final report quizter - universitetet i oslo · here are the words and concepts that are not...

Quizter Final Report

INF5261 - Development of mobile information systems and services

Sijan Gurung: [email protected]

Simen Hasselknippe: [email protected] Ilkka Kuivanen: [email protected]

Mads Haga: [email protected] Snorre Olimstad: [email protected]

Group name: Quizter

Quizter – Final Report - INF5261 - Development of mobile information systems and services

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TABLE OF CONTENTS

1. INTRODUCTION ......................................................................................................................... 3

1.1 OVERVIEW ................................................................................................................................. 3 1.2 BACKGROUND ............................................................................................................................ 3 1.3 PROJECT GOALS ......................................................................................................................... 3 1.4 WORDS AND CONCEPTS ............................................................................................................. 3

2. APPROACH ................................................................................................................................... 5 2.1 AIMS .......................................................................................................................................... 5 2.2 OBJECTIVES ............................................................................................................................... 5 2.3 RESEARCH QUESTION ................................................................................................................. 5

3. THEORY ........................................................................................................................................ 6 3.1 HOW STUDENTS LEARN? ........................................................................................................... 6 3.2 MOBILITY CONCEPT .................................................................................................................. 6

4. COMPETITOR ANALYSIS ........................................................................................................ 7 4.1 QUIZKAMPEN ............................................................................................................................. 7 4.2 QUIZ BATTLE ............................................................................................................................. 9

5. DEVELOPMENT OF QUIZTER .............................................................................................. 11 5.1 PREMISE ................................................................................................................................... 11 5.2 USER GROUP ............................................................................................................................ 11 5.3 SELECTED PLATFORMS ............................................................................................................ 12 5.4 METHODS ................................................................................................................................ 12

6. QUIZTER ..................................................................................................................................... 14 6.1 CATEGORIES ............................................................................................................................ 14 6.2 QUESTIONS AND GAMEPLAY ................................................................................................... 14 6.3 PROGRAMMING ........................................................................................................................ 15 6.4 SCREENSHOTS .......................................................................................................................... 17

7. REVIEW OF THE PROJECT AND SELECTED LITERATURE ........................................ 18 8. FINDINGS .................................................................................................................................... 20 9. DISCUSSION AND FUTURE DEVELOPMENT .................................................................... 21 10. REFERENCES ........................................................................................................................... 22 APPENDIX ........................................................................................................................................... 24


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1. INTRODUCTION

We are Quizter, a project created to make learning fun. Our vision was to create a cross-platform application that combines elements such as gaming, quizzing and competition based on content that the user is interested to learn. The application should give users an easy way to repeat curriculum, learn about new topics and work as a place to look for references and tips. The application should be easy to use and pause making it easy to work with at any time in any place.

1.1 Overview In this report, we will present the application called Quizter. At first, we will present the theoretical concepts relevant to the learning in technological environment. Later, the functionality and visual layout of the application are explained and argued. The findings from the project are being analyzed using the knowledge we acquired during the development of the application.

1.2 Background The motivation behind the project was in the interest towards enhancing the experience of learning by using mobile technology as a medium. This paper is a part of a course called INF5261 – Development of mobile information systems and services at the University of Oslo,

1.3 Project Goals The goal of the project was to have a functional running prototype of the application and fulfil the requirements of the course.

Our application specific goals were:

• Have a server providing a math quiz to play • Have a Windows Phone application integrated with the server • Have a iPhone application integrated with the server

1.4 Words and concepts Here are the words and concepts that are not familiar to the reader, or which might produce confusions with their special use. The assumption is that the readers are familiar with mobile applications and operating systems.

In addition, the notation used in the document can be defined in this section. The example of this is shown in table.


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Table 1 Notation used in the document.

Quiz Informal, game-like test

Quiz modes Similar to a game mode, examples include singleplayer and multiplayer.

Gamification Gamification is the concept of adding game features to other concepts.

MVVM Model View ViewModel design pattern


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2. APPROACH

2.1 Aims • Create a new aspect for learning school curriculum

• Develop a prototype quiz app for students in 8th-10th grade

• Increase the students motivation to learn by making it fun

2.2 Objectives This project is connected with the course INF5261 - Development of mobile information systems and services at the University of Oslo. Our project started in September 2013 and will finish in December.

