The Pedagogical Use of Gamification in English Vocabulary Training and Learning in Higher Education
Abstract
:1. Introduction
2. Literature Review
2.1. Gamification as a Means for Facilitating Vocabulary Training
2.2. Gamification as a Means for Enhancing Learner Autonomy
2.3. Research on the Use of Quizizz in Vocabulary Learning
2.4. The Study
- To what extent does the pedagogical application of gamification in this study improve students’ vocabulary learning outcomes when compared to a control group studying vocabulary independently without gamification support?
- How do students perceive the pedagogical application of gamification as a means for facilitating vocabulary training and enhancing learner autonomy and learning outcomes?
3. Methods
3.1. Research Design
3.2. Context and Participants
3.3. Instruments
3.4. The Gamified Application: Quizizz.com
3.5. Research Procedures
4. Results
4.1. The Intervention’s Effects on Learning Outcomes
4.2. Students’ Perceptions
5. Discussion
5.1. Findings
5.2. Implication and Limitation
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A. The Questionnaire Items
Questionnaire Items | Strongly Disagree | Disagree | Neutral | Agree | Strongly Agree |
Quizizz as means for facilitating vocabulary training | |||||
Quizizz.com from teacher really helped me learn the vocabulary sets more and better. | |||||
Quizizz.com from teacher really facilitated my vocabulary learning through practices. | |||||
Quizizz.com from teacher enabled me to practice on vocabulary exercises more. | |||||
I used Quizizz.com from teacher more than one time for my vocabulary practice every week. | |||||
I felt that I learned the vocabulary sets better using Quizizz.com from teacher. | |||||
My scores on vocabulary tests increased since using Quizizz from teacher. | |||||
Teacher should have created Quizizz since vocabulary test 1. | |||||
I liked the exercises on Quizizz.com | |||||
Quizizz as means for enhancing learner autonomy | |||||
Quizizz.com helped me study the vocabulary sets independently. | |||||
I could learn vocabulary autonomously on Quizizz.com. | |||||
I enjoyed learning vocabulary independently on Quizizz.com. | |||||
I enjoyed learning vocabulary independently on Quizizz.com. | |||||
Quizizz.com supported my autonomous learning effectively. | |||||
I felt that I have become more independent in vocabulary learning since using Quizizz.com. |
Appendix B. The 200 Words that the Students Learned in 4 Weeks
1. restaurant (n) | 2. holiday (n) | 3. access (v) | 4. storm (n) |
5. homemade (adj) | 6. visit (v) | 7. click (v) | 8. revise (v) |
9. lasagna (n) | 10. magical (adj) | 11. notice (n) | 12. dictionary (n) |
13. ability (n) | 14. experience (n) | 15. tonight (n) | 16. playground (n) |
17. permission (n) | 18. non-stop (adj) | 19. paragraph (n) | 20. classmate (n) |
21. probability (n) | 22. square (n) | 23. upstairs (n) | 24. assistant (n) |
25. request (n) | 26. wander (v) | 27. text (v) | 28. wear (v) |
29. suggestion (n) | 30. souvenir (n) | 31. publish (v) | 32. timetable (n) |
33. necessary (n) | 34. jacket (n) | 35. adult (n) | 36. essay (n) |
37. match (n) | 38. kebab (n) | 39. title (n) | 40. bandage (n) |
41. article (n) | 42. lentil (n) | 43. continue (v) | 44. background (n) |
45. dark (adj) | 46. eggplant (n) | 47. pack (v) | 48. licence (n) |
49. amazing (adj) | 50. tower (n) | 51. repair (v) | 52. friendship (n) |
53. familiar (adj) | 54. cross (v) | 55. arrive (v) | 56. cousin (n) |
57. novel (n) | 58. bridge (n) | 59. advice (n) | 60. beard (n) |
61. address (n) | 62. mosque (n) | 63. article (n) | 64. sausage (n) |
65. without (prep) | 66. scarf (n) | 67. sheet (n) | 68. librarian (n) |
69. among (prep) | 70. vendor (n) | 71. kite (n) | 72. through (prep) |
73. perhaps (adv) | 74. although (conj) | 75. private (adj) | 76. rest (n) |
