Document Type : Research Paper
Authors
1 PhD in Educational Technology, Allameh Tabataba’i University, Tehran, Iran
2 Associate Professor, Department of Educational Technology, Allameh Tabataba'i University, Tehran, Iran
Abstract
Abstract
This research aimed to investigate the impact of AI-driven gamified assessment on online satisfaction and the seven-phase learning cycle of students at Chabahar International University. The research employed a quasi-experimental design, specifically a pre-test/post-test control group design. The statistical population consisted of all Master's students in Educational Technology at Chabahar International University. A sample of 50 students was selected using convenience sampling and randomly assigned to two groups: an experimental group and a control group (25 in each). Data collection tools included Kraft's (2001) Seven-Phase Learning Cycle Questionnaire and Taylor et al.'s (2015) Student Satisfaction Questionnaire. The data were analyzed using analysis of covariance (ANCOVA). The results showed that AI-based gamified assessment in the Quizizz environment had a significant positive impact on students' satisfaction with their learning experience in online courses (p< 0.05). Additionally, this type of assessment affected the components of the Seven-Stage Learning Cycle, including inference, participation, exploration, explanation, learning expansion, evaluation, and learning development (p< 0.05). By creating competitive situations and providing immediate feedback, it enhanced cognitive engagement and increased students' active participation. The design of challenging, staged questions strengthened their motivation for exploration and concept explanation. The use of badges and continuous feedback also improved the assessment process, learning expansion, and self-regulation in the learning path. Ultimately, this assessment facilitated the transfer of learning to new situations and played a significant role in the development of learning. Based on these findings, it is recommended that universities and educational institutions seriously consider integrating AI-driven gamified assessment into their educational processes. This integration can not only improve the quality of teaching and learning but also enrich and enhance the student experience.
Keywords
خواجه علی، نسرین، اسلامی، کاوه، شکورنیا، عبدالحسین، حیدری، سارا، طهماسبی بلداجی، فاطمه، شریفی، زهرا، کرمی نژاد، زهرا و شاکریان، نرگس. (1401). بررسی تأثیر دوره آموزشی مدرسه تابستانی (آموزش پزشکی) به روش یادگیری مبتنی بر گروه و بازیسازی بر دانش، رضایت دانشجویان علوم پزشکی کشور در سال 1400. مجله توسعه آموزش جندیشاپور اهواز، 13(1)، 1-13. https://doi.org/10.22118/edc.2021.309546.1899
بصیری مقدم، مهرسا، غرب خزاعی، آذر و پولادخای، فاطمه. (1403). بررسی مقایسهای تأثیر آموزش مبتنی بر بازی و آموزش سنتی ابزار و تجهیزات جراحی بر یادگیری و رضایت دانشجویان اتاق عمل. نهمین همایش ملی تحقیقات میان رشته ای در مدیریت و علوم پزشکی. https://doi.org/10.22038/hmed.2025.86719.1502
طلایی، موژان، برزگران، هستی، مزارعی بهبهانی، مریم و توانایی، لیلا. (1403). افزایش سطح یادگیری مفاهیم علمی و عمومی به سبک بازی وارسازی آموزشی. ششمین کنفرانس بینالمللی مطالعات نوین در علوم انسانی، علوم تربیتی، حقوق و مطالعات اجتماعی. https://civilica.com/doc/2123514
