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Using Mobile gamified quizzing for active learning: the effect of reflective class feedback on undergraduates’ achievement

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Abstract

This study investigated whether reflective class feedback (RCF) boosts the effectiveness of mobile gamified quizzing in enhancing active learning in higher education. A quasi-experimental non-equivalent group design was adopted in this study to measure the effect of mobile gamified quizzing with and without RCF on students’ achievement. Two intact groups of EFL first-year undergraduates in a Grammar course at Ibn Zohr university, Faculty of Letters and Human Sciences, participated in this study. One group played the mobile gamified quizzes with RCF, while the other played the same mobile gamified quizzes without RCF. The findings showed that the students who played the mobile gamified quizzes with RCF scored significantly higher than those who played the same gamified quizzes without RCF. These findings yielded a number of theoretical and practical implications for the effective use of mobile gamified quizzing.

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Acknowledgements

The author would like to thank Professor Naima TRIMASSE for her constructive feedback. I am also grateful to the students and staff at Ibn Zohr University, Faculty of Letters and Human Sciences.

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This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

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    Abderrahim Mimouni

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Mimouni, A. Using Mobile gamified quizzing for active learning: the effect of reflective class feedback on undergraduates’ achievement. Educ Inf Technol 27, 12003–12026 (2022). https://doi.org/10.1007/s10639-022-11097-2

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