Benefits and drawbacks of using digital assessment in learning english: students’ perception
DOI:
https://doi.org/10.5281/zenodo.11255874Keywords:
students’ perception, digital assessment, learning EnglishAbstract
The purpose of this study isto determine the students' perceptions regarding the benefits and drawbacks of utilizing digital assessments such as Kahoot and Quizizz in English classrooms. This study employs a qualitative approach, employing interviews as the primary method for collecting data. The participants of this study were 15 students majoring in English education at Muhammadiyah University of Makassar who had experienced using Kahoot and Quizizz as tools for learning English. Researchers conducted interviews to gather student perspectives and discovered that students believe that using Kahoot and Quizizz offers several advantages. These include convenient accessibility, engaging features, immediate feedback, and enhanced critical thinking, and memory abilities. However, students also mentioned challenges such as technical issues and limited time for completing the questions. The implementation of Kahoot and Quizizz as digital evaluation tools yielded highly favorable outcomes according to students' perspectives
References
Alruwais, N. M. (2018). Advantages and challenges of using E-assessment. International Journal of Information and Education Technology, 34-37. doi:10.18178/ijiet.2018.8.1.1008
Chiang, H. H. (2020). Kahoot in an EFL reading class. Journal of Language Teaching and Research, 33-44. doi:10.17507/jltr.1101.05
Degirmenci. (2021). The use of Quizizz in language learning and teaching from the teachers' and students' perspectives: A literature review. Language Education and Technology, 1-11.
Wibowo, F. A. (2021). An analysis of online assessment in teaching English.Professional Journal of English Education, 526-527.
Graham. (2015). TechMatters: Getting into Kahoot! (s): Exploring a game-based learning system to enhance student learning. LOEX Quarterly, 6-7.
Heinzen, T. (2014). Game-Based Assessment: two practical justifications. Conference Paper of KDD Annual Computer Science. Retrieved from https://www.researchgate.net/publication/271515597
Holzberger, D. P. (2013). How teachers' self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 774-786.
Ismail, M. A. (2017). Kahoot: a promising tool for formative assessment in medical education. Education in Medicine Journal, 19-26. doi:10.21315/eimj2017.9.2.2
Khan, E. P. (2017). Active learning: Engaging students to maximize learning in an online course. Electronic Journal of E-learning, 107-115.
Muji, A. A. (2021). The implemetation of Quizizz-based online evaluation in higher education: An exciting alternative for evaluation. International Journal of Research in Counseling and Education, 186-194.
Sahidu, H. G. (2020). Model E-Assessment dan Implikasinya dalam pembelajaran. Mataram: Literasi Nusantara.
Saracoglu, G. & Kocabatmaz. (2019). A Study on Kahoot and Socrative in line with preservice teachers' views. Educational Policy Analysis and Strategic Research, 31-46. doi:10.29329/epasr.2019.220.2
Syah, M. S., & Alfian, M. (2020). The effectiveness of Kahoot! as an assessment media in English lesson. English focus, 46-48. doi:10.24905/efj.v3i1.67
Syahria, N. (2019). The utilization of digital assessment for a better learning experience. Sirok Bastra, 61-71. doi:10.37671/sb.v7i1.155
Tenau, F. K. (2019). The Use of Kahoot! as formative assessment in education. Indonesian Journal of English Language Studies, 78-84. doi:10.24071/ijels.v5i2.2862.g2035
Wang, A. I. (2015). The wear out effect of a game-based student system. Computers & Education, 217-227. doi:10.1016/j.compedu.2014.11.004
Wang, A. I. (2020). The effect of using kahoot for learning: A literature review. Computers & Education, 1-22. doi:10.1016/j.compedu.2020.103818
