Examining the predictive role of weekly game-based online quiz performance on academic achievement and engagement

Abstract

This pilot study explores the predictive role of weekly game-based online quizzes on academic achievement and engagement in a 15-week foundation of education course at a university. The purpose was to assess how quiz performance relates to midterm and final exam outcomes and student engagement, leveraging Quizizz as a formative assessment tool. Conducted with 24 third-year students selected via convenience sampling, the methodology involved collecting quiz scores and completions from Quizizz, alongside attendance and exam scores from university records. Data were analyzed using descriptive statistics, Pearson’s correlation, and linear regression in SPSS (v27). Limitations include a small sample size and lack of qualitative insights, restricting generalizability. Findings reveal that quiz performance strongly predicts midterm (R² = 0.474) and final exam success (R² = 0.428), with significant correlations to attendance and quiz completion, indicating engagement benefits. The study concludes that game-based quizzes are effective for monitoring progress and fostering motivation in higher education. Implications suggest integrating such tools into foundational courses to enhance learning outcomes, with a call for larger-scale research to validate and refine this approach.