As mentioned in our aims our goal was to create a new aspect for learning school curriculum through, and increase the students motivation through mobile technology. During this period we will develop a cross platform prototype for this quiz app, named Quizter. The prototype will be developed in the software Xamarin Studio. The plan was to get around 80% shared code in the core between the app's for the different platforms. We developed Quizter in C#, which is a well known programming language created by Microsoft.

2.3 Research question How to raise motivation towards learning by implementing mobile technology into modern teaching enviroment?


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3. THEORY

In this chapter selected theoretical frameworks are presented.

3.1 How Students Learn? According to NDT Resource Center, students will not be maximizing their learning potential by just having one method to learn by. The same paper also lists the average amount of information that is retained through a particular learning method:

• Lecture = 5% • Reading = 10% • Audiovisual = 20% • Demonstration = 30% • Discussion Group = 50% • Practice by doing = 75% • Teach others / immediate use of learning = 90% (NDT

Resource Center, 2013) Successful application of gamification in e-learning has the following characteristics:

• Gamification isn’t about games, but the learners. • It isn’t about knowledge but behavior. • It extracts the motivational techniques out of games and uses

them for life-applicable learning. • It allows quick feedback of progress and communications of

goals that need to be accomplished. (Sweeney, 2013.)

3.2 Mobility Concept Relating our project to the mobility concept on a more general level, we take into account some key aspects from Kakihara and Sorensen (2001). Twelve years ago they pointed to various aspects that are still relevant to the field, some of them specifically relevant for our project, such as the increasing mobility through the shrinking of our various tools, e.g. computers and phones, and the fact that mobility has an impact on the way people interact socially. For instance, they can create a virtual space or community for themselves, where physical distance does not matter. This would correspond to the future feature of our project where two participants in a game may play together from different locations.

Also, Kakihara and Sorensen state that ICT makes the participants free from contextual constraints, which may lower the threshold for joining in. The technology thus functions as a proxy and filter, which we think might apply even to some extent for participants who are situated closer to each other, as our app will provide a conventionalized frame for their interaction.


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4. COMPETITOR ANALYSIS

Although there are uncountable number of applications that are one way or other related to quiz, there are only few that help in learning the curriculum. Every available application is focusing on having fun or just ”making the most out of the time” concept. Among the many applications, we review two applications that are quite famous and are successful in terms of amount of players and downloads, namely Quiz Battle and Quizkampen.

In this chapter we get familiar with the selected applications. Both of the two applications focus on online playing modes and winning over an opponent. Both applications have pleasant user interface with very user interactive game playing mode. Multiple quiz (choosing correct answer from four options) seems to be the gist of the application. Users are attracted to challenge opponents online and winning them over by scoring points. Also, as there are over one billion users in Facebook, both applications have Facebook integration what means that users can create profile and log-in into the games using their Facebook profile.

4.1 Quizkampen Quizkampen, an iOS based quiz application is made by Swedish company Feo Media AB. This application has two versions, basic and premium. Basic has limited game play mode with limited features. Quizkampen claimed to have more than 35000 questions with 200 questions loaded every day. Each user and their opponent go head to head on quiz battle for six rounds and which player scoring high on those questions wins that particular games. For each round, one can pick question from three categories making sure that each would be harder for their opponent. Whoever score more than opponent have that game. The more games you win, the more the points you score and higher your skill level is. (iTunes Store, 2013.)


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Figure 1. Quizkampen application (Quizkampen, 2013).

Users can also provide their own questions with four options. This makes the application more personal and interactive for the user. When playing in the basic modes, the basic quiz can be played, but if you want to personalise your account with avatar and see your statistics, then you would like to update to premium. Using premium Quizkampen, you can build your own avatar with different features like eyes, hair, mouths and other features. Also, winning and losing percentages with interactive graphs would be shown in the premium mode. Since this application is initially built for iOS using HTML technology. The ported Android version of Quizkampen does not follow the standard user interface guidelines. But in both, iOS and Android platform, the basic game play and the fun of quiz prevails. (iTunes Store, 2013.)


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4.2 Quiz Battle Another popular quiz app is Quiz Battle, which is Norwegian quiz game app developed by Planeto AB. This app is found in many languages including English, Norwegian, Danish, Dutch, Finnish and Swedish. The same can be found in English version with the name of Quiz Board. This app is much more fun and interactive than the Quizkampen and is also more popular than the other. The main motive and gameplay of this app is also the same as in Quizkampen, i.e. trying to beat opponent. But the main feature of this app is that the players have to play quiz on a board consisting of many squares. The players have to move around the board one square at a time and try to score more points than the opponent before completing the board. Players move forward for each right answer they give. The board also have some bonus points which can be of specific category which when answered correctly provides user with extra points. So the game ends when any player reaches to the center of the board and the winner who has the most points. (Google Play, 2013.)

