Interactive learning with Staggered Online Quizzes and Discussion Enhanced Students' Motivation and Performance.
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| Title: | Interactive learning with Staggered Online Quizzes and Discussion Enhanced Students' Motivation and Performance. |
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| 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] |
| Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190499314 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Interactive learning with Staggered Online Quizzes and Discussion Enhanced Students' Motivation and Performance. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Choo%2C+Chee+Yan%22">Choo, Chee Yan</searchLink><relatesTo>1</relatesTo><i> choo715@uitm.edu.my</i><br /><searchLink fieldCode="AR" term="%22Ming%2C+Long+Chiau%22">Ming, Long Chiau</searchLink><relatesTo>2</relatesTo><i> chiaumingl@sunway.edu.my</i><br /><searchLink fieldCode="AR" term="%22Devi%2C+J%2E+Achyutha%22">Devi, J. Achyutha</searchLink><relatesTo>3</relatesTo><i> achyuthadevi@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Kiran%2C+S%2E+Ravi%22">Kiran, S. Ravi</searchLink><relatesTo>4</relatesTo><i> srksuripeddi@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Jan2026, Vol. 19 Issue 1, p387-400. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Interactive+learning%22">Interactive learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Achievement%22">Achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+techniques%22">Psychological techniques</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.29333/iji.2026.19119a Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 387 Subjects: – SubjectFull: Interactive learning Type: general – SubjectFull: Academic motivation Type: general – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: Achievement Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Learning strategies Type: general – SubjectFull: Psychological techniques Type: general Titles: – TitleFull: Interactive learning with Staggered Online Quizzes and Discussion Enhanced Students' Motivation and Performance. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Choo, Chee Yan – PersonEntity: Name: NameFull: Ming, Long Chiau – PersonEntity: Name: NameFull: Devi, J. Achyutha – PersonEntity: Name: NameFull: Kiran, S. Ravi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1694609X Numbering: – Type: volume Value: 19 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Instruction Type: main |
| ResultId | 1 |