رنجبرفرد، مینا و زندوکیلی، مهشید. (1400). مقایسه ارزشیابی سه روش آموزش مبتنی بازی، آموزش از طریق کار با نرمافزار تخصصی و آموزش سنتی از منظر دانشجویان. فناوری آموزش، 15(4)، 635-647. https://doi.org/10.22061/tej.2021.4312.2359
حقانی، فریبا، بختیاری، سهیلا و قائدی حیدری، فاطمه. (1397). تأثیر روش تدریس بازی بر رضایت و یادگیری دانشجویان مامایی در درس روانشناسی اجتماعی. آموزش و اخلاق در پرستاری، 7(1-2)، 375-382. https://doi.org/10.52547/ethicnurs.7.1.2.375
Addison, L., & Williams, D. (2023). Predicting student retention in higher education institutions (HEIs). Higher Education, Skills and Work-Based Learning, 13(5), 865–885. https://doi.org/10.1108/heswbl-12-2022-0257
Aguiar-Castillo,L., Clavijo-Rodriguez, A., Hernández-López, L., De Saa-Pérez, P., & Pérez-Jiménez, R. (2020). Gamification and deep learning approaches in higher education. Journal of Hospitality, Leisure, Sport & Tourism Education, 100290. https://doi.org/10.1016/j.jhlste.2020.100290
Aldalur, I., & Perez, A. (2023). Gamification and discovery learning: Motivating and involving students in the learning process. Heliyon, 9(1), e13135. https://doi.org/10.1016/j.heliyon.2023.e13135
Alotaibi, B. A., Muddassir, M., Abbas, A., Nayak, R. K., & Azeem, M. I. (2024). Students’ satisfaction and learning experiences at higher agricultural education institutions in Saudi Arabia: An empirical inquest. Frontiers in Education, 9, 1335663. https://doi.org/10.3389/feduc.2024.1335663
Amoako, G. K., Ampong, G. O., Gabrah, A. Y. B., de Heer, F., & Antwi-Adjei, A. (2023). Service quality affecting student satisfaction in higher education institutions in Ghana. Cogent Education, 10(2), 1–18. https://doi.org/10.1080/2331186x.2023.2238468
Amzat, I. H., Najimdeen, A. H. A., Walters, L. M., Yusuf, B., & Padilla-Valdez, N. (2023). Determining service quality indicators to recruit and retain international students in Malaysian higher education institutions: Global issues and local challenges. Sustainability, 15(8), 6643. https://doi.org/10.3390/su15086643
Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 100322. 10. https://doi.org/10.1016/j.edurev.2020.100322
Basiri Moghadam, M., Gharb Khazaei, A., & Pouladkhai, F. (2024). A Comparative Study of the Effect of Game-Based and Traditional Surgical Instruments and Equipment Training on the Learning and Satisfaction of Operating Room Students. The 9th National Conference on Interdisciplinary Research in Management and Medical Sciences. https://doi.org/10.22038/hmed.2025.86719.1502].In Persian. [
Bell, K. (2022). Increasing undergraduate student satisfaction in higher education: The importance of relational pedagogy. Journal of Further and Higher Education, 46(4), 490–503. https://doi.org/10.1080/0309877X.2021.1985980
Bilro, R. G., Loureiro, S. M. C., & Angelino, F. J. de A. (2021). The Role of Creative Communications and Gamification in Student Engagement in Higher Education: A Sentiment Analysis Approach. Journal of Creative Communications, 17(1), 7–21. https://doi.org/10.1177/0973258621992644
Bozorgpouri, M. (2016). The study of effectiveness of seven-step (7E) teaching method in the progress of English learning in students Shiraz city. The Turkish Online Journal of Design, Art and Communication, 341-346. https://doi.org/10.7456/1060JSE/002
