Skip to main content
SpringerLink
Log in

QRdice: QR-Based Gamification Tool to Gamify Formative Assessment in Higher Education

  • Conference paper
  • First Online:
Learning Technology for Education Challenges (LTEC 2023)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1830))

Included in the following conference series:

  • 303 Accesses

Abstract

Formative assessment is an important part of learning because it allows educators to evaluate student progress and provide feedback for improvement. However, the exclusion of grades in formative assessments may reduce student motivation and engagement. This study investigates the potential of using dice-based gamification features in formative assessment activities for higher education students to address this issue. A pilot study was conducted among undergraduate students majoring in Information and Communication Technology (ICT) to gather their perspectives on the efficacy of using dice as a teaching tool in increasing engagement and motivation in class, as well as to investigate the potential of using dice as a gamification tool in gamified formative assessment. The design of gamified formative assessment using QRdice has also been discussed, with a focus on its primary workflow and an illustration of how that workflow corresponds to the various gamification mechanics. Future work could include the development of the QRdice platform to expand the gamification tools available to educators in the future.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 69.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 89.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Asamoah, D., Shahrill, M., Latif, S.N.A.: A review of formative assessment techniques in higher education during COVID-19. Qual. Rep. 27(2), 475–487 (2022). https://doi.org/10.46743/2160-3715/2022.5145. Peace and Conflict Studies

  • Atherton, P.: 50 ways to use technology enhanced learning in the classroom: practical strategies for teaching. In: 50 Ways to Use Technology Enhanced Learning in the Classroom: Practical Strategies for Teaching (2022). https://doi.org/10.4135/9781529793550

  • Bennani, S., Maalel, A., Ben Ghezala, H.: Adaptive gamification in e-learning: a literature review and future challenges. Comput. Appl. Eng. Educ. 30(2) (2022). https://doi.org/10.1002/cae.22477

  • Black, P., Wiliam, D.: Developing the theory of formative assessment. Educ. Assess. Eval. Account. 21(1), 5–31 (2009). https://doi.org/10.1007/s11092-008-9068-5

    Article  Google Scholar 

  • Black, P., Wiliam, D.: Classroom assessment and pedagogy. Assess. Educ.: Princ. Policy Pract. 25(6) (2018). https://doi.org/10.1080/0969594X.2018.1441807

  • Blondeel, E., Everaert, P., Opdecam, E.: Stimulating higher education students to use online formative assessments: the case of two mid-term take-home tests. Assess. Eval. High. Educ. 47(2) (2022). https://doi.org/10.1080/02602938.2021.1908516

  • Cabero-Almenara, J., Arancibia, M.L., del Prete, A.: Technical and didactic knowledge of the Moodle LMS in higher education. Beyond functional use. J. New Approach Educ. Res. 8(1) (2019). https://doi.org/10.7821/naer.2019.1.327

  • Chung, C., Shen, C., Qiu, Y.Z.: Students’ acceptance of gamification in higher education. Int. J. Game-Based Learn. 9(2) (2019). https://doi.org/10.4018/IJGBL.2019040101

  • Chytas, D., Piagkou, M., Natsis, K.: Outcomes of the implementation of game-based anatomy teaching approaches: an overview. Morphologie 106(352) (2022). https://doi.org/10.1016/j.morpho.2021.02.001

  • Coleman, J.: QR codes: what are they and why should you care? In: Kansas Library Association College and University Libraries Section Proceedings, vol. 1, no. 1 (2011). https://doi.org/10.4148/culs.v1i0.1355

  • Dakroub, A.H., Weinberger, J.J., Levine, D.L.: Gamification for the win in internal medicine residency: a longitudinal, innovative, team-based, gamified approach to internal medicine board-review. Cureus (2022). https://doi.org/10.7759/cureus.22822

  • del Carmen Pegalajar Palomino, M.: Implications of gamification in Higher Education: a systematic review of student perception. Revista de Investigacion Educativa 39(1) (2021). https://doi.org/10.6018/RIE.419481

  • Fu, W., Liang, J., Wang, L., Xu, R., Xiao, F.: Teacher-student interaction in a special school for students with developmental disabilities in Chinese context. Int. J. Dev. Disabilities 68(2) (2022). https://doi.org/10.1080/20473869.2020.1729018

  • Gamage, S.H.P.W., Ayres, J.R., Behrend, M.B., Smith, E.J.: Optimising Moodle quizzes for online assessments. Int. J. STEM Educ. 6(1), 1–14 (2019). https://doi.org/10.1186/s40594-019-0181-4

    Article  Google Scholar 

  • Garcia-Murillo, G., Novoa-Hernandez, P., Rodriguez, R.S.: Technological Satisfaction about Moodle in Higher Education - a Meta-Analysis. Revista Iberoamericana de Tecnologias Del Aprendizaje 15(4) (2020). https://doi.org/10.1109/RITA.2020.3033201

  • Girardelli, D., Barroero, P., Gu, T.: Gamifying Impromptu Speech for ESL/EFL Students (2016). https://doi.org/10.4995/head16.2016.2431