77. example (n) | 78. landmark (n) | 79. treat (v) | 80. polite (adj) |
81. polite (adj) | 82. neighborhood (n) | 83. advertisement (n) | 84. afterwards (adv) |
85. dessert (n) | 86. pier (n) | 87. apartment (n) | 88. turn (vj) |
89. tasty (adj) | 90. nearby (adj) | 91. grow (v) | 92. leather (n) |
93. fresh (adj) | 94. marine (adj) | 95. furniture (n) | 96. appointment (n) |
97. dish (n) | 98. jungle (n) | 99. housework (n) | 100. normal (adj) |
101. waiter (n) | 102. cuisine (n) | 103. level (n) | 104. envelope (n) |
105. cafeteria (n) | 106. sunbathe (v) | 107. biscuit (v) | 108. nervous (adj) |
109. canteen (n) | 110. snorkel (v) | 111. conversation (n) | 112. confident (adj) |
113. soup (n) | 114. flip-flops (n) | 115. collect (v) | 116. simple (adj) |
117. atmosphere (n) | 118. diving (n) | 119. married (adj) | 120. instead (advj) |
121. seat (n) | 122. camping (n) | 123. develop (v) | 124. along (prep) |
125. option (n) | 126. excursion (n) | 127. trend (n) | 128. stairs (n) |
129. beverage (n) | 130. villa (n) | 131. chance (n) | 132. complete (v) |
133. reservation (n) | 134. brochure (n) | 135. mistake (n) | 136. blouse (n) |
137. ingredient (n) | 138. inn (n) | 139. mind (v) | 140. electric (adj) |
141. recommend (v) | 142. homestay (n) | 143. trouble (n) | 144. laptop (n) |
145. bitter (adj) | 146. lobby (n) | 147. brilliant (adj) | 148. match (n) |
149. salty (adj) | 150. budget (n) | 151. modern (adj) | 152. headache (n) |
153. sour (adj) | 154. facility (n) | 155. manage (v) | 156. cloudy (adj) |
157. tender (adj) | 158. balcony (n) | 159. prefer (v) | 160. spare (adj) |
161. greasy (adj) | 162. spacious (adj) | 163. success (n) | 164. during (prep) |
165. fry (v) | 166. buffet (n) | 167. win (v) | 168. recent (adj) |
169. stir (v) | 170. fill in (phr v) | 171. lend (v) | 172. regular (adj) |
173. roast (v) | 174. getaway (n) | 175. aim (n) | 176. suddenly (adv) |
177. grill (v) | 178. hang out (phr v) | 179. lamp (n) | 180. necklace (n) |
181. chop (v) | 182. attraction (n) | 183. goal (n) | 184. employ (v) |
185. bowl (n) | 186. rural (adj) | 187. ticket (n) | 188. comb (n) |
189. stove (n) | 190. gallery (n) | 191. send (v) | 192. receipt (adj) |
193. fork (n) | 194. craft (n) | 195. screen (n) | 196. agree (v) |
197. spoon (n) | 198. historic (adj) | 199. reason (n) | 200. awful (adj) |
References
- Manzano-León, A.; Camacho-Lazarraga, P.; Guerrero, M.A.; Guerrero-Puerta, L.; Aguilar-Parra, J.M.; Trigueros, R.; Alias, A. Between level up and game over: A systematic literature review of gamification in education. Sustainability 2021, 13, 2247. [Google Scholar] [CrossRef]
- Rafiq KR, M.; Hashim, H.; Yunus, M.M. Sustaining Education with Mobile Learning for English for Specific Purposes (ESP): A Systematic Review (2012–2021). Sustainability 2021, 13, 9768. [Google Scholar] [CrossRef]
- Kingsley, T.L.; Grabner-Hagen, M.M. Vocabulary by gamification. Read. Teach. 2018, 71, 545–555. [Google Scholar] [CrossRef]
- Waluyo, B. Learning outcomes of a general English course implementing multiple e-learning technologies and active learning concepts. J. Asia TEFL 2020, 17, 160–181. [Google Scholar] [CrossRef] [Green Version]
- Weissheimer, J.; de Souza JG, M.; Antunes JP, L.; de Souza Filho, N.S. Gamification and L2 vocabulary learning: The Vocabox experience in the languages without borders program. Rev. Ling. Ensino 2019, 22, 1136–1154. [Google Scholar] [CrossRef]
- Kapp, K.M. The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education; Pfeiffer: Aßlar, Germany, 2012. [Google Scholar]
- Waluyo, B.; Bucol, J.L. The impact of gamified vocabulary learning using quizlet on low-proficiency students. Comput. Assist. Lang. Learn. Electron. J. 2021, 22, 164–185. Available online: http://callej.org/journal/22-1/Waluyo-Bucol2021.pdf (accessed on 21 December 2022).
