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Gamification-Based Assessment: The Washback Effect of Quizizz on Students’ Learning in Higher Education

IJoLE: International Journal of Language Education · Vol. 4 No. 1 (2020) · pp. 1–10

DOI
10.26858/ijole.v4i2.8188
ISSN
2548-8465, 2548-8457
Published
2020-03-30
Publisher
Universitas Negeri Makassar
Language
eng
License
creativecommons.org/

Abstract

Abstract Assessment and technology are two components that are very important in education. Assessment is the core of education which provides teachers lots information from their students and technology helps to achieve the learning goal more easily. Teachers are able to take the advantages of the integration of technology and assessment to get really detail information of students test to create a good teaching process. However, there are not many teachers who really consider about assessment and the washback effect on students’ learning. Thus, this study aimed to know the washback effect of Quizizz assessment platform on students’ learning. To investigate the issue, the researcher used questionnaire, observation and in-depth interview. The data which obtained would be analyzed qualitatively. The result of the study shows that students were motivated and they wanted to learn more after doing several gamified test with Quizizz. They were interested in elements of game such as Leaderboard, Meme, Time restriction, and Test report. Keywords: Assessment, Technology, Gamified test, Elements of game, Washback effect.

Keywords

Collaboration network of the authors

40 authors · 61 co-authorship links · 3 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Sebelas Maret University
  • State University of Semarang
  • Sumatera Institute of Technology
  • Institut Teknologi Sepuluh Nopember
  • University of Brawijaya
  • Yogyakarta State University
  • Universitas Jember
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Heppy MutammimahSebelas Maret University1
Dewi RochsantiningsihSebelas Maret University1
Djabir HamzahAffiliation unknown1
M. Ilham Eka PutraAffiliation unknown1
Anjelina Frisca Junita PontoAffiliation unknown1
Muh. Idrus TabaAffiliation unknown1
Suparno SuparnoInstitut Teknologi Sepuluh Nopember1
Anjar Nur CholifahSumatera Institute of Technology1
Endang FauziatiAffiliation unknown1
Anisa Husni AlkaromahSebelas Maret University1
Sigit SaptonoState University of Semarang1
Sri NgabektiState University of Semarang1
Anggri MuhtiaAffiliation unknown1
Suparno SuparnoAffiliation unknown1
Sri MarmantoSebelas Maret University1
Muflikhatun Nisa MuyassarohAffiliation unknown1
Maria Leswinda WulanAffiliation unknown1
N. A. DrajatiAffiliation unknown1
Slamet SupriyadiAffiliation unknown1
Mu'alim Ibnu FathoniAffiliation unknown1
Nur Arifah DrajatiAffiliation unknown1
Stefanie Nike NurtjahyoAffiliation unknown1
Eni KurniaAffiliation unknown1
Ahmad MuhibbinAffiliation unknown1
Ika TrisnawatiAffiliation unknown1
Eko BudionoAffiliation unknown1
Andang SetiadiAffiliation unknown1
Nunun BarunawatiUniversity of Brawijaya1
Dina WahyuAffiliation unknown1
Ali MustadiYogyakarta State University1
Enny ZubaidahAffiliation unknown1
Muamaroh MuamarohAffiliation unknown1
Deni Pandu NugrahaAffiliation unknown1
Faozan AmarAffiliation unknown1
Wahyuni Apri AstutiAffiliation unknown1
Dahroni DahroniAffiliation unknown1
Khairul AnamUniversitas Jember1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) http://ojs.unm.ac.id/ijole/oai, first harvested 8 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Gamification-Based Assessment: The Washback Effect of Quizizz on Students’ Learning in Higher Education</dc:title>
	<dc:creator>Pitoyo, Muhammad Dafit</dc:creator>
	<dc:creator>Sumardi, Sumardi</dc:creator>
	<dc:creator>Asib, Abdul</dc:creator>
	<dc:subject xml:lang="en-US"></dc:subject>
	<dc:subject xml:lang="en-US">Assessment, Technology, Gamified test, Elements of game, Washback effect</dc:subject>
	<dc:subject xml:lang="en-US">language assessment and technology</dc:subject>
	<dc:description xml:lang="en-US">Abstract Assessment and technology are two components that are very important in education. Assessment is the core of education which provides teachers lots information from their students and technology helps to achieve the learning goal more easily. Teachers are able to take the advantages of the integration of technology and assessment to get really detail information of students test to create a good teaching process. However, there are not many teachers who really consider about assessment and the washback effect on students’ learning. Thus, this study aimed to know the washback effect of Quizizz assessment platform on students’ learning. To investigate the issue, the researcher used questionnaire, observation and in-depth interview. The data which obtained would be analyzed qualitatively. The result of the study shows that students were motivated and they wanted to learn more after doing several gamified test with Quizizz. They were interested in elements of game such as Leaderboard, Meme, Time restriction, and Test report. Keywords: Assessment, Technology, Gamified test, Elements of game, Washback effect.</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Makassar</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2020-03-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US"></dc:type>
	<dc:type xml:lang="en-US">Qualitative method</dc:type>
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	<dc:identifier>http://ojs.unm.ac.id/ijole/article/view/8188</dc:identifier>
	<dc:identifier>10.26858/ijole.v4i2.8188</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Language Education; Vol. 4, No. 1, 2020; 1-10</dc:source>
	<dc:source>2548-8465</dc:source>
	<dc:source>2548-8457</dc:source>
	<dc:source>10.26858/ijole.v4i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>http://ojs.unm.ac.id/ijole/article/view/8188/xml</dc:relation>
	<dc:coverage xml:lang="en-US"></dc:coverage>
	<dc:coverage xml:lang="en-US"></dc:coverage>
	<dc:coverage xml:lang="en-US"></dc:coverage>
	<dc:rights xml:lang="en-US">Copyright (c) 2020 International Journal of Language Education</dc:rights>
	<dc:rights xml:lang="en-US">https://creativecommons.org/</dc:rights>
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