  • Gursoy, D., Chi, C.G., Chi, O.H.: Effects of COVID 19 pandemic on restaurant and hotel customers’ sentiments towards dining out, traveling to a destination and staying at hotels. J. Hosp. Res. 3(1) (2021)

    Google Scholar 

  • Hernández-Horta, I.A., Monroy-Reza, A., Jiménez-García, M.: Learning through games based on principles of gamification in higher education institutions. Formacion Universitaria 11(5) (2018). https://doi.org/10.4067/S0718-50062018000500031

  • Horak, V.M., Horak, W.: Let’s Do it: dice have many uses. Arith. Teach. 30(6) (2020). https://doi.org/10.5951/at.30.6.0008

  • Iglesias Pérez, M.C., Vidal-Puga, J., Pino Juste, M.R.: The role of self and peer assessment in Higher Education. Stud. High. Educ. 47(3) (2022). https://doi.org/10.1080/03075079.2020.1783526

  • Irons, A., Elkington, S.: Enhancing learning through formative assessment and feedback. In: Enhancing Learning Through Formative Assessment and Feedback (2021). https://doi.org/10.4324/9781138610514

  • Jääskä, E., Aaltonen, K.: Teachers’ experiences of using game-based learning methods in project management higher education. Project Leadersh. Soc. 3 (2022). https://doi.org/10.1016/j.plas.2022.100041

  • Kasinathan, V., Mustapha, A., Fauzi, R., Rani, M.F.C.A.: Questionify: gamification in education. Int. J. Integr. Eng. 10(6) (2018). https://doi.org/10.30880/ijie.2018.10.06.019

  • Kerekovic, S.: Formative assessment and motivation in ESP: a case study. Lang. Teach. Res. Q. 23 (2021). https://doi.org/10.32038/ltrq.2021.23.06

  • Koris, R., Pál, Á.: Fostering learners’ involvement in the assessment process during the COVID-19 pandemic: perspectives of university language and communication teachers across the globe. J. Univ. Teach. Learn. Pract. 18(5) (2021). https://doi.org/10.53761/1.18.5.11

  • Lu, C., Cutumisu, M.: Online engagement and performance on formative assessments mediate the relationship between attendance and course performance. Int. J. Educ. Technol. High. Educ. 19(1), 1–23 (2022). https://doi.org/10.1186/s41239-021-00307-5

    Article  Google Scholar 

  • Makruf, I., Rifa’i, A.A., Triana, Y.: Moodle-based online learning management in higher education. Int. J. Instr. 15(1) (2022). https://doi.org/10.29333/iji.2022.1518a

  • Mannion, J.: Beyond the grade: the planning, formative and summative (PFS) model of self-assessment for higher education. Assess. Eval. High. Educ. 47(3) (2022). https://doi.org/10.1080/02602938.2021.1922874

  • Minton, M., Bligh, B.: Examining the use of Kahoot to support digital game-based formative assessments in UAE higher education. Stud. Technol. Enhanc. Learn (2021). https://doi.org/10.21428/8c225f6e.32b8666f

  • Nah, F.-H., Zeng, Q., Telaprolu, V.R., Ayyappa, A.P., Eschenbrenner, B.: Gamification of education: a review of literature. In: Nah, F.-H. (ed.) HCIB 2014. LNCS, vol. 8527, pp. 401–409. Springer, Cham (2014). https://doi.org/10.1007/978-3-319-07293-7_39

    Chapter  Google Scholar 

  • Nakamoto, I., Wang, S., Guo, Y., Zhuang, W.: A QR code–based contact tracing framework for sustainable containment of COVID-19: evaluation of an approach to assist the return to normal activity. JMIR mHealth uHealth 8(9) (2020). https://doi.org/10.2196/22321

  • Navarro-Espinosa, J.A., Vaquero-Abellán, M., Perea-Moreno, A.J., Pedrós-Pérez, G., Martínez-Jiménez, M.D.P., Aparicio-Martínez, P.: Gamification as a promoting tool of motivation for creating sustainable higher education institutions. Int. J. Environ. Res. Public Health 19(5) (2022). https://doi.org/10.3390/ijerph19052599

  • Oliveira, W., et al.: The effects of personalized gamification on students’ flow experience, motivation, and enjoyment. Smart Learn. Environ. 9(1), 1–26 (2022). https://doi.org/10.1186/s40561-022-00194-x

    Article  Google Scholar 

  • Popova, S.: Influence of computer technologies popularization on modern youth today and tomorrow. Laplage Em Revista 7(Extra-A) (2021). https://doi.org/10.24115/s2446-622020217extra-a762p.1-10

  • Raab, M.H., Döbler, N.A., Carbon, C.C.: A game of Covid: strategic thoughts about a ludified pandemic. Front. Psychol. 12 (2021). https://doi.org/10.3389/fpsyg.2021.607309

  • Rahimi, S., Shute, V., Zhang, Q.: The effects of game and student characteristics on persistence in educational games: a hierarchical linear modeling approach. Int. J. Technol. Educ. Sci. 5(2) (2021). https://doi.org/10.46328/ijtes.118