- Stahl, S.A.; Nagy, W.E. Teaching Word Meanings; Erlbaum: New York, NY, USA, 2005. [Google Scholar]
- Schmitt, N. Current perspectives on vocabulary teaching and learning. In International Handbook of English Language Teaching; Gao, X., Ed.; Springer: Berlin, Germany, 2007; pp. 827–841. [Google Scholar]
- Laufer, B.; Ravenhorst-Kalovski, G.C. Lexical threshold revisited: Lexical text coverage, learners’ vocabulary size and reading comprehension. Read. A Foreign Lang. 2010, 22, 15–30. Available online: http://hdl.handle.net/10125/66648 (accessed on 21 December 2022).
- Nation, I.S.P. How large a vocabulary is needed for reading and listening? Can. Mod. Lang. Rev. 2006, 63, 59–82. [Google Scholar] [CrossRef]
- Schmitt, N. Instructed second language vocabulary learning. Lang. Teach. Res. 2008, 12, 329–363. [Google Scholar] [CrossRef]
- Johnson, M.D.; Acevedo, A.; Mercado, L. Vocabulary knowledge and vocabulary use in second language writing. TESOL J. 2016, 7, 700–715. [Google Scholar] [CrossRef]
- Abrams, S.S.; Walsh, S. Gamified vocabulary: Online resources and enriched language learning. J. Adolesc. Adult Lit. 2014, 58, 49–58. [Google Scholar] [CrossRef]
- Dreyer, J. The effect of computer-based self-access learning on weekly vocabulary test scores. Stud. Self-Access Learn. J. 2014, 5, 217–234. Available online: https://sisaljournal.org/archives/sep14/dreyer/ (accessed on 21 December 2022). [CrossRef] [PubMed]
- Tran, P. Training learners to use Quizlet vocabulary activities on mobile phones in Vietnam with Facebook. JALT CALL J. 2016, 12, 43–56. Available online: https://eric.ed.gov/?id=EJ1107943 (accessed on 21 December 2022). [CrossRef]
- Zou, D.; Huang, Y.; Xie, H. Digital game-based vocabulary learning: Where are we and where are we going? Comput. Assist. Lang. Learn. 2019, 34, 751–777. [Google Scholar] [CrossRef]
- Ulla, M.B.; Perales, W.F.; Tarrayo, V.N. Integrating internet-based applications in English language teaching: Teacher practices in a Thai university. Issues Educ. Res. 2020, 30, 365–378. Available online: https://search.informit.org/doi/10.3316/informit.086345207436951 (accessed on 21 December 2022).
- Nueva, M.G.C. Filipino teachers′ attitude towards technology: Its determinants and association with technology integration practice. Asia-Pac. Soc. Sci. Rev. 2019, 19, 167–184. Available online: http://apssr.com/wp-content/uploads/2019/09/RA-13.pdf (accessed on 21 December 2022).
- Ulla, M.B.; Perales, W.F.; Tarrayo, V.N. Exploring ASEAN teachers’ practices and perceived benefits on the use of web applications in ELT classrooms. Asia-Pac. Soc. Sci. Rev. 2021, 21, 63–74. Available online: https://www.researchgate.net/profile/Mark-Ulla/publication/352439100_Exploring_ASEAN_Teachers’_Practices_and_Perceived_Benefits_on_the_Use_of_Web_Applications_in_ELT_Classrooms/links/60c9a584299bf108abdd436e/Exploring-ASEAN-Teachers-Practices-and-Perceived-Benefits-on-the-Use-of-Web-Applications-in-ELT-Classrooms.pdf (accessed on 21 December 2022).
- Fithriani, R. The Utilization of mobile-assisted gamification for vocabulary learning: Its efficacy and perceived benefits. Comput. Assist. Lang. Learn. Electron. J. (CALL-EJ) 2021, 22, 146–163. Available online: http://callej.org/journal/22-3/Fithriani2021.pdf (accessed on 21 December 2022).