Buhalis, D. (2020). Technology in tourism from information communication technologies to eTourism and smart tourism towards ambient intelligence tourism: a perspective article. Tourism Review, 75(1), 267– 272. https://doi.org/10.1108/TR-06-2019-0258
Cahyono, Y., Purwanto, A., Azizah, F. N., and Wijoyo, H. (2020). Impact of service quality, university image and students satisfaction towards student loyalty: evidence from Indonesian private universities. Journal of Critical Reviews, 7, 3916–3924. https://doi.org/10.31838/jcr.07.19.454
Cheng, Y. M. (2020). Students’ perceived satisfaction and continuance intention of the cloud- based e- learning system: Roles of interactivity and course quality factors. Education + Training, 62(9), 1037–1059. https://doi.org/10.1108/ET-10-2019-0245
de Rosa, F., & de Oliveira, T. L. (2022). Student retention at a higher educational institution: A comparison between evaded and nonevaded groups using partial least square. Journal of College Student Retention: Research, Theory & Practice, 24(2), 499–525. https://doi.org/10.1177/1521025120924663
Dhawan, S. (2022). Higher education quality and student satisfaction: Meta-analysis, subgroup analysis and meta-regression. Metamorphosis: Journal of Management Research, 21(1), 48–66. https://doi.org/10.1177/09726225221082376
Eisenkraft, A. (2003). Expanding the 5E model. The science teacher, 70(6), 56
Eppmann, R.; Bekk, M.; Klein, K. (2018). Gameful Experience in Gamification: Construction and Validation of a Gameful Experience Scale [GAMEX]. J. Interact. Mark, 43, 98–115. https://doi.org/10.1016/j.intmar.2018.03.002
Fajria, I., Putri, D. H., & Setiawan, I. (2023). Pengembangan Lembar Kerja Peserta Didik (Lkpd) Kinematika Gerak Lurus Pada Sma Menggunakan Learning Cycle 7E Untuk Melatihkan Keterampilan Berpikir Kritis Siswa. Amplitudo : Jurnal Ilmu Dan Pembelajaran Fisika, 2(2), 151–160. https://doi.org/10.33369/ajipf.2.2.151-160
Fitrado, D., Yuhana, U. L., & Fabroyir, H. (2021). Rancang Bangun Modul Materi pada Sistem Pembelajaran Berbasis Permainan" GeoMyITS" untuk Pelajaran Matematika Geometri Kelas 4 SD Menggunakan Unity. JurnalTeknik ITS, 10(2), A406-A411.
Fraga-Varela, F., Vila-Couñago, E., & Martínez-Piñeiro, E. (2021). The Impact of Serious Games in Mathematics Fluency: A Study in Primary Education. Comunicar: Media Education Research Journal, 29(69), 115-125. https://doi.org/10.3916/C69-2021-10
Gao, F., Rogers, K. C., & Li, L. (2024). Understanding students’ perceived need satisfaction, enjoyment, and participation intention in a leaderboard-based math practice game. E-Learning and Digital Media, 20427530241251407. https://doi.org/10.1177/20427530241251407
Ghansah, B., Andoh, J., Gbagonah, P., & Okogun-Odompley, J. (2021). The determinant of student satisfaction in academic and administrative services in private universities. In R. K. Otunga & L. R. Muthigi (Eds.), Research anthology on preparing school administrators to lead quality education programs (pp. 1534–1551). IGI Global. https://doi.org/10.4018/978-1-7998-3438-0.ch068
Haghani, F., Bakhtiari, S., & Ghaedi Heidari, F. (2018). The Effect of Game Teaching Method on the Satisfaction and Learning of Midwifery Students in the Social Psychology Course. Education and Ethics in Nursing, 7(1-2), 375-382. https://doi.org/10.52547/ethicnurs.7.1.2.375. ]In Persian[.