Players can choose a specific opponent or app can give a random opponent and play on 10 different boards. Each question can be one of six different categories like, sport and history.

Figure 2. Quiz Battle (Moby Games, 2013).

Quiz Battle as more than 6000 questions among all the six categories. You must also use tricks and strategy to win besides correctly answering with the questions. User can play multiple games at a time with multiple opponents in multiple boards. And ,of course, user can swap questions if they doesn’t have clue about the question. (Google Play, 2013.)


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Although there are many apps that focus on the quiz, but there are not any that focus on learning or improving knowledge in curriculum area only. Every other app is fun-oriented and tries to provide knowledge from a variety of field among some which are not even knowledgeable. Quizter mainly focuses on gaining the curriculum knowledge while having fun. So when you are having fun playing the quiz, you are gaining curriculum knowledge which helps in gaining good grades and having better understanding of the subject matter.

Another unique feature of Quizter that are lacking on other apps is the hints and problem solving helps, which it provides. Users can view the hints for the right answer and also know how to find the correct answers. Helps can be provided for the particular questions or the category itself.

Other features regarding Quizter and other apps seemed to be quite the same; answering questions with multiple choices as fast as possible, scoring as high as possible among the group, and so on.


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5. DEVELOPMENT OF QUIZTER

In this chapter the development of the application is presented.

5.1 Premise The fundamental idea behind our project was to make a product that would offer new aspects of learning. We wanted to create a tool that fits into modern age, but still stays true to the ground level concepts of studying. Our target audience is school pupils in the 8th-10th grade. We surmise that they all have smart-phones, and that they have at least some experience with gaming on the phone. Traditionally “legitimate” studying is considered to be reading text from a book or a computer screen. Let’s say a student has just attended a French class and is now heading back home with a big amount of new words to learn. On his way home, he would like to learn and memorize some of the new words he just heard. However, he prefers not to pick up his big book or laptop simply because it is not convenient enough for the time and place. Instead, he could just pick up his smartphone do few practice rounds by himself or even against a friend. In addition, the content of the quiz would actually be about what he just learned. During development, we worked out some guidelines for our applications gameplay.

• Playing a round in a game should take less than 5 minutes. • In a game, users should at any time be able to get feedback of

progress. • Users should be able to play the content they want to learn

more about.

5.2 User Group We have chosen to target 8th-10th degree pupils doing math. Our application will use lists of questions related to the curriculum of these courses.1 The most important question for our app is how we can make math exciting and possible to learn through the application.

1 http://www.udir.no/kl06/MAT1-04/Kompetansemaal/?arst=98844765&kmsn=583858936 (accessed 2013.10.10). [Curriculum, 8th-10th degree pupils] http://www.udir.no/Vurdering/Nasjonale-prover/Regning/Oppgaver_rekning/ [Test samples, showing various MCT, cloze, selection]


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5.3 Selected Platforms We believe that creating an application that works on all common platforms is crucial. One of the most important things is the ability to measure yourself against your friends, so we simply have to give all platform users an access to the application.

5.4 Methods The development of the product started from bottom up approach. We were focused on the users, the technology and the actual learning situation, rather than investigating the more general problem of teaching. The approach can be described to be instrumental. (We have, though, also taken into account the expected level of the users, as mentioned above in § 5.1 and 5.2, as well as some learning theory, referred in § 3.1 above.)

We started to sketch out ideas around based on the different use cases. The basic ideas relating to content, gameplay and structure of the application came together simultaneously during the sketching phase (figure 1). The programming of the application started also in the very early stages of development. Theoretical frameworks were discussed and argued to support decisions made along the course.


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Figure 3. Mockup of states in application.


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6. QUIZTER

In this chapter the application is presented.

6.1 Categories Quizter contains different types of categories that a quiz is based on, for example; geography, chemistry and history. In our prototype we are focusing at mathematics as the first category. In this and all other future categories we will have quizes based on the curriculum of the course. In the lectures the teacher usually goes through the curriculum in chapters, like starting with for example basic algebra, then continues with assignments that are a little bit more difficult and finished with the most difficult assignments that might show up on an exam.

