초록 열기/닫기 버튼
The motivation for this study was to understand university students’ perceptions of gamified e-quizzes as a formative assessment tool and gamification activities in a flipped class. For the 15-week semester, 14 gamified e-quizzes were designed and used by 38 students as formative assessments in a flipped context. Data were collected from an online survey developed for this study. Students’ course evaluation data, midterm exam scores, and final exam scores were also analyzed. Descriptive statistics, Cronbach alpha value, and the Kruskal Wallis test were used for the quantitative analyses of the data. The qualitative data collected from the researcher’s survey items were coded and thematically analyzed. The survey data displayed that most students positively perceived the gamified e-quizzes as a formative assessment tool. The study also revealed that the students’ favorite way of gamification was taking the gamified e-quiz individually at flexible times and places. The qualitative data illustrated that many students favored individual gamification because it allowed them to asses their understanding at flextime, and some students preferred group gamification because of competitive, interactive raking experiences. The course evaluation data displayed that the students had positive perspectives toward the gamified flipped course overall.
