CROSSING THE BRIDGE: GAMIFIED QUIZZES VERSUS TRADITIONAL ASSESSMENTS IN A SECOND-YEAR ECONOMIC AND MANAGEMENT SCIENCES CLASSROOM AT A COMPREHENSIVE UNIVERSITY

Abstract

Abstract. The integration of digital technologies into higher education has transformed teaching, learning, and assessment practices. Among these innovations, gamified quizzes have emerged as an alternative assessment strategy designed to increase student engagement, motivation, and academic performance. However, traditional assessments continue to dominate university classrooms due to their perceived reliability and effectiveness in measuring learning outcomes. This study compares students' and lecturers' experiences of gamified quizzes and traditional assessments in a second-year Economic and Management Sciences (EMS) lesson at a comprehensive university. The study adopts a qualitative research approach situated within an interpretivist paradigm. A case study design was employed to explore participants' perceptions and experiences. Data was collected through semi-structured interviews with the lecturer and focus group discussions involving second-year EMS students. Thematic analysis was used to analyse the collected data. The findings highlighted key themes: student engagement, motivation, learning effectiveness, and challenges related to technology and assessment design. Both students and the lecturer view gamified quizzes as valuable in EMS teaching, enhancing engagement, motivation, and understanding while making learning enjoyable. These results align with Constructivist Learning Theory, Self-Determination Theory, and Behaviourist principles. However, gamified quizzes should complement rather than replace traditional assessments to maintain academic rigor. The study recommends incorporating gamified quizzes into assessment strategies and emphasizes the importance of real-life scenarios and immediate feedback. Investment in technology and professional development for lecturers is also crucial for effective implementation.