- Chen, C.M.; Liu, H.; Huang, H.B. Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ReCALL 2019, 31, 170–188. [Google Scholar] [CrossRef]
- Katemba, C.V.; Sinuhaji, G.V. Can ESA Method through Quizizz Games Enhance Vocabulary Knowledge? Int. J. Game-Based Learn. (IJGBL) 2021, 11, 19–37. Available online: https://www.igi-global.com/article/can-esa-method-through-quizizz-games-enhance-vocabulary-knowledge/281649 (accessed on 21 December 2022). [CrossRef]
- Lim, T.M.; Yunus, M.M. Teachers’ Perception towards the Use of Quizizz in the Teaching and Learning of English: A Systematic Review. Sustainability 2021, 13, 6436. [Google Scholar] [CrossRef]
- Xu, Z.; Chen, Z.; Eutsler, L.; Geng, Z.; Kogut, A. A scoping review of digital game-based technology on English language learning. Educ. Technol. Res. Dev. 2020, 68, 877–904. [Google Scholar] [CrossRef]
- Gunter, G.A.; Campbell, L.O.; Braga, J.; Racilan, M.; Souza, V.V.S. Language learning apps or games: An investigation utilizing the RETAIN model. Rev. Bras. De Linguíst. Apl. 2016, 16, 209–235. [Google Scholar] [CrossRef] [Green Version]
- Kohnke, L.; Zhang, R.; Zou, D. Using mobile vocabulary learning apps as aids to knowledge retention: Business vocabulary acquisition. J. Asia TEFL 2019, 16, 683. [Google Scholar] [CrossRef] [Green Version]
- Wang, A.I.; Tahir, R. The effect of using Kahoot! for learning–A literature review. Comput. Educ. 2020, 149, 103818. [Google Scholar] [CrossRef]
- Rubin, J. Learner strategies: Theoretical assumptions, research history and typology. In Learner Strategies in Language Learning; Wenden, A., Rubin, J., Eds.; Prentice Hall: Hoboken, NJ, USA, 1987; pp. 15–30. [Google Scholar]
- Wenden, A. Incorporating learner training in the classroom. In Learner Strategies in Language Learning; Wenden, A., Rubin, J., Eds.; Prentice Hall: Hoboken, NJ, USA, 1987; pp. 159–168. [Google Scholar]
- Ellis, G.; Sinclair, B. Learning to Learn English: A Course in Learner Training (Teacher’s Book); Cambridge University Press: Cambridge, UK, 1989. [Google Scholar]
- Sturtridge, G. Designing learning-to-learn materials: Some problems. In Proceedings of the 23rd Annual IATEFL Conference, University of Warwick, Coventry, UK, 31 March–3 April 1989. [Google Scholar]
- Rees-Miller, J. A critical appraisal of learner training: Theoretical bases and teaching implications. TESOL Q. 1993, 27, 679–689. [Google Scholar] [CrossRef]
- Waluyo, B.; Bakoko, R. Vocabulary List Learning Supported by Gamification: Classroom Action Research Using Quizlet. J. Asia TEFL 2021, 18, 289–299. [Google Scholar] [CrossRef]
- Runhaar, G.J.; van der Zande, S.M.; Ursella, E.G.E. Online Vocabulary Learning for Bilingual Secondary School Pupils; An Intervention Study with First-Year Learners at the Hermann Wesselink College. Master’s Thesis, Utrecht University, Utrecht, The Netherlands, 2012. Available online: https://dspace.library.uu.nl/handle/1874/250577 (accessed on 21 December 2022).
- Cunningham, K.J. Quizlet for learner training and autonomy. In Teaching English Reflectively with Technology; 2017; pp. 123–135. Available online: https://members.iatefl.org/downloads/sigs/LTSIG_ebook.pdf#page=124 (accessed on 21 December 2022).
- Robertson, C.E. Implementing an online vocabulary training program. In Critical CALL. Proceedings of the 2015 EUROCALL Conference, Padova, Italy, 26–29 August 2015; Helm, F., Bradley, L., Guarda, M., Thouësny, S., Eds.; Research-publishing.net, 2015; pp. 486–489. Available online: https://eric.ed.gov/?id=ED564198 (accessed on 21 December 2022).
