My reason for only doing twenty of the terms each quiz is because so much time was lost giving a quiz over all thirty and above terms. It would eat up an entire class period, so I had to narrow that down to save on time. The students are reviewing new and old vocabulary words.  

The next part of Quizlet I enjoy is Quizlet Live. If you open up a teacher account you can use Quizlet Live for free. I use Quizlet Live for two purposes: a review game for vocabulary quizzes and test reviews. Quizlet Live is a reliable source of review and study if it is for something that involves repetition.“Game-based learning can be broken down into 4 categories: 1. Motivation Games 2. Drill and Practice Games 3. Content Mastery Games 4. 21^st Century CC Games” (Jan & Gaydos, 2016, 7).  Motivation games can be more engaging and fun for students, and Drill and Practice games are used after the content has been taught, for example repetitive math skills. Content Mastery goes beyond drill and repetition, it focuses more on the cognitive learning skills.  Quizlet Live would fall under a Drill and Practice Game category. It can range from 1 term to over 100 terms and students are constantly reviewing them. Usually, it gives you 12 questions per Quizlet Live Game, and you must decide what the answer is as fast as possible. 

“A benefit that does occur is cooperation and teamwork among players and gatekeepers” (Gandfolfi, 2023, 5352). Quizlet Live is also a great source for team building. For example, it will put the students in random teams. Once the student has grouped up with their team, their team will all be given the same question, but each team member has a different answer choice. You must decide as a team whose laptop has the correct answer. You are competing against the entire class and trying to finish before they do. The beautiful part of the team is Quizlet Live does all of this for you, so potentially you could have a high level student working with a lower level student.  

Gondifi, E, , Ferding, R. E., Wand, J. Marres, G., Copus, A., Stiulab, S. R. (2024). Online gaming community receptiveness, in-game vitality, and player well-being.  Education and Information Technology, 29, 5345-5379. https://doi.org/10.1007/s10639-023-12011-0 

Jan, M., & Gaydos, M. (2016). What Is Game-Based Learning? Past, Present, and Future. Educational Technology, 56(3), 6–11. http://www.jstor.org/stable/44430486 

There are different versions of what they can do. For example, a student can be working by themselves, you can set the instructor pace, team mode, or Mastery Peak. Once you begin the game, you answer all the questions as fast as possible and answer as many as possible. “Motivation is the driving force that makes learners want to get to the end of the game and complete their learning” (Abadi et al., 2022, 546). If you are working by yourself, it is you against your peers. If it is you on a team, the Quizizz game will separate you into two distinct groups. You also can do the instructor pace where the teacher set the game's pace instead of students trying to beat their fellow classmates.  

Lastly, you can do Mastery Peak which consist of students racing against each other trying to get to the top of a mountain and can disrupt other students' path to the top once they get so many points.  

The following versions are great for checking for understanding or a review game, but they cannot be used to teach a lesson. “Games did not fit into the one-hour lessons, into the single disciplinary focus or into the single-teacher model of learning” (de Freitas, 20218, 76). The issue with in-depth games is that they cannot cover a lesson like an educator may need them to do so.  

Abadi, M., Samani, N. K., Akhloghi. A., Najibi, S>, Bolgunai, M. (2022). Pros and cons of tomorrow's learning: A review of literature in education. Medical Education Bulletin, 3(8), 543-554. https://doi.org/10.22034/meb.2022.350941,1063 

de Freitas, S. (2018). Are Games Effective Learning Tools? A Review of Educational Games. Journal of Educational Technology & Society, 21(2), 74–84. http://www.jstor.org/stable/26388380 

When you create a Kahoot game online you can make multiple choice questions from other questions that have been generated online. You can also ask your own questions from scratch. If you do not have time to make a game, you can use a game from a previously made game. 

“A study performed at Secondary school setting found that students who experienced digital gaming in their learning were more likely to be motivated, engaged, and willingness to learn in the classroom compared to the students who did not participate in digital gaming” (Li et al, 2023, 4). Once the students begin the game, they try to race each other and beat their peers. They receive points on how fast they answered the question as well as how many they got right. During the game at the end of each question you will see the leader board and who the top five students were. At the end of the game, it will tell you the top 3 and can even break down data to see who got the questions right and who got them wrong. It can be a reliable source when performing a check for understanding. 

Li, Y., Chen, D., & Deng, X. (2024). The impact of digital educational games on student's motivation for learning: the mediating effect of learning engagement and the moderating effect of the digital environment. PloS One, 19(1), e0294350. https://doi.org/10.1371/journal.pone.0294350Links to an external site. 

Schrum, L., & Sumerfield, S. (2018). Learning supercharged : digital age strategies and insights from the edtech frontier (1st ed.). International Society for Technology in Education.