Hamari, J. (2017). Do badges increase user activity? A eld experiment on effects of gamification. Computers in Human Behavior, 60, 211–220. https://doi.org/10.1016/j.chb.2015.03.036
Hautala, T., Helander, J., & Korhonen, V. (2021). Administrative structures of higher education institutions – Connection with the experience of professional agency of teaching staff. International Journal of Leadership in Education, 27(4), 909–933. https://doi.org/10.1080/13603124.2021.1937704
Haverila, M., Haverila, K., McLaughlin, C., & Arora, M. (2021). Towards a comprehensive student satisfaction model. International Journal of Management Education, 19(3), 100558. https://doi.org/10.1016/j.ijme.2021.100558
Hebbar, S., Manohar, S., & Hungund, S. (2024). Examining gamification’s impact on perceived satisfaction through learning parameters: a preliminary perception-based study among prospective users. Interactive Learning Environments, 1-20. https://doi.org/10.1080/10494820.2024.2417719
Helvich, J., Novak, L., Mikoska, P., Hubalovsky, S., & Juklova, K. (2024). English teachers’ gamification satisfaction and perception scale (ETGSPS) development and validation. Education and Information Technologies, 1-30. https://doi.org/10.1007/s10639-024-13001-6
Holguin Alvarez, J., Ruiz Salazar, J., Manrique Alvarez, G., Picoy Gonzales, J. A., & Holgado Quispe, A. (2023). Mixed gamification with virtual tools modify poor school performance. International Journal of Evaluation and Research in Education, 12 (3), pp. 1663 – 1673. https://doi.org/10.11591/ijere.v12i3.25530
Ikram, M., & Kenayathulla, H. B. (2023). Education quality and student satisfaction nexus using instructional material, support, classroom facilities, equipment and growth: Higher education perspective of Pakistan. Frontiers in Education, 8, e1140971. https://doi.org/10.3389/feduc.2023.1140971
Izzyann, F., Huynh, D., Xiong, S., Norshakirah, A., & Iida, H. (2018, January). Comparative Study: case study in Analyzing Gamification between Mind-Snacks and Duolingo. In The International Conference on Information and Communication Technology and Digital Convergence Business (ICIDB-2018). 15(1): 101-106. 10.17654/HMSI118101
James, M. (2023). International student recruitment during the pandemic: The unique perspective of recruiters from small to medium-sized higher education institutions. Higher Education Policy, 36(3), 1–19. https://doi.org/10.1057/s41307-022-00271-3
kairat, K., Lee, S. J., & Jang, J. M. (2024). The determinants of recommendation intention and student satisfaction in private higher institutions: Empirical evidence from Kazakhstan. Journal of Marketing for Higher Education, 34(1), 1–21. https://doi.org/10.1080/08841241.2024.2350390
Kanwar, A., & Sanjeeva, M. (2022). Student satisfaction survey: A key for quality improvement in the higher education institution. Journal of Innovation and Entrepreneurship, 11(1), 27. rating role of the university image. Journal of Trade Science, 12(1), 37–59. https://doi.org/10.1186/s13731-022-00196-6
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.
Karimov, A., Saarela, M., & Kärkkäinen, T. (2023). The impact of online educational platform on students’ motivation and grades: the case of Khan Academy in the under-resourced communities. In M. Feng, T. Käser, & P. Talukdar (Eds.), Proceedings of the 16th International Conference on Educational Data Mining (pp. 466-473). https://doi.org/10.5281/zenodo.8115746
Khajeh Ali, N., Eslami, K., Shakournia, A., Heidari, S., Tahmasebi Boldaji, F., Sharifi, Z., Karami Nejad, Z., & Shakerian, N. (2022). Investigating the Effect of Summer School Training Course (Medical Education) Using Group-Based Learning and Gamification on the Knowledge and Satisfaction of Medical Sciences Students in Iran in 2021. Journal of Development of Medical Education, 13(1), 1-13. https://doi.org/10.22118/edc.2021.309546.1899] In Persian. [
Lampropoulos, G., & Sidiropoulos, A. (2024). Impact of Gamification on Students’ Learning Outcomes and Academic Performance: A Longitudinal Study Comparing Online, Traditional, and Gamified Learning. Education Sciences, 14(4), 367. https://doi.org/10.3390/educsci14040367
Lee, JY, Pyon, CU y Woo, J. (2023). Digital twin for mathematics education: a study on the use of games and gamification for university mathematics education. electronics, 12 (15), 3207. https://doi.org/10.3390/electronics12153207
Luthuli, M., Nkomo, N., & Moyane, S. (2024). Examining front-line administrative services in a selected public higher education institution. Education Sciences, 14(4), 422. https://doi.org/10.3390/educsci14040422
Marfilinda, R., Rossa, R., Jendriadi, J., & Apfani, S. (2020). The effect of 7e learning cycle model toward students' learning outcome of basic science concept. Journal of Teaching and Learning in Elementary Education, 3(1), 77-87. https://doi.org/10.33578/jtlee.v3i1.7826
Mukhtar, U., Anwar, S., Ahmed, U., and Baloch, M. A. (2015). Factors effecting the service quality of public and private sector universities comparatively: an empirical investigation. Res. World 6:132. 10.12691/education-5-5-9.
