Bibliographic Details
| Title: |
Interactive learning with Staggered Online Quizzes and Discussion Enhanced Students' Motivation and Performance. |
| Authors: |
Choo, Chee Yan1 choo715@uitm.edu.my, Ming, Long Chiau2 chiaumingl@sunway.edu.my, Devi, J. Achyutha3 achyuthadevi@gmail.com, Kiran, S. Ravi4 srksuripeddi@gmail.com |
| Source: |
International Journal of Instruction. Jan2026, Vol. 19 Issue 1, p387-400. 14p. |
| Subject Terms: |
*Interactive learning, *Academic motivation, *Motivation (Psychology), *Achievement, *Educational technology, *Learning strategies, Psychological techniques |
| Abstract: |
An interactive learning was incorporated with staggered online quizzes using the Quizizz app to promote motivation and real-time intervention. This study examines the students’ motivation and performance during interactive learning. The two-hour interactive learning included short lectures, reflection, interactive discussions, practice application questions, and staggered online quizzes, with students logging in via QR codes. The top scorers were announced, and answers were discussed. After three weeks, a Google Form questionnaire assessed students' motivation and learning strategies. Grades from the staggered quizzes were tabulated and statistically analyzed. Results showed the game elements, namely challenges, instant feedback, social engagement, and leaderboard were significantly correlated to students' motivation. The immediate feedback improved students' confidence and increased their attentiveness in class, which correlated with improved quiz performance. In conclusion, interactive learning with staggered quizzes and discussions enhances motivation and performance. The game elements provided a positive environment that enhances participation and motivation. The instant feedback from the online Quizizz app provided both the lecturer and student with information about their learning process and, with appropriate intervention, clarified the misconceptions. However, further research is needed to explore students' struggles with applying their learned cognitive and critical thinking skills to new or unfamiliar topics. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
