-structured interviews for data collection The findings indicated that students found Quizizz to be an interesting tool that enhances their confidence and boosts their motivation.
Quizizz has proven to be an effective and engaging tool for university students in English classes, enhancing their reading abilities while keeping them focused and interested in assignments The platform fosters confidence through anonymous profiles, allowing students to participate without fear of judgment Additionally, the feedback feature motivates students to learn from their mistakes, further boosting their engagement By employing skimming strategies on Quizizz, students have demonstrated improved reading comprehension compared to traditional teaching methods Overall, this study suggests that English teachers should consider integrating Quizizz as a fun and motivating assessment alternative to encourage deeper learning.
In a study by Jannah et al (2020), researchers explored the perceptions of EFL high school students regarding the use of Quizizz for online English tests A total of 212 students from grades 11 and 12 participated, completing a 12-statement questionnaire after engaging in online assessments via Quizizz The responses provided insights into the students' experiences and attitudes towards this digital testing platform.
A Likert scale ranging from 1 to 5 was utilized in the study, revealing that students held positive perceptions towards taking online English tests on Quizizz These favorable views stemmed from the gamified features of Quizizz, which enhanced their enjoyment of the online assessments Additionally, students found that online testing through Quizizz was more effective and time-saving compared to traditional methods, as it allowed them to complete tests anytime and anywhere, beyond the confines of the classroom.
While much research has explored the effectiveness and student perceptions of Quizizz as a game-based learning tool, there remains a limited number of studies examining its use specifically as an assessment tool, particularly in the context of formative assessment.
This study investigates the use of Quizizz as a formative assessment tool in English as a Foreign Language (EFL) classrooms in high schools in Hue City, Vietnam Unlike previous research by Zuhriyah and Pratolo (2020), which focused on higher education, and Jannah et al (2020), which examined Quizizz in Indonesian high schools outside of class, this research emphasizes classroom engagement The primary aim is to assess how Quizizz influences EFL high school students' learning engagement and to gather insights on their perceptions of this game-based online assessment tool.
Methodology
Research design and method
This study utilizes a mixed methods approach for data collection and analysis, incorporating both qualitative and quantitative research instruments such as classroom observations, questionnaires, and interviews As a result, it fits the definition of "mixed methods research," a term that is gaining prominence in the research community Mixed methods research, while defined in various ways, fundamentally combines different research methodologies to enhance understanding.
Mixed-methods research involves the integration of qualitative and quantitative approaches by researchers to achieve a comprehensive understanding of a subject This methodology utilizes diverse viewpoints, data collection methods, and analysis techniques to enhance both the breadth and depth of insights while ensuring the corroboration of findings.
Mixed methods research recognizes the strengths and weaknesses of various methodologies, enhancing the richness and utility of collected data to address research questions (Johnson et al., 2007) By integrating both quantitative and qualitative approaches, researchers can gain diverse perspectives, leading to a deeper understanding of the subject matter Additionally, employing multiple methods enhances the reliability of the findings (Allwright, 1991; McDonough, 1997; Silverman, 2008).
This research employed both quantitative and qualitative methods to examine the impact of Quizizz, a game-based assessment tool, on high school EFL students' classroom engagement during formative assessments The qualitative approach facilitated an in-depth exploration of students' perceptions regarding the use of Quizizz in lessons, along with their suggestions for enhancing the effectiveness of learning and teaching with this assessment tool.
Research context
The research conducted at Quoc Hoc High School in Hue City highlights the integration of technology in education, as all classrooms are equipped with large touch-screen televisions connected to computers and the internet This setup allows students to engage with electronic devices across various subjects, including English Teachers utilize PowerPoint presentations, often in conjunction with blackboards or solely on the TV, while students are regularly tasked with creating and delivering their own presentations using PowerPoint Overall, both teachers and students at Quoc Hoc High School are well-acquainted with leveraging smart devices to enhance the teaching and learning experience.
Participants of the study
The participants for the study are 70 high school students, including 20 tenth graders and
Fifty eleventh graders from Quoc Hoc High School, specializing in Japanese, History-Geography, and Physics, are learning English as a non-specialized subject Their English knowledge is primarily at a basic level, largely derived from textbook materials.
