The impact of game-based quizzes on students’ motivation in online teaching: a survey of teachers’ views.

Abstract

Considering that students’ engagement in online classes is usually lower than in in-person classes, the purpose of this research is to examine teachers’ perceptions of the affordances of online game-based quiz platforms in online teaching and their contribution to students’ motivation. The study is based on Sailer et al. (2017), Farber (2017), and Deterding et al. (2011) to define the elements of game-based learning and gamification; Kress (2010) to define multimodal elements, which are key in quizzes; Nucci et al. (2021) reflections on their benefits in online teaching; and on Deci and Ryan (2000) work on motivation. Data collection was based on a questionnaire answered by twelve teachers of English from different levels of education and language courses in Recife. The analyses made were qualitative and interpretative. The responses showed that the research participants used quizzes in online classes for different purposes, including fostering motivation, practicing the content, and changing the class dynamic. According to the informants’ experiences, quizzes may have positive effects on fostering students’ motivation, due to their game design and multimodal elements. They also pointed out that there are some difficulties, such as technology issues, students may perceive quizzes as a distraction, and quizzes may hinder second language socialization. Therefore, to use these platforms in class, teachers should be aware of their potential and constraints and align them with their own lessons’ objectives.