Quizter will follow this strategy. In a quiz with for example mathematics as the category we will have "Chapter 1 - Algebra" as a choice of quiz in the category. The app will have the same setup in all the chapters for example equations and trigonometry. Another quiz in this category can be about formels, the students usually is allowed to bring a formel book on the exam, but knowing them inside out will help the students learn easier. In the category it will also be a quiz that collects all the questions in the all the other quizes and randomly picks out any questions from any chapter. This choice of quiz will be recommended when you feel that you have mastered all the chapters to a certain degree.

6.2 Questions and Gameplay There will be two different types of answering a question in the quiz; multiple choice or a text answer. Based on the question it will sometimes be more appropriate with a multiple choice for small fact questions, like "Which of these are known as Newton's law?". With the harder questions it will be more appropriate with text answer so the students will not be helped too much by the alternatives.

At the end of a quiz the results will show, and a button that redirect the user to a scoreboard. An implementation of explanation of the answers can be a feature for Quizter or in the prototype if the time arises. In that case the explanation will be of the short kind, and maybe a recommendation to a site in the book or an internet site to learn more about the topic.

The single mode will have a mentioned above categories, chapters and the record board as a motivation to make it more fun. Of course the funniest and most exciting way to play would be against other people in a multiplayer mode. The multiplayer mode would have the same features as the single mode. One player picks a quiz, the other player accepts the challenge and it's game on. Of course the game would not


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be fair if only one of the players would have the opportunity to pick a topic, so the game will end first after six quiz rounds. After the first quiz the opponent can choose the category and so on. The players will get one point for each correct question and the one that have the most points at the end wins.

6.3 Programming We have put a great effort into coding the application. We want to get our prototype up and running as fast as possible so it will be easy to test and evaluate. We have already chosen a set of tools and technology to help us develop this app. The most important of these technologies are:

• Xamarin.IOS – Xamarin iOS compiles C# code to runnable iPhone package.

• Xamarin.Android – Compiles C# code into runnable Android packages.

• Visual studio – A development IDE for writing C# • Xamarin studio – A development IDE for writing C# on OSX • Xcode – A development IDE for writing iOS xib files (views) • MvvmCross – An MVVM framework based on Xamarin • Azure WEB API – A JSON REST service to easily implement

a mobile backend We have focused on Windows Phone. Since we are working with Xamarin we have plans to port our application to iOS. We will work with the MVVM pattern. The goal of the project structure is illustrated in figure 2.

The core project will consist of the ViewModels, Models and our services. The we will link that project to New native project. These native projects consist of native views and will publish our native apps. Below is a class diagram representing classes created and maintained by the native applications.

Figure 4. Project structure.


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Figure 5. Classes and relations.


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6.4 Screenshots

Figure 6. Screenshots from the prototype.


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7. REVIEW OF THE PROJECT AND SELECTED LITERATURE

In the following some aspects of the project will be reviewed in relation to a selection of relevant technical literature. A quiz tool could be useful for people worldwide as a study aid, provided it is translated into the languages of the potential users. Cf. Boyera (2007:12 f.), on using mobile phones in stead of computers in developing countries, giving access to the web. Arnold (2003: 243 f.) raises the question whether users of mobile phones become freer or on the contrary leashed. That will depend on the individual use, but in the case of Quizter, it could very well be a help for the less popular pupils, who now can avoid embarrassing face to face situations, and sometimes play against people they don’t even know (cf. Arnold, p. 244 f.). One could also argue (cf. p. 249) that maximizing productivity and effectiveness could be seen as a sign of responsibility, like using every opportunity to improve, but also as a potential waste of time, if someone is gaming just for fun, without really caring to test the limits of his or her capabilities. There is an aspect we have touched little upon in this project, namely video via mobile phones, cf. O’Hara, Black and Lipson (2006: 874 f.) on showing for getting an opinion, information or some help: How if pupils used video via mobile phone to cooperate – possibly as a supplement to a game, an option to let them get into contact and display via video a blackboard solution by a teacher or another pupil? There has been some research on the use of mobile technology in a school setting in the recent years, e.g. in Norway by Louise Mifsud. In her Ph.D. thesis, Mifsud presents four articles that she has previously published (alone or co-authored), where the raw material for her study was presented and analysed. Her approach was to study the use of personal mobile units in the classrooms during the classes, which is a more restricted frame of use than we envisage for Quizter, but never the less, some of her observations are relevant for our case as well. Mifsud 2005 focuses on challenges in connection with introducing this kind of a new tool, referred to as a PDA (Personal Digital Assistant), in the context of computer supported collaborative learning (CSCL). She refers to literature discussing the place and future of such technology (239 f.), one of them focussing on the hand-held devices as an available option in context and when needed (240). This is one possible use of Quizter that we have discussed, as a supplement or a tool in classes, planned or ad hoc. Mifsud makes this a question of learning and teaching cultures – established ways of acting in a classroom setting. One aspect is the (possible) opposition between loss of teacher control and the benefits of the new teaching/learning resources (241-244). Her finding was that this did not constitute a large problem in her Michigan material (249 f.).