Grade Number of students Ages Years of learning
Research instruments
For collecting reliable data, classroom observation was employed in this research
According to Burns (1999), with this method the researcher is able to view classroom events occur in their natural way by immersing himself into such an educational environment (Burns,
Observation provides a firsthand view of events in a natural setting, allowing researchers to gather contextual factors without relying on participants' willingness to share information (Zohrabi, 2013) When effectively combined with questionnaires and interviews, observation can yield relatively objective firsthand information (Johnson, 2003).
This research utilized non-participant observation, where the observer organizes classroom activities without direct involvement, allowing for unbiased monitoring and data collection This method ensures that the observer's presence does not influence classroom dynamics, thereby enhancing data reliability An Observation Form was created, informed by two primary research questions and the Engagement Questionnaire, to systematically document the observations made during the study.
A total of 26 classroom observations were conducted, with two observations in each class, to assess student engagement during formative tests administered through Quizizz in a game and competition format.
Questionnaires are an effective tool for collecting vast amounts of information simultaneously, as highlighted by Brown (1988), who noted their efficiency in large-scale data gathering compared to other methods The key advantages of using questionnaires include their practicality, scalability, and the ability to ensure high levels of confidentiality and anonymity for respondents (Fowler, 2009).
Respondents typically have the choice to disclose their personal information, minimizing the risk of identity exposure Additionally, questionnaire responses can be easily quantified and processed using specialized software, allowing researchers to quickly and clearly present their findings.
Questionnaires can include a variety of item types, such as closed and open questions, dichotomous and multi-option selections, or Likert scale items with varying points (Cohen, 2011) Closed questions are easier to quantify and analyze due to their limited and predetermined choices (Creswell, 2008; Wiersma, 2008), while open questions allow respondents to express their thoughts more freely (Bransford, 2000; Punch, 2009) Seliger and Shohamy (1989) highlight the efficiency of closed-ended questions in analysis, whereas Gillham (2000) suggests that open questions can foster deeper insights and discoveries.
To obtain data for this study, two questionnaires were administered to the participants, which were Engagement Questionnaire and Perception Questionnaire, and both closed and open
The Engagement Questionnaire, adapted from Reeve and Tseng’s (2011) model and Ben-Eliyahu et al.’s (2018) framework, consisted of 30 statements designed to assess the benefits of formative assessment practices, including both paper-based tests and Quizizz These statements, which were rated on a five-point Likert scale from Strongly Disagree to Strongly Agree, were categorized into three main clusters reflecting different dimensions of student engagement Detailed information about the themes and items in each cluster is available in Table 3.4.1.
Main Clusters in Engagement Questionnaire
The Perception Questionnaire, adapted from Amalia (2020), assesses students' perceptions of Quizizz through a variety of question types, including multiple-choice questions with multiple selections and open-ended questions Comprising a total of 15 items, the questionnaire is organized into three main clusters, as detailed in Table 3.4.2.
Main clusters in Perception Questionnaire
3 Students’ suggestions towards using Quizizz in the classroom
The Engagement Questionnaire and Perception Questionnaire were provided in both English and Vietnamese to ensure that students fully understood all questions prior to answering.
Interviews are an effective method for gathering in-depth opinions and feelings about specific topics, events, or actions, allowing for a personal and detailed exploration (Kvale, 2009; McDonough, 1997; Punch, 2009) They facilitate a deeper investigation into individual perspectives, providing insights into why people hold particular beliefs Additionally, interviews can help identify areas for further exploration and enable both interviewers and interviewees to elaborate on ideas or responses (Gill et al., 2008; Gill, 2008).
A face-to-face interview allows the interviewer to gain deeper insights by observing not only the interviewee's words but also their intonations, facial expressions, and gestures (Walliman, 2011) By carefully interpreting these non-verbal cues, the interviewer can uncover additional layers of meaning and decide whether to explore specific topics further during the conversation.
29 what the interviewee truly means or actually wants to say In this sense, interviews provide richer and more profound responses than any kinds of questionnaires
This research utilized face-to-face interviews conducted in the classroom to optimize data collection According to Gorman and Clayton (2005), focus group interviews are effective for gathering rich qualitative data quickly, requiring only a moderate time commitment from participants and researchers alike This method encourages participant interaction, allowing a diverse range of attitudes and beliefs to surface Focus groups also facilitate immediate feedback and clarification of viewpoints, enabling researchers to consider verbal and non-verbal cues, such as gestures and facial expressions, in their analysis.
The Interview Sheet comprised eight pre-prepared questions aligned with two research questions and questionnaires focused on students' engagement and perceptions Additional questions were allowed to arise organically during the interviews Participants had the option to respond in Vietnamese, enabling them to express their emotions and thoughts more comfortably and effectively.