- Figueroa-Cañas, J.; Sancho-Vinuesa, T. Investigating the relationship between optional quizzes and final exam performance in a fully asynchronous online calculus module. Interact. Learn. Environ. 2021, 29, 33–43. [Google Scholar] [CrossRef]
- Lee-Thomas, G.; Kaw, A.; Yalcin, A. Using online endless quizzes as graded homework. In Proceedings of the 2011 ASEE Annual Conference Exposition, Vancouver, BC, Canada, 26–29 June 2011; pp. 22–1626. [Google Scholar]
- Kimbrel, L.A.; Gantner, M.W. Student Perceptions of Instructor Made Videos with Quizzes in an Asynchronous Online Course. Int. J. Educ. Leadersh. Prep. 2021, 16, 24–44. [Google Scholar]
- Benson, P. Automony in language teaching and learning. State-of-the-art Article. Lang. Teach. 2006, 40, 21–40. [Google Scholar] [CrossRef] [Green Version]
- Littlewood, W. Defining and developing autonomy in East Asian contexts. Appl. Linguist. 1999, 20, 71–94. [Google Scholar] [CrossRef]
- Dickinson, L. Self-Instruction in Language Learning; Cambridge University Press: Cambridge, UK, 1987. [Google Scholar]
- Almusharraf, N. Teachers’ perspectives on promoting learner autonomy for vocabulary development: A case study. Cogent Educ. 2020, 7, 1823154. [Google Scholar] [CrossRef]
- Chan, V. Readiness for learner autonomy: What do our learners tell us? Teach. High. Educ. 2001, 6, 505–518. [Google Scholar] [CrossRef]
- Zhou, Y.; Wei, M. Learner Autonomy and Chinese Vocabulary Learning with Technology. In Teaching and Learning Chinese as a Second or Foreign Language: Emerging Trends; Sung, K.Y., Ed.; Lexington Books: London, UK, 2019; pp. 17–32. [Google Scholar]
- Korlu, H.; Mede, E. Autonomy in vocabulary learning of Turkish EFL learners. EUROCALL Rev. 2018, 26, 58–70. [Google Scholar] [CrossRef]
- Pham LL, N.; Nguyen, H.T.; Le, V.T.K. Triggering Students’ Learning Autonomy Using the Combination of M-Learning and Gamification: A Case Study at Nguyen Tat Thanh University. Teach. Engl. Technol. 2021, 21, 66–91. [Google Scholar]
- Rahman, F.A.; Amalia, T.D.; Lutfi, M. Reducing Forgetting Rate in EFL Students Using a Spaced Repetition-Powered Digital Game-Based Learning Application. EdArXiv 2021. [Google Scholar] [CrossRef]
- Chik, A. Digital gaming and language learning: Autonomy and community. Lang. Learn. Technol. 2014, 18, 85–100. [Google Scholar]
- Sato, T.; Murase, F.; Burden, T. Is mobile-assisted language learning really useful? An examination of recall automatization and learner autonomy. In Critical CALL. Proceedings of the 2015 EUROCALL Conference, Padova, Italy, 26–29 August 2015; Helm, F., Bradley, L., Guarda, M., Thouësny, S., Eds.; Research-publishing.net, 2015; pp. 495–501. [Google Scholar] [CrossRef] [Green Version]
- Sato, T.; Matsunuma, M.; Suzuki, A. Enhancement of automatization through vocabulary learning using CALL: Can prompt language processing lead to better comprehension in L2 reading? ReCALL 2013, 25, 143–158. [Google Scholar] [CrossRef]
- Buckley, P.; Doyle, E. Gamification and student motivation. Interact. Learn. Environ. 2016, 24, 1162–1175. [Google Scholar] [CrossRef]
- Amalia, D.F. Quizizz Website as an Online Assessment for English Teaching and Learning: Students’ Perspectives. Jo-ELT (J. Engl. Lang. Teach.) Fak. Pendidik. Bhs. Seni Prodi Pendidik. Bhs. Ingg. IKIP 2020, 7, 1–8. Available online: https://e-journal.undikma.ac.id/index.php/joelt/article/view/2638 (accessed on 21 December 2022). [CrossRef]
- Bal, S. Using Quizizz. com to enhance pre-intermediate students’ vocabulary knowledge. Int. J. Lang. Acad. 2018, 6, 295–303. [Google Scholar] [CrossRef]
- Göksün, D.O.; Gürsoy, G. Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Comput. Educ. 2019, 135, 15–29. [Google Scholar] [CrossRef]
- White, H.; Sabarwal, S. Quasi-experimental design and methods. Methodol. Briefs Impact Eval. 2014, 8, 1–16. Available online: https://ideas.repec.org/p/ucf/metbri/innpub753.html (accessed on 21 December 2022).
