Students’ Perception of Gamified Online Quizzes and Its Impacts on Their Classroom Engagement

Zahro Zainiah, Nanin Verina Widya Putri


Gamification has been very popular in educational field. As a consequence, there were many researchers interested to conduct a study on it. In order to give contribution for enriching the resources for such study, this research investigated students’ view toward the use of gamified online quizzes given by the teacher outside the classroom, as well as to examine the impact on students’ engagement in the classroom. The method used was qualitative, with questionnaires and interview as the instruments. The participants were 69 twelfth graders students of three classes who filled the questionnaires, as 9 students among them were interviewed as the representatives. Results showed that students perceived experience in using gamified online quizzes was positive. They recognized such quizzes as interactive and useful for their learning. Moreover, they were found to be engaged in using the gamified online quizzes. They showed their engagement in behavior, emotion, cognitive, and agentic


Gamifikasi sudah menjadi hal yang sangat popular dalam bidang Pendidikan. Sebagai konsekuensinya, banyak peneliti yang tertarik mengadakan kajian tentang hal tersebut. Untuk berkontribusi dalam memperkaya sumber data untuk kajian serupa, penelitian ini ditujukan untuk menyelidiki pandangan siswa dalam penggunaan kuis online berbentuk permainan yang diberikan oleh guru di luar kelas, sekaligus meneliti dampaknya pada keterikatan siswa di dalam kelas. Metode yang digunakan adalah kualitatif, dengan kuisioner and wawancara sebagai alat penelitian. Peserta penelitian terdiri dari 69 siswa kelas 12 sebanyak 3 kelas yang mengisi kuisioner, dengan 9 siswa yang diwawancarai sebagai perwakilan. Hasil menunjukkan bahwa siswa merasakan pengalaman yang positif saat menggunakan kuis online berbentuk permainan. Mereka menganggap kuis tersebut menarik dan berguna untuk kelangsungan proses belajar mereka. Selain itu, siswa juga terikat penuh dalam menggunakan kuis tersebut. Mereka menunjukkan keterikatan secara perilaku, emosional, kognitif, dan agentik


gamification, online quizzes, students’ perception, students’ engagement

Full Text:



Andreani, W., & Ying, Y. (2019). “PowPow†interactive game in supporting English vocabulary learning for elementary students. Procedia Computer Science, 157, 473–478.

Campbell, A. A. (2016). Gamification in Higher Education : Not a Trivial Pursuit. St. Thomas University.

Campillo-Ferrer, J. M., Miralles-Martínez, P., & Sánchez-Ibáñez, R. (2020). Gamification in higher education: Impact on student motivation and the acquisition of social and civic key competencies. Sustainability (Switzerland), 12(12).

Christenson, S. L., Wylie, C., & Reschly, A. L. (2012). Handbook of Research on Student Engagement. In Handbook of Research on Student Engagement.

Delacruz, G. C. (2011). Games as Formative Assessment Environments: Examining the Impact of Explanations of Scoring and Incentives on Math Learning, Game Performance, and Help Seeking. CRESST Report 796. National Center for Research on Evaluation, Standards, and Student Testing (CRESST).

Glover, I. (2013). Play as you learn: gamification as a technique for motivating learners. Edmedia+ Innovate Learning, 1999–2008.

Göksün, D. O., & Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers and Education, 135(January), 15–29.

Hassan, M. A., Habiba, U., Majeed, F., & Shoaib, M. (2021). Adaptive gamification in e-learning based on students’ learning styles. Interactive Learning Environments, 29(4), 545–565.

Hillman, J. (2012). The Impact of Online Quizzes on Student Engagement and Learning. In Introduction to Abnormal Psychology.

Huang, B., & Hew, K. (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. Computers & Education, 125, 254–272.

Huang, B., Hew, K. F., & Lo, C. K. (2019). Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement. Interactive Learning Environments, 27(8), 1106–1126.

Lee, J., & Hammer, J. (2011). Gamification in Education: What, How, Why Bother? Academic Exchange Quarterly, 15, 1–5.

Lin, C. J., Hwang, G. J., Fu, Q. K., & Cao, Y. H. (2020). Facilitating EFL students’ English grammar learning performance and behaviors: A contextual gaming approach. Computers and Education, 152(March), 103876.

Muntean, C. (2011). Raising engagement in e-learning through gamification. Proc. 6th International Conference on Virtual Learning ICVL.

Nolan, J., & McBride, M. (2014). Beyond gamification: reconceptualizing game-based learning in early childhood environments. Information Communication and Society, 17(5), 594–608.

Poondej, C., & Lerdpornkulrat, T. (2020). Gamification in e-learning. Interactive Technology and Smart Education, 17(1), 56–66.

Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579–595.

Reeve, J., & Shin, S. H. (2020). How teachers can support students’ agentic engagement. Theory into Practice, 59(2), 150–161.

Reeve, J., & Tseng, C.-M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267.

Roosta, F., Taghiyareh, F., & Mosharraf, M. (2016). Personalization of gamification-elements in an e-learning environment based on learners’ motivation. 2016 8th International Symposium on Telecommunications (IST), 637–642.

Sanchez, D. R., Langer, M., & Kaur, R. (2020). Gamification in the classroom: Examining the impact of gamified quizzes on student learning. Computers and Education, 144(August 2019), 103666.

Shute, V. (2011). Stealth Assessment in Computer-based Games to Support Learning. Computer Games and Instruction, 55.

Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A Motivational Perspective on Engagement and Disaffection. Educational and Psychological Measurement, 69(3), 493–525.

Walker, C. O., Greene, B. A., & Mansell, R. A. (2006). Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning and Individual Differences, 16(1), 1–12.

Watt, D. (2004). Consciousness, Emotional Self-Regulation and the Brain: Review Article. Journal of Consciousness Studies, 11, 77–82.

Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers and Education, 145, 103729.



  • There are currently no refbacks.

Copyright (c) 2022 Zahrotuz Zainiah, Nanin Verina Widya Putri

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

RILL is a journal of first and second (foreign) language learning and teaching such as Javanese, Sundanese, Bahasa Indonesia, English, Arabic, Malay, etc. with p-ISSN 2614-5960 and e-ISSN 2615-4137