Piloting instruments
Prior to the formal research, a pilot study was conducted to test the data collection instruments Questionnaires were administered to five students who were not part of the study, and pilot interviews were held with three additional participants.
During the pilot stage, 30 students practiced asking interview questions, which helped them become familiar with the question order and the interviewing process The results indicated that there were no issues with the data collection instruments, particularly concerning the clarity of the questionnaire and interview questions.
Procedures
Totally six sessions of classroom observation were held in three classes (both 10 th and
To assess students' comprehension of vocabulary and grammar, two Quizizz sessions were integrated into the "Looking back" section of specific units For 10th-grade students specializing in Japanese, the assessment was incorporated into Unit 8 of Tieng Anh 10 Volume 2, while 11th-grade students specializing in History-Geography and Physics were assessed in Unit 10 of Tieng Anh 11 Volume 2 These sessions aimed to evaluate students' understanding of the vocabulary and grammar points covered in the respective units, with the results providing valuable insights into their learning progress.
During each observation session, the researcher, who also served as the teacher, conducted a Quizizz game featuring 15 to 20 quizzes that lasted approximately 8 to 10 minutes Students participated in pairs using a shared device, such as a phone, tablet, or computer; if any technical issues arose, they were reorganized into groups of three Once prepared, the researcher initiated the game by pressing "Start," allowing students to begin answering the quizzes Throughout the game, the researcher observed the class and documented her findings using an Observation Form to gather data for the study.
Following the classroom observations, seventy hard copies of the Engagement Questionnaire and seventy copies of the Perception Questionnaire were distributed to students across three classes at Quoc Hoc High School The researcher ensured that all personal information would remain confidential and be used solely for research purposes The questionnaires were completed during class and subsequently returned to the researcher for data analysis.
After collecting the questionnaires, three focus group interviews were conducted with nine randomly selected students, three from each of the three classes Each interview involved three students from the same class, where the researcher posed eight predetermined questions from the Interview Sheet The students took turns answering each question, and once a question was thoroughly discussed, the group moved on to the next Additionally, the researcher posed follow-up questions as needed, allowing students to share further insights.
Participants were allowed to respond in Vietnamese to express their emotions and thoughts more comfortably Each interview lasted 10 to 15 minutes and was recorded with the interviewees' consent for later analysis The discussions focused on students' engagement, interests, and perceptions of Quizizz, along with their recommendations for improving its use in formative assessment.
Three focus group interviews were conducted to validate and deepen the understanding of the data gathered from questionnaires This approach allowed for a more nuanced analysis of participants' thoughts and feelings regarding the application of Quizizz, providing insights into the reasons behind their opinions.
Classroom Observation 1 (in each class) Classroom Observation 2 (in each class) Engagement Questionnaire & Perception Questionnaire (in each class)
Focus Group Interview (in each class)
Two classroom observations were carried out across three classes, involving a total of 70 students Following the implementation of Quizizz, all students completed two questionnaires, with 70 copies distributed for each From these respondents, nine students were randomly selected for follow-up interviews, which were conducted face-to-face in class and recorded for subsequent analysis, with the consent of the participants.
Reliability and validity
Reliability in research, as defined by Carmines and Zeller (1979), refers to the consistency of results obtained from experiments or tests over repeated trials It emphasizes the importance of using consistent measurement instruments and methods to minimize potential errors in research Ensuring reliability is crucial for conducting trustworthy research that yields accurate and dependable findings.
This study utilized three data collection instruments: a questionnaire, classroom observation, and interviews, employing methodological triangulation to gain a comprehensive understanding of the research field while enhancing reliability and validity Additionally, strict adherence to research ethics was maintained, ensuring the confidentiality and privacy of participants' information.
Furthermore, research reliability was also fortified by the fact that the researcher was the only one to administer and process the aforementioned instruments, which significantly reduced data collection bias
Research validity refers to the extent to which a study accurately measures what it aims to measure, as noted by Polit and Hungler (1999) Achieving validity is contingent upon the research instruments effectively supporting the research objectives (Polit, 1999).
To ensure validity, the questionnaires were developed based on key findings from prior studies identified in the literature review They were crafted using simple language and a clear, reader-friendly format to facilitate easy comprehension and response from participants Prior to completion, clear instructions and specific explanations were provided to the students Additionally, to prevent any instances of participants having others fill out the questionnaires, all responses were collected in the presence of the researcher, who administered the questionnaires exclusively.