Nguyen, H. V., Vu, T. D., Saleem, M., & Yaseen, A. (2024). The influence of service quality on student satisfaction and student loyalty in Vietnam: The moderating role of the university image. Journal of Trade Science, 12(1), 37–59. https://doi.org/10.1108/JTS-12-2023-0032
Nieto-Escamez, F. A., & Roldán-Tapia, M. D. (2021). Gamification as online teaching strategy during COVID-19: A mini-review. Frontiers in psychology, 12, 648552. https://doi.org/10.3389/fpsyg.2021.648552
Nugroho, S. S. (2024). Gamification aspects affecting mobile app continued use, attitude, and satisfaction. Jurnal Siasat Bisnis, 19-36. https://doi.org/10.20885/jsb.vol28.iss1.art2
Oliso, Z. Z., Alemu, D. D., & Jansen, J. D. (2024). The impact of educational service quality on student academic performance in Ethiopian public universities: A mediating role of students’ satisfaction. Journal of International Education in Business, 17(2), 340–370. https://doi.org/10.1108/JIEB-07-2023-0042
Ortiz-Martínez, E., Santos-Jaén, J.-M., & Palacios-Manzano, M. (2022). Games in the classroom? Analysis of their effects on financial accounting marks in higher education. The International Journal of Management Education, 20(1), 100584. https://doi.org/10.1016/j.ijme.2021.100584
Paredes, P., & Rodríguez, P. (2004, August). A mixed approach to modelling learning styles in adaptive educational hypermedia. In Proceedings of the IEEE International Conference on Advanced Learning Technologies (ICALT 2004). IEEE. 1(4): 372-377. https://doi.org/10.2316/Journal.208.2004.4.208-0823
Perdana, R., Yanfika, H., Sholehurrohman, R., & Bertiliya, W. A. (2024). Developing worksheet-based 7E learning cycle to foster elementary school students’ critical and creative thinking skills. Journal of Educational Management and Instruction (JEMIN), 4(1), 196-212. https://doi.org/10.22515/jemin.v4i1.9659
Puspita, W., & Fardillah, F. (2021). The effectiveness of the learning cycle model (5e and 7e) in learning to build flat side sides viewed from student self-eficacy. Journal of Physics: Conference Series, 1764 (1), 012110. 10.1088/1742-6596/1764/1/012110
Raharjo, S. R., Handayani, P. W., & Putra, P. O. H. (2021). Active student learning through gamification in a learning management system. Electronic Journal of e-Learning, 19(6), 601–613. https://doi.org/10.34190/EJEL.19.6.2089
Ranjbarfard, M., & Zand Vakili, M. (2021). Comparison of Evaluation of Three Methods of Game-Based Training, Training Through Working with Specialized Software and Traditional Training from the Perspective of Educational Technology Students. Educational Technology, 15(4), 635-647. https://doi.org/10.22061/tej.2021.4312.2359 ]In Persian. [
Rincon-Flores, E. G., Mena, J., & López-Camacho, E. (2022). Gamification as a teaching method to improve performance and motivation in tertiary education during COVID-19: A research study from Mexico. Education Sciences, 12(1), 49. https://doi.org/10.3390/educsci12010049
Rizos, S., Sfakianaki, E., & Kakouris, A. (2022). Quality of administrative services in higher education. European Journal of Educational Management, 5(2), 115–128. https://doi.org/10.12973/eujem.5.2.115
Rohan, R., Pal, D., Funilkul, S., Chutimaskul, W., & Eamsinvattana, W. (2021). How gamification leads to continued usage of MOOCs? A theoretical perspective. IEEE Access, 9, 108144–108161. https://doi.org/10.1109/ACCESS.2021.3102293
