Gamification based assessment: A Test Anxiety Reduction through Game Elements in Quizizz Platform
DOI:
https://doi.org/10.30631/ijer.v4i1.92Keywords:
Keywords: Assessment, Gamification, Elements of game, Test anxiety.Abstract
Test anxiety always makes students afraid of doing the test because they probably think that they will fail. To overcome the problem, the teacher then used gamification based assessment. Furthermore, the study investigate the category of students test anxiety, students’ attitudes toward Quizizz and the students’ preference toward the elements of game in Quizizz. This study is case study which the data were collected by using observation, interview and questionnaires. The participants of this study were 14 students in English course in Solo. The sampling used by the researcher was purposive sampling. The results of this study showed the category of students test anxiety considered moderately high, the students’ attitude toward Quizizz in reducing test anxiety also considered high (M= 3.94) and the kinds of elements of game which students prefer most were Points (M= 4.357), Test report (M= 3.929), Leader board (M=3.714), Time restriction (M=3.357), Profile (M= 3.429) and Meme (M= 3.357). The implication of this study is Quizizz successfully reduce test anxiety because of the use of game elements in that application. Thus, it is a good option for teachers to use Quizizz on the exam.
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References
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Zeidner, M., & Matthews, G. (2005). Evaluation anxiety. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 141–163). London: Guilford Press.
Barbara Gross Davis 2009. Tools for Teaching. USA: Wiley.
Brookhart, S. M. (1997). Effects of the classroom assessment environment on mathematics and science achievement. The Journal of Educational Research, 90(6), 323-330.
Cheong, C., Filippou, J., & Cheong, F. (2014). Towards the gamification of learning: Investigating student perceptions of game elements. Journal of Information Systems Education, 25(3).
De Byl, P. (2013). Factors at play in tertiary curriculum gamification. International Journal of Game- Based Learning (IJGBL), 3(2), 1-21.
Desrochers, M. N., Pusateri Jr, M. J., & Fink, H. C. (2007). Game assessment: Fun as well as effective. Assessment & Evaluation in Higher Education, 32(5), 527-539.
De-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82-91Driscoll, R. (2007). Westside Test Anxiety Scale Validation. Online Submission.
Douglas, B. H. (2004). Language assessment principles and classroom practice. NY: Pearson Education.
Dwiono, R., Rochsantiningsih, D., & Suparno, S. (2018). Investigating the Integration Level of Information and Communication Technology (ICT) in the English Language Teaching. International Journal of Language Teaching and Education, 2(3), 259-274.
Elmahdi, I., Al-Hattami, A., & Fawzi, H. (2018). Using Technology for Formative Assessment to Improve Students' Learning. Turkish Online Journal of Educational Technology- TOJET, 17(2), 182-188.
Ergene, T. (2003). Effective interventions on test anxiety reduction. School Psychology International, 24,313–328.
Groh, F. (2012). Gamification: State of the art definition and utilization. Institute of Media Informatics Ulm University, 39, 31.
Guay, F. (2005). Motivations underlying career d ecision-making activities: The career decision making autonomy scale (CDMAS). Journal of Career Assessment, 13, 77-97.
Guskey, T. R. (2003). How classroom assessments improve learning.
Ian Reece. 2016. . Stephen Walker Business Education Publishers Ltd: UK.
Reeve, C. L., Bonaccio, S., & Charles, J. E. (2008). A policy-capturing study of the contextual antecedents of test anxiety. Personality and Individual Differences, 45(3), 243-248.
Jain, V. (2014). 3D model of attitude. International Journal of Advanced Research in Management and Social Sciences, 3(3), 1-12.
Karaman, S. (2011). Examining the effects of flexible online exams on students’ engagement in e- learning. Educational Research and Reviews, 6(3), 259-264.
Karr, C. (2011). The attitude of teachers towards teaching reading in the content areas. Unpublished MA thesis. University of the West Indies, Kingston, Jamaica.
Kim, B. (2015). Designing Gamification in the Right Way. Library Technology Reports, 51(2), 29-35.
Linn. R.L. and Miller, M.D. (2005) Measurement and Assessment in Teaching (9th edition). Englewood Cliffs, NJ: Prentice Hall.
Landers, R. N., & Callan, R. C. (2011).Casual social games as serious games: The psychology of gamification in undergraduate education and employee training. In Serious games and edutainment applications (pp. 399- 423). Springer, London. Springer, London.
Mary C. Joyce. 2010. Digital Activism Decoded: The New Mechanics of Change. NY: Idigital Press.
McDonald, A. S. (2001). The prevalence and effects of test anxiety in school children. Educational psychology, 21(1), 89-101.Muntean, C. I. (2011, October). Raising engagement in e- learning through gamification. In Proc. 6th International Conference on Virtual Learning ICVL (Vol. 1).
Michael Miller (2014). My Facebook for Seniors. NY: Pearson Education.
Orbach, G., Lindsay, S., & Grey, S. (2007). A randomised placebo-controlled trial of a self
help internetbased intervention for test anxiety. Behaviour Research and Therapy, 45, 483– 496.
Pless, A. (2010). Treatment of test anxiety: A computerized approach (pp.1-146). Central Michigan University.
Putwain, D., Chamberlain, S., Daly, A. L., & Sadreddini, S. (2014). Reducing test anxiety among school- aged adolescents: A field experiment. Educational Psychology in Practice, 30(4), 420-440.
Rama, B. (2017). Disambiguation of named entities using a novel gamified framework (Master's thesis, NTNU).
Sarason, I. G. (1984). Stress, anxiety and cognitive interference: Reactions to tests. Journal of Pesonality and Social Psychology, 46, 929– 938.
Sharma, R. (2013). Teaching attitude of higher secondary schools’ teachers of Raebareli. Journal of Indian Research, 1 (3), 154-158.
Smits, J., & Charlier, N. (2011, October). Game-based assessment and the effect on test anxiety: A case study. In European Conference on Games Based Learning (p. 562). Academic Conferences International Limited.
Sue Cowley. 2006. Getting the Buggers to Behave . Continuum: UK.
Sumardi, S. (2017). PERFORMANCE-BASED ASSESSMENT AS A CURRENT TREND IN ELT: INVESTIGATING ITS WASHBACK EFFECTS ON SECONDARY- SCHOOL STUDENTS LEARNING. Kajian Linguistik dan Sastra, 2(1), 1-11.
Sunarto, S. A., Wulandari, C., & Hartanto, E. (2019). Communication Meaning in The Community Online Mobile Legends Based on Depok Players Realities. International Journal of Multicultural and Multireligious Understanding, 6(10), 43-48.
Suryabrata, S. (2003). Metode Pene-litian. Jakarta: PT. Raja Grafindo Persada.
Tabata, Y., Yin, C., Ogata, H., & Yano, Y. (2009). Mobile phone-based quiz system for learning foreign culture. In Proc. of The 17th International Conference on Computers in Education (ICCE) (pp. 603-607).
Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press.
Yoshida, N. J. (1985). In Pursuit of Trivia--Game Theory and Research Skills.
Zane L. Berge & Lin Muilenburg. 2013. Handbook of Mobile Learning .Taylor & Francis: UK.
Zeidner, M., & Matthews, G. (2005). Evaluation anxiety. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 141–163). London: Guilford Press.
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