Following the collection and analysis of questionnaires and classroom observation forms, interview questions were crafted based on the research objectives and key findings from these tools The interviewer utilized clear and straightforward Vietnamese language while posing questions and clarifying details to ensure participants fully understood, minimizing any potential confusion.
Data analysis
The study employed a concurrent triangulation design, incorporating both qualitative and quantitative analyses as outlined by Creswell (2007) and Guest (2013) Initially, the researcher conducted separate analyses for each dataset, followed by a merging of the two to create a comprehensive understanding from both data sources, as emphasized by Creswell and Clark.
Classroom observation sessions provided valuable insights that were meticulously analyzed to draw essential conclusions The notes collected from observation forms underwent thematic analysis based on the research questions Subsequently, the data were qualitatively quoted and examined according to identified themes, offering a comprehensive understanding of the issues being studied.
The responses from the questionnaires were analyzed using SPSS software, which calculated the distribution of student responses for each item as percentages Additionally, descriptive statistics, including mean and standard deviations for Likert-scale items, were computed The quantitative findings will be displayed in tables and charts for clear visualization.
The researcher transcribed and translated the interviews into English, following the practice recommended by Kvale and Brinkmann (2009) for enhanced reference and analysis Subsequently, all interview transcripts underwent thematic analysis.
35 the research questions The data were then quoted and analyzed qualitatively according to the themes to give an insightful description of the issues under study
The quantitative and qualitative results were analyzed and synthesized to evaluate the impact of Quizizz on student engagement and their perceptions of this game-based assessment tool in the classroom This merging of data aligns with the concurrent mixed methods design outlined by Creswell and Clark (2011).
Findings and Discussion
Findings
4.1.1 Perceived benefits of applying Quizizz into formative tests on the students’ engagement in the classroom
EFL high school students were asked to evaluate their engagement levels in lessons with the implementation of Quizizz-based formative tests by responding to the Engagement
After conducting formative tests on Quizizz, which included vocabulary and grammar checks, students provided feedback through a questionnaire The overall findings indicate that Quizizz is viewed as an effective tool for assessing student progress and boosting engagement during lessons Descriptive statistics detailing students' responses regarding their engagement levels in these formative assessments are presented in Table 1.
Effects of Quizizz on EFL Students’ Engagement Levels in Class
Doing formative tests on Quizizz… Mean SD
Q11 makes me happy and excited 4.10 0.88
Q17 makes me feel motivated to learn English better
Q19 encourages me to discuss with friends more about the correct and incorrect answers 3.88 0.91
Q21 encourages me to participate more actively in the assessment activity 4.40 0.70
Q22 makes me pay more attention to the assessment activity
Q27 helps me understand the lessons better 3.96 0.80
Q28 encourages me to be more active in raising questions when
Q30 helps me revise learnt lessons more effectively 4.28 0.85
The analysis of Table 1 reveals that the mean scores for student engagement range from a low of 3.88 for question 19 to a high of 4.40 for question 20 Notably, all mean scores exceed 3.40, indicating that students generally perceive their engagement levels in lessons utilizing Quizizz-based formative tests as high For a detailed interpretation of these mean scores, please refer to Table 2, following the guidelines established by Moidunny (2009).
Source: Moidunny, K (2009) The Effectiveness of the National Professional Qualification for
This generally indicates that the students found it interesting and engaging when
Quizizz was incorporated into their formative tests As learner engagement is conceptualized as composed of three dimensions, including affective, behavioural, and cognitive engagement,
EFL students’ engagement levels and patterns will be discussed more in-depth in three sub- sections below
4.1.1.1 Students’ perceived levels of affective engagement when Quizizz is implemented in formative assessment
The Engagement Questionnaire revealed that students demonstrated significantly higher emotional engagement when taking formative tests on Quizizz compared to traditional pen-and-paper methods This indicates a stronger interest in digital assessment tools like Quizizz, highlighting their effectiveness in enhancing student engagement.
From the first statement on the questionnaire, we can already see some interesting differences among the responses
Figure 1 Methods of Doing Formative Tests Arousing Students’ Interests
The first figure reveals that no students strongly disagreed with the notion that both traditional and alternative methods of formative testing sparked their interest This is a positive outcome, indicating that students are not opposed to either testing approach Furthermore, over half of the students surveyed expressed favorable views on the methods used.
