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Treffer: Examining the Predictive Role of Weekly Game-Based Online Quiz Performance on Academic Achievement and Engagement

Title:
Examining the Predictive Role of Weekly Game-Based Online Quiz Performance on Academic Achievement and Engagement
Language:
English
Authors:
Mengkorn Pum (ORCID 0009-0002-2740-2010)
Source:
Asian Journal of Distance Education. 2025 20(2):25-38.
Availability:
Asian Society of Open and Distance Education. 80-4 Minou Yamamoto Machi, Kurume City, Fukuoka, 839-0826, Japan. e-mail: editor@asianjde.org; Web site: http://asianjde.com/ojs/index.php/AsianJDE
Peer Reviewed:
Y
Page Count:
14
Publication Date:
2025
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Research
Education Level:
Higher Education
Postsecondary Education
Descriptors:
Game Based Learning, Computer Assisted Testing, Academic Achievement, Learner Engagement, Prediction, Universities, Scores, Formative Evaluation, Student Evaluation, Foundations of Education, Educational Technology, Gamification, Foreign Countries, Teaching Methods, Attendance
Geographic Terms:
Cambodia
ISSN:
1347-9008
Entry Date:
2026
Accession Number:
EJ1492789
Database:
ERIC

Weitere Informationen

This pilot study explores the predictive role of weekly game-based online quizzes on academic achievement and engagement in a 15-week foundation of education course at a university. The purpose was to assess how quiz performance relates to midterm and final exam outcomes and student engagement, leveraging Quizizz as a formative assessment tool. Conducted with 24 third-year students selected via convenience sampling, the methodology involved collecting quiz scores and completions from Quizizz, alongside attendance and exam scores from university records. Descriptive statistics, Pearson's correlation, and linear regression were analyzed using Statistical Package for the Social Sciences (SPSS) version 27. Findings revealed that there is a statistically significant correlation between quiz performance, attendance, and the number of quiz completions. Simple regression analysis further revealed that students' midterm exam scores and final exam scores were predicted by quiz performance. The result from this study suggested integrating game-based quiz tools as a formative assessment into education to enhance learning outcomes, with a call for larger-scale research to validate and refine this approach.

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