- Bernard, H.R. Research Methods in Anthropology: Qualitative and Quantitative Approaches; Rowman & Littlefield: Lanham, MD, USA, 2017. [Google Scholar]
- Agustín-Llach, M.P.; Alonso, A.C. Fostering learner autonomy through vocabulary strategy training. In Autonomy in Second Language Learning: Managing the Resources; Pawlak, M., Mystkowska-Wiertelak, A., Bielak, J., Eds.; Springer: Cham, Switzerland, 2017; pp. 141–158. [Google Scholar] [CrossRef]
- Basuki, Y.; Hidayati, Y. Kahoot! or Quizizz: The students’ perspectives. In Proceedings of the 3rd English Language and Literature International Conference (ELLiC), Semarang, Indonesia, 27 April 2019; pp. 202–211. [Google Scholar]
- Deterding, S. Situated motivational affordances of game elements: A conceptual model. In Proceedings of the Gamification: Using Game Design Elements in Non-Gaming Contexts, a Workshop at CHI, Vancouver, BC, Canada, 7–12 May 2011; Volume 10. No. 1979742.1979575. [Google Scholar]
- Rahman, R.A.; Ahmad, S.; Hashim, U.R. The effectiveness of gamification technique for higher education students engagement in polytechnic Muadzam Shah Pahang, Malaysia. Int. J. Educ. Technol. High. Educ. 2018, 15, 41. [Google Scholar] [CrossRef] [Green Version]
- Zainuddin, Z.; Shujahat, M.; Haruna, H.; Chu, S.K.W. The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Comput. Educ. 2020, 145, 103729. [Google Scholar] [CrossRef]
- Li, F.; Qi, J.; Wang, G.; Wang, X. Traditional classroom vs e-learning in higher education: Difference between students′ behavioral engagement. Int. J. Emerg. Technol. Learn. (IJET) 2014, 9, 48–51. [Google Scholar] [CrossRef]
- Zichermann, G.; Cunningham, C. Gamification by Design: Implication Game Mechanics in Web and Mobile Apps; O’Reilly Media: Sebastopol, CA, USA, 2011. [Google Scholar]
- Tchakounté, F.; Wabo, L.K.; Atemkeng, M. A Review of Gamification Applied to Phishing. Preprints 2020, 2020030139. [Google Scholar] [CrossRef] [Green Version]
- Topırceanua, A. Gamified learning: A role-playing approach to increase student in-class motivation. In Proceedings of the 21st International Conference on Knowledge Based and Intelligent Information and Engineering Systems, Marseilles, France, 6–8 September 2017; pp. 41–50. [Google Scholar] [CrossRef]
- Shafie, A.; Abdullah, Z. Gamification in learning programming languages. In Proceedings of the International Innovation Technology Exhibition and Conferences, Kolej Kemahiran Tinggi MARA (KKTM), Kemaman, Malaysia, 24 September 2019; pp. 181–187. [Google Scholar]
- Azmi, S.; Ahmad, N.; lahad, N.A.; Yusof, A.F. Promoting students’ engagement in learning programming through gamification in peer-review discussion forum. In Proceedings of the 2017 International Conference on Research and Innovation in Information Systems (ICRIIS), Langkawi, Malaysia, 16–17 July 2017; pp. 1–6. [Google Scholar]
- Pitoyo, M.D. Gamification based assessment: A test anxiety reduction through game elements in Quizizz platform. IJER (Indones. J. Educ. Res.) 2019, 4, 22–32. [Google Scholar] [CrossRef]
- George, D.; Mallery, P. IBM SPSS Statistics 26 Step by Step: A simple Guide and Reference; Routledge: London, UK, 2019. [Google Scholar]
1. Ability (n) | 11. Bowl (n) | 21. Text (v) | 31. Simple (adj) |
2. Permission (n) | 12. Stove (n) | 22. Publish (v) | 32. Instead (adv) |
3. Dark (adj) | 13. Visit (v) | 23. Married (adj) | 33. Stairs (n) |
4. Amazing (adj) | 14. Nearby (adj) | 24. Mistake (n) | 34. Complete (v) |