Strongly Disagree Disagree Neutral Agree Strongly Agree
In a recent survey, 39% of students expressed a neutral stance regarding their interest in paper-based formative tests, with only a quarter showing agreement that this method engaged them Conversely, when asked about their interest in Quizizz, a mere 2% and 4% of students chose Disagree and Neutral, respectively The majority favored Quizizz, with 36% strongly agreeing that it captured their interest, a figure that is three times higher than the engagement seen with paper tests.
Next, the students’ interests will be shown more clearly through the feelings they had when doing formative tests with each method, which are illustrated in Figure 2 below
Figure 2 EFL Students’ Feelings when Doing Formative Tests on both Methods
EFL students displayed contrasting emotions during progress tests conducted through traditional paper methods versus the alternative tool Quizizz The majority of students felt neutral about the paper-based tests, with nearly 40% finding them tiring and slightly over 60% considering them exciting Additionally, a significant portion of students expressed agreement or strong agreement regarding their experiences with these formative assessments.
Paper makes students tired and pressured
Doing formative tests on Paper makes students happy and excited
Doing formative tests on Quizizz makes students tired and pressured
Doing formative tests onQuizizz makes students happy and excitedStrongly Disagree Disagree Neutral Agree Strongly Agree
A study revealed that 36% of high school students felt tired and pressured by traditional testing methods, while about 25% reported experiencing some level of happiness and excitement during these tests However, 14% strongly disagreed that paper tests brought them any joy or excitement This lack of enthusiasm may stem from their long familiarity with conventional testing practices since childhood, leading to a diminished sense of excitement when taking tests in this traditional manner.
In contrast to traditional paper tests, a significant portion of students reported positive feelings towards online progress tests conducted via Quizizz Notably, 43% of students disagreed that these tests made them feel tired and pressured, with an additional 32% strongly opposing this sentiment Furthermore, a majority of participants expressed feelings of happiness and excitement while engaging with the Quizizz platform.
A significant 44% and 36% of participants expressed strong agreement with the positive impact of Quizizz in the classroom, while only one-fifth of respondents chose Strongly Disagree, Disagree, or Neutral This response suggests that Quizizz introduces engaging challenges and novelty, enhancing students' emotional involvement in their assessment activities.
Classroom observations revealed a high level of student enthusiasm when the teacher introduced progress tests on Quizizz, presenting questions in a game-like format The announcement sparked excitement among the students, who eagerly anticipated the testing experience During the assessment, they joyfully selected creative usernames, showcasing their engagement and interest in the activity, as illustrated in Figure 3.
Figure 3 Students’ Usernames on Quizizz
While students completed their formative tests on Quizizz, noticeable levels of affective engagement emerged in the classroom, particularly when they selected the correct answers.
Figure 4 Students’ Feelings when Choosing the Correct Answers and Getting Good Results on
A substantial percentage of students expressed happiness and excitement upon receiving correct answers or achieving favorable overall test results, with 35-40% agreeing and nearly 60% strongly agreeing with this sentiment.
Happy when choosing the correct answers Interested and excited when getting a good resultStrongly Disagree Disagree Neutral Agree Strongly Agree
42 category The percentage or Neutral category is only 10% and below, and particularly, there was no one who disagreed or strongly disagreed with these two opinions stated in the
The engagement questionnaire revealed positive student reactions during classroom observation sessions, where correct answers were met with cheers like “Yay” and smiles among peers, indicating satisfaction A student reflected on their recent experience with Quizizz, stating, “The last time I experienced Quizizz was a few days ago, but I still remember all the excitement I had when I got a correct answer on the test, which rarely happens on paper I must say Quizizz is quite good at keeping my interest…” This highlights the effectiveness of Quizizz in maintaining student engagement and enthusiasm.
The student demonstrated significant interest in his Quizizz experience, as evidenced by his expressive facial reactions and vocal tone This indicates a high level of affective engagement during the teacher's formative assessment conducted on Quizizz.
4.1.1.2 Students’ perceived levels of behavioural engagement when Quizizz is implemented in formative assessment
During classroom observation sessions, behavioral engagement was prominently displayed as students actively participated through gestures such as clapping and high-fives for correct answers When faced with incorrect responses, students engaged in discussions to understand their mistakes and identify the correct answers Additionally, some students raised their hands to request a chance to restart the game, demonstrating their desire to improve their performance.
Discussion
4.2.1 Research question 1: How is EFL students’ engagement affected by the use of
Quizizz as a game-based assessment tool in the classroom?