  • Ranieri, M., Raffaghelli, J.E., Bruni, I.: Game-based student response system: revisiting its potentials and criticalities in large-size classes. Active Learn. High. Educ. 22(2) (2021). https://doi.org/10.1177/1469787418812667

  • Restrepo-Calle, F., Ramírez Echeverry, J.J., González, F.A.: Continuous assessment in a computer programming course supported by a software tool. Comput. Appl. Eng. Educ. 27(1), 80–89 (2019). https://doi.org/10.1002/cae.22058

    Article  Google Scholar 

  • Rivera, E.S., Garden, C.: Theory and games: developing a method for gamifying higher education. In: EDULEARN18 Proceedings, vol. 1 (2018). https://doi.org/10.21125/edulearn.2018.1988

  • Saad Abdul Rahim, A., Abu Ziden, A., Keat Yap, B.: Gamified online quizzes: pharmacy student perceptions of learning in an undergraduate medicinal chemistry course. Malays. J. Pharm. 6(1) (2020). https://doi.org/10.52494/qawj8258

  • Saxena, M., Mishra, D.K.: Gamification and gen Z in higher education: a systematic review of literature. Int. J. Inf. Commun. Technol. Educ. 17(4) (2021). https://doi.org/10.4018/IJICTE.20211001.oa10

  • Shi, J., Shah, A., Hedman, G., O’Rourke, E.: Pyrus: designing a collaborative programming game to support problem-solving behaviors. In: Conference on Human Factors in Computing Systems – Proceedings (2019). https://doi.org/10.1145/3290605.3300886

  • de Sousa Silva, R.A., de Castro Andrade, R.M., Aragão Filho, J.B.B., de Sousa Santos, I., Paiva, J.D.O.V., Aragão, B.S.: Design and evaluation of a mobile application for an educational card game.J. Interact. Syst. 11(1) (2020). https://doi.org/10.5753/jis.2020.763

  • Smadi, O., Chamberlain, D., Shifaza, F., Hamiduzzaman, M.: Factors affecting the adoption of the community of inquiry framework in Australian onlinenursing education: a transition theory perspective. Nurs. Educ. Pract. 55 (2021). https://doi.org/10.1016/j.nepr.2021.103166

  • Spahrbier, M., Blank, D., Ziegler, D.: Supporting human monitoring activities in highly automated manufacturing through gamification. Comput. Ind. Eng. 168 (2022). https://doi.org/10.1016/j.cie.2022.108049

  • Šteh, B., Šarić, M.: Implementation of formative assessment in higher education. Psiholoska Obzorja 29 (2020). https://doi.org/10.20419/2020.29.515

  • Sudakova, N.E., Savina, T.N., Masalimova, A.R., Mikhaylovsky, M.N., Karandeeva, L.G., Zhdanov, S.P.: Online formative assessment in higher education: bibliometric analysis. Educ. Sci. 12(3) (2022). https://doi.org/10.3390/educsci12030209

  • Treve, M.: English for academic purposes (EAP) lecturers’ perceptions of formative assessment integration in the Thai EAP context. J. Lang. Linguist. Stud. 17(2) (2021). https://doi.org/10.52462/jlls.77

  • Veerasamy, A.K., Laakso, M.J., D’Souza, D.: Formative assessment tasks as indicators of student engagement for predicting at-risk students in programming courses. Inform. Educ. 21(2), 375–393 (2022). https://doi.org/10.15388/infedu.2022.15

  • Whittaker, L., Russell-Bennett, R., Mulcahy, R.: Reward-based or meaningful gaming? A field study on game mechanics and serious games for sustainability. Psychol. Mark. 38(6) (2021). https://doi.org/10.1002/mar.21476

  • Zhyhadlo, O.Y.: Application of digital game-based tools for formative assessment at foreign language lessons. Inf. Technol. Learn. Tools 87(1) (2022). https://doi.org/10.33407/itlt.v87i1.4703

Download references

Author information

Authors and Affiliations

  1. School of Computing, Asia Pacific University of Technology and Innovation, Kuala Lumpur, Malaysia

    Mohamad Firdaus Che Abdul Rani & Vinothini Kasinathan

  2. Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia

    Mohamad Firdaus Che Abdul Rani & Melor Md Yunus

Authors
  1. Mohamad Firdaus Che Abdul Rani
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Melor Md Yunus
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Vinothini Kasinathan
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Mohamad Firdaus Che Abdul Rani .

Editor information

Editors and Affiliations

  1. Staffordshire University, Stoke-on-Trent, UK

    Lorna Uden

  2. Seinajoki University of Applied Science, Seinajoki, Finland

    Dario Liberona

Rights and permissions

Reprints and permissions

Copyright information

© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Che Abdul Rani, M.F., Md Yunus, M., Kasinathan, V. (2023). QRdice: QR-Based Gamification Tool to Gamify Formative Assessment in Higher Education. In: Uden, L., Liberona, D. (eds) Learning Technology for Education Challenges. LTEC 2023. Communications in Computer and Information Science, vol 1830. Springer, Cham. https://doi.org/10.1007/978-3-031-34754-2_2

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-34754-2_2

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-34753-5

  • Online ISBN: 978-3-031-34754-2

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation