Impact of Quiz Mode on Students’ Learning Achievement: A Gamified e-Quiz Study

This study investigated the impact of quiz mode on university students' academic achievement in an online ESOL theory course as well their perceptions gamified e-quiz mode. Forty-two students at a women's Seoul participated for 12 weeks. Utilizing crossover design (AB/BA), this compared achievements Group A (n=22) and B (n=20) after experiencing both conventional interventions. was treated with e-quizzes initial three weeks, had three-week break, then provided received same treatments reverse order: taking first, having washout e-quizzes. Three tests—one pre-test two post-tests—were developed used to measure participants’ achievement. Two parallel survey forms were each intervention perceptions. The data analyses test results indicated that not significantly different from those In addition, illustrated, except some sets indicating more favorable toward e-quizzes, participants groups viewed modes quizzes mostly positively. Moreover, chose over ones, describing enjoyable, motivating, low-anxious experiences.