Research findings indicate that Quizizz significantly enhances student engagement in English as a Foreign Language (EFL) classes across three key dimensions: affective, behavioral, and cognitive, as evidenced by classroom observations, questionnaires, and participant interviews.
First of all, the level of affective engagement of EFL students was quite high when the teacher carried out formative assessment on Quizizz in the classroom The emotions that the students expressed during classroom observations as well as the feelings that the students claimed they had in the questionnaires and interviews were mostly being interested, happy and excited These emotions were remarkably different from when the students did formative tests on paper Specifically, while the students were more likely to feel tired and pressured doing progress tests the traditional way, they felt more excited and engaged when the whole assessment process was done on Quizizz They were excited to choose the usernames for themselves at the beginning of the game and were happy when they got the correct answers or a
63 good result after the game This positive outcome suggests that teachers can apply Quizizz into the formative tests to raise the students’ interests and enjoyment in the classroom
Concerning behavioural engagement, the results show that the students were highly active in participating in the assessment activities on Quizizz This is similar to the findings in Wibawa’s (2019) research, where teachers responded in their interview that the learners felt eager to involve in the learning process actively when Quizizz was applied in the lesson
Indeed, the students were not only active in participating the game by discussing the correct and incorrect answers, but they also felt encouraged and motivated to do better on the next test One of the reasons for this is because Quizizz had a leaderboard that checked how well the students did on the progress tests This competitiveness in the game truly encouraged the students to make effort to understand the lessons better by paying more attention in class and learning from the mistakes they previously made in the game This finding is in agreement with the results drawn from Meng et al.'s (2019) study The competitive and engaging elements of Quizizz really motivated the participants and they showed positive progress throughout the one-month period of experiment
Cognitive engagement in the classroom is evident through students' active participation in assessment activities, particularly their propensity to ask questions for clarification when they encounter difficulties This behavior not only signifies cognitive engagement but also enhances their ability to distinguish between correct and incorrect answers more rapidly, leading to a deeper and longer-lasting understanding of the lessons Participants noted in interviews that the Quizizz game stimulated quicker thinking, reinforcing their engagement in English as a Foreign Language (EFL) learning.
64 students’ cognitive engagement levels were positively influenced by the use of Quizizz for formative assessment in class
4.2.2 Research question 2: What are EFL students’ perceptions towards the use of
Quizizz as a game-based assessment tool in the classroom?
According to the results of the study, EFL high school students found both benefits and drawbacks in the implementation of Quizizz in the classroom
The analysis of Quizizz's impact on student engagement in EFL classrooms reveals that this online tool introduced enjoyable elements such as fun, excitement, and competitiveness As a result, students were more enthusiastic and engaged during progress assessments compared to traditional paper tests EFL high school students found Quizizz to be simple and user-friendly, allowing them to easily access games on any device, be it a phone, tablet, or computer Additionally, they could participate individually, in pairs, or in groups, as directed by their teacher This flexibility and ease of use make Quizizz an ideal tool for teachers conducting formative assessments, regardless of class size.
However, the students reported a number of disadvantages concerning the use of
In EFL classrooms, the integration of Quizizz is often hindered by internet disconnections and technical issues with students' devices A stable internet connection is essential for the smooth execution of assessment activities, yet teachers face challenges in ensuring consistent connectivity during these sessions Additionally, technical problems arose during classroom observations, further complicating the use of Quizizz as an effective assessment tool.
The use of electronic devices in the classroom led to significant disruptions, as 65 students experienced device freezes or crashes, prompting the teacher to rearrange groups These technical issues hindered students' critical thinking and overall assessment processes Additionally, allowing the use of devices for games on Quizizz resulted in distractions, with students engaging in social media, texting, or playing unrelated games, which detracted from their focus on the quizzes This ultimately impeded the effectiveness of formative assessment.
Students highlighted both the advantages and disadvantages of using Quizizz as a formative assessment tool, suggesting that teachers implement it regularly in formative tests and other activities to enhance engagement They recommended using Quizizz for vocabulary and grammar checks, as well as for assessing pronunciation and stress patterns, given the platform's suitability for short, quick questions Additionally, they proposed that formative tests be conducted at the end of lessons, and to address potential technical issues or distractions, teachers should provide paper versions of the quizzes for home review Overall, these suggestions aim to maximize the effectiveness of Quizizz in classroom assessments.