Roque-Hernández, R. V., Díaz-Roldán, J. L., López-Mendoza, A., & Salazar-Hernández, R. (2023). Instructor presence, interactive tools, student engagement, and satisfaction in online education during the COVID-19 Mexican lockdown. Interactive Learning Environments, 31(5), 2841–2854. https://doi.org/10.1080/10494820.2021.1912112
Santos, G., Marques, C. S., Justino, E., and Mendes, L. (2020). Understanding social responsibility’s influence on service quality and student satisfaction in higher education. Journal of Cleaner Production, 256, 120597. https://doi.org/10.1016/j.jclepro.2020.120597
Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of human-computer studies, 74, 14-31. https://doi.org/10.1016/j.ijhcs.2014.09.006
Soeharto, S., & Csapó, B. (2021). Evaluating item difficulty patterns for assessing student misconceptions in science across physics, chemistry, and biology concepts. Heliyon, 7(11), e08352. https://doi.org/10.1016/j.heliyon.2021.e08352
Takahashi, D. (2011). By 2015, 50 percent of companies will embrace gamification, Gartner says. Venturebeat. https://venturebeat.com/games/by-2015-50-percent-of-companies-will-embrace-gamification-gartner-says/
Talaei, M., Barzegaran, H., Mazaraei Behbahani, M., & Tavanaei, L. (2024). Increasing the Level of Learning Scientific and General Concepts in Educational Gamification Style. The 6th International Conference on New Studies in Humanities, Educational Sciences, Law and Social Studies. https://civilica.com/doc/2123514 ]In Persian. [
Tecson, C. M. B., Salic-Hairulla, M. A., & Soleria, H. J. B. (2021). Design of a 7E model inquiry-based STEM (iSTEM) lesson on digestive system for Grade 8: An open-inquiry approach. Journal of Physics: Conference Series, 1835, 012034. https://doi.org/10.1088/1742-6596/1835/1/012034
Velásquez Lecca, S. M., Manco Chávez, J. A., Borja Torres, R. J., Huamán Malca, W. A., Candia Quispe, W. W., & Cortez Egusquiza, R. (2023). Math Gamification and ICT for University Learning: Systematic Review Article. International Journal of Religion, 5(1), 218–236. https://doi.org/10.61707/j5c9ts33
Weerasinghe, I. S., and Fernando, R. L. (2017). Students' satisfaction in higher education. American Journal of Educational Research, 5(5), 533–539. https://doi.org/10.12691/education-5-5-9
Wodaj, H., & Belay, S. (2021). Effects of 7E instructional model with metacognitive scaffolding on students’ conceptual understanding in biology. Journal of Education in Science Environment and Health, 7(1), 26-43. https://doi.org/10.21891/jeseh.770794
Wong, W. H., & Chapman, E. (2023). Student satisfaction and interaction in higher education. Higher Education, 85(5), 957–978. https://doi.org/10.1007/s10734-022-00967-2
Yildiz, İ., Topçu, E., & Kaymakci, S. (2021). The effect of gamification on motivation in the education of pre-service social studies teachers. Thinking Skills and Creativity, 42, 100907. https://doi.org/10.1016/j.tsc.2021.100907
Yu, Z., Gao, M., & Wang, L. (2021). The effect of educational games on learning outcomes, student motivation, engagement and satisfaction. Journal of Educational Computing Research, 59(3), 522-546. https://doi.org/10.1177/0735633120969214
Zainuddin, Z., & Perera, C. J. (2019). Exploring students' competence, autonomy and relatedness in the flipped classroom pedagogical model. Journal of Further and Higher Education, 43(1), 115–126. https://doi.org/10.1080/0309877X.2017.1356916
Zhang, K., & Yu, Z. (2022). Effects of gamification on learning outcomes, satisfaction, engagement, and motivation in virtual learning environments between 2020 and 2022. International Journal of Online Pedagogy and Course Design, 12(1), 1–18. https://doi.org/10.4018/IJOPCD.297113
)