EDDL 5131 – Activity 4
Media Tool Presentation – Quizziz
Educational benefits of the tool or platform:
Quizziz implements the Universal Design for Learning principles and guidelines very well by providing multiple means of engagement, representation, action and expression (CAST, 2018) through the platform itself. More details are found in the aspects of tool use by instructors and students.
Currently there has been a lot of interest in gamification as a formative assessment tool and with that push there has been some research into its effectiveness. “González (2019) in his master’s dissertation, conducted a study using the apps Kahoot!, Plickers and Quizizz for learning assessment. The results evidenced how promising those tools are to increasing students’ grades and their satisfaction with learning the content studied. A third study by Martínez et al. (2018) used Quizizz as a gamified tool capable of improving the learning process and motivating students. The experiment was carried out with a group of undergraduate students in Tourism. According to the authors, 84% of the students showed to believe they improved their learning process with the use of the Quizizz tool, while 78% felt motivated to study the subject. In addition to the aforementioned studies,many other academics have come to similar conclusions, which makes Quizizz a very useful methodology in the higher education environment.” (Bottentuit, 2020) This evidence helps to show that this format of formative assessment is not only a valid method, it is also very engaging for students. Additionally, teachers and others actively using the platform have their own take on the subject.
“Quizizz has a meme-style feedback and the student avatars set it apart from other quiz games, this tends to make it more enjoyable and engaging. The meme option can be suspended along with other aspects of the platform, but students will likely enjoy the added content. The memes provide limited reinforcement and feedback for students, also, teachers can set the time allowed for students to respond, create up to five answer choices, and use images for question options. Teachers can allow students to see their results after or allow students to retake the quiz. There’s also an option to email parents a detailed report of student performance, including time spent on each question. Still, this tool, like several others in the category, leans on multiple-choice questioning, which is a limited way of looking at assessment. Teachers will want to make sure to build on Quizizz quizzes and allow for more holistic and in-depth demonstration of learning.” (Bindle, 2018). The overall takeaway from this is that with some forethought, this can be a very effective tool for making formative assessments. Another benefit to educational media, with reference to a web-based platform like Quizziz, is that it has the ability to provide instant, faster feedback to the learner which is crucial to one’s process in learning (Pinto, 2018).
Aspects of tool use by instructors:
Most web-based educational platforms try to make it a priority for their platform to be simple and easy-to-use. That is no different in Quizizz. There are many tutorials online but the webpage is very easy to navigate that it’s most likely not needed. There is a standard account creation process where you need to provide your email in which you would be sent a verification link. Be sure during the process, whether you are a teacher or student, that you choose the appropriate account type.
Additionally there is a free and paid subscription option, with some extra bells and whistles with the paid option, but overall, you have access to the majority of features with the free version.
From both the student and instructor account, you can access hundreds of ready made quizzes or create your own. Additionally, you can use this platform for any content/subject area. Sharing this form of media with teacher-made classes, or within the platform to “challenge a friend”, or even with just a share link/code, is very easy and simple to do. From the teacher account, you have access to instant reporting which can help you identify problem areas for students or questions.
Quizziz stands well against the “POUR” principles of web content and Quizziz has been intentionally designed to be “Perceivable”, “Operable”, “Understandable”, and “Robust”(Hyatt, 2012). For example, all types of learners can be accommodated through the use of general and advanced settings: read aloud settings, visual images or math equations, easy keyboard and touch screen navigation, timer settings, reviewing answers, web-based, tablet, and mobile (IOS/Android App) accessibility, and so much more. Additionally, if you want the additional paid features, you also can add audio and video media to supplement your educational media creation.
Aspects of tool use by students:
Students using Quizizz will find that the environment is overall engaging and allows for easy access to content to test their formative knowledge. The fact that it may also be used for summative assessments as well is simply a bonus. Where project based learning enters the equation is allowing the student to review their knowledge on core principles within the topic. For example, when approaching art education, having a basic knowledge of the fundamentals is important and this would allow for checking knowledge on the principles of art or the elements of design.
Asynchronous and synchronous learning may be accomplished using this format as well by changing some of the general and advanced settings for your classes. Students can also create, edit, and remix and share their own quizzes and have access to immediate and often entertaining feedback.
- What questions or concerns do you have regarding the use of this platform?
- Where could you see yourself using this educational media tool?
Bindle, Amanda. Quizizz Review for Teachers. Common Sense Media, 2018, https://www.commonsense.org/education/website/quizizz. Accessed 16 Mar. 2021.
Bottentuit, João Batista. Assessment for Learning with Mobile Apps: Exploring the Potentials of Quizizz in the Educational Context, International Journal of Development Research Vol. 10, Issue, 01, pp. 33366-33371, January, 2020, http://www.journalijdr.com. Accessed 16 Mar. 2021
CAST. (2018). The UDL guidelines (version 2.2). http://udlguidelines.cast.org/
Hyatt, G. W. (2012, January 3). The POUR principles: The starting point for creating accessible blogs. Blog Accessibility. http://blogaccessibility.com/the-pour-principles-the-starting-point-for-creating-accessible-blogs/
Pinto, C. (2018, March 15). 4 reasons for technology INTEGRATION (OPINION). Retrieved March 16, 2021, from https://www.edweek.org/education/opinion-4-reasons-for-technology-integration/2018/03