5. Familiar (adj) | 15. Jungle (n) | 25. Brilliant (adj) | 35. Blouse (n) |
6. Perhaps (adv) | 16. Homestay (n) | 26. Prefer (v) | 36. Match (n) |
7. Tasty (adj) | 17. Historix (adj) | 27. Through (prep) | 37. Cloudy (adj) |
8. Seat (n) | 18. Rural (adj) | 28. Afterwards (adv) | 38. Employ (v) |
9. Fry (v) | 19. Craft (n) | 29. Normal (adj) | 39. Agree (v) |
10. Grill (v) | 20. Access (v) | 30. Confident (adj) | 40. Awful (adj) |
Vocabulary Test | Quizizz Practice | |||||
---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | Average | ||
1 | r | 0.473 ** | 0.532 ** | 0.620 ** | 0.439 ** | 0.626 ** |
p | 0.001 | 0.000 | 0.000 | 0.001 | 0.000 | |
2 | r | 0.363 ** | 0.369 ** | 0.223 | 0.415 ** | |
p | 0.01 | 0.008 | 0.119 | 0.003 | ||
3 | r | 0.512 ** | 0.352 * | 0.517 ** | ||
p | 0.000 | 0.012 | 0 | |||
4 | r | 0.314 * | 0.461 ** | |||
p | 0.026 | 0.001 | ||||
Average | r | 0.650 ** | ||||
p | 0.000 |
Questionnaire Items | Before | After | |||
---|---|---|---|---|---|
Mean | SD | Mean | SD | Level | |
Quizizz as means for facilitating vocabulary training | |||||
Quizizz.com from teacher really helped me learn the vocabulary sets more and better. | 4.10 | 0.79 | 3.96 | 0.81 | High |
Quizizz.com from teacher really facilitated my vocabulary learning through practices. | 3.98 | 0.87 | 3.84 | 0.84 | High |
Quizizz.com from teacher enabled me to practice on vocabulary exercises more. | 4.24 | 0.72 | 3.96 | 0.76 | High |
I used Quizizz.com from teacher more than one time for my vocabulary practice every week. | 3.80 | 0.83 | 3.64 | 0.88 | High |
I felt that I learned the vocabulary sets better using Quizizz.com from teacher. | 3.96 | 0.78 | 3.78 | 0.74 | High |
My scores on vocabulary tests increased since using Quizizz from teacher. | 4.00 | 0.81 | 3.76 | 0.80 | High |
Teacher should have created Quizizz since vocabulary test 1. | 3.76 | 0.94 | 3.86 | 0.81 | High |
I liked the exercises on Quizizz.com | 3.70 | 0.91 | 3.68 | 0.87 | High |
Average Scores | 3.94 | 0.61 | 3.81 | 0.66 | High |
Quizizz as means for enhancing learner autonomy | |||||
Quizizz.com helped me study the vocabulary sets independently. | 3.58 | 0.84 | 3.38 | 1.01 | High |
I could learn vocabulary autonomously on Quizizz.com. | 3.76 | 0.89 | 3.58 | 0.84 | High |
I enjoyed learning vocabulary independently on Quizizz.com. | 3.70 | 0.86 | 3.68 | 0.87 | High |
I enjoyed learning vocabulary independently on Quizizz.com. | 3.62 | 0.88 | 3.64 | 0.83 | High |
Quizizz.com supported my autonomous learning effectively. | 3.82 | 0.87 | 3.66 | 0.85 | High |
I felt that I have become more independent in vocabulary learning since using Quizizz.com. | 3.90 | 0.84 | 3.70 | 0.89 | High |
Average Scores | 3.73 | 0.70 | 3.61 | 0.71 | High |
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
© 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Panmei, B.; Waluyo, B. The Pedagogical Use of Gamification in English Vocabulary Training and Learning in Higher Education. Educ. Sci. 2023, 13, 24. https://doi.org/10.3390/educsci13010024
Panmei B, Waluyo B. The Pedagogical Use of Gamification in English Vocabulary Training and Learning in Higher Education. Education Sciences. 2023; 13(1):24. https://doi.org/10.3390/educsci13010024
Chicago/Turabian StylePanmei, Benjamin, and Budi Waluyo. 2023. "The Pedagogical Use of Gamification in English Vocabulary Training and Learning in Higher Education" Education Sciences 13, no. 1: 24. https://doi.org/10.3390/educsci13010024