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Mifsud 2007 has as its focus the users’ perception with regard to the use of mobile technology in a classroom setting. The users studied were Norwegian sixth and seventh grade pupils, i.e. on the level below Quizter’s target group. Her field study in a school during a two-year project where integration of mobile technology with the “ordinary” teaching report findings concerning the conditions for the pupils’ use of the technology in the classroom and outside (87 f., 91 ff.). She emphasizes that the users’ perception of the technology as a resource which offers various tools has an impact on how and why it is used. As the pupils were familiarized with the technology, it gradually was taken into the teaching. She refers to their view of the units as personal, private and personalized, guarded from others, and used for study as well as for leisure, and more “fun” to use than low-tech media like pen and paper (96 f.). She also stresses that teachers should be aware of this latter aspect, given the assumption that enjoying the learning process makes it more successful (99). It is the very same assumption that is the basis of the gamification concept that is an important part of the idea behind Quizter. Mifsud and Mørch 2010 analyse the extra-curricular activities of the pupils using their mobile PDA units. They maintain that though sometimes disruptive in the primary classroom teaching context, their non-curricular use may still lead to some gain of knowledge (190 f.). They put forward a hypothesis about appropriation of a tool as a step towards mastery of a connected subject, being a more engaging way of training, and conclude with a wish that extra-curricular activities should be built upon by the teachers themselves. If their theory holds good, introducing an app like Quizter would indeed be a justified initiative, be it for teacher- or student-initiated use (199). Mifsud, Mørch and Lieberg 2013 complete the picture by focusing on the teachers’ role in the mobile technology enhanced setting. They underscore that not technology itself, but the various uses of it foster learning, and that the teacher has a key role in deciding on what to do and how to exploit the technological resources, and whether it should be a supplement or replace the earlier ways and means of teaching and learning (44). Further, they argue that whether the new technology represents an extension or a constraint, will be context dependent (45). We would argue that e.g. excessive use of the quiz format in teaching might end up as a hindrance, rather than a tool for improvement, as all subjects in the curriculum need to be discussed and put into context as well. Thus we do not propose Quizter as a universal pedagogical problem solver, but as a study aid. Finally, a note on the nature of Quizter: In the terminology of the article, this app is a successor tool in that it changes the interaction of its predecessor, the pen and paper quiz, to the extent that there may be no physical proximity between the participants or they may have no previous knowledge of one another (cf. 45).


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8. FINDINGS

In this chapter we reflect how we confronted the issues and challenges during the project and how well we managed to overcome and reach the consensus. In addition, we argue some of the developmental choices that have been made since start of the project. The idea was to go forward in thinking how various types of curriculums could be implemented into the mobile system so the learning experience would be easier, funnier and at the same time practical and effective. Since the beginning, we taught that creating an application that works on all platforms is crucial. One of the most important things is the ability to measure yourself against your friends, so we simply have to give all platform users an access to the application. During the early phase of development, the idea of the application was presented to two teachers who are working Finland. They both were interested about the initial concept, however there were doubts about how much time would a teacher have to conduct a Quiz.


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9. DISCUSSION AND FUTURE DEVELOPMENT

In this chapter we will discuss how we met the goals that were set, the general topics around the application and potential development in the future.

The multiplayer mode will most likely be a future expansion of Quizter. The reason why we focus on the single mode in the prototype is because of the learning. The mulitplayer mode is definitely the most fun way to learn, but it will not always be a classmate out there to play with and it will take twice as long to go through quizes because of waiting on the opponent. With the single mode you can play when you want for as long as you want non-stop. That makes it the best and quickest way to learn, and it will still be fun.

We are not so concerned about cheating, as this is primarily envisaged as a tool for learning, so that cheating will not be very useful. Rather, if a pupil pauses to check some reference or to do a calculation, it is seen as beneficial. The idea is learning, not winning, by drawing on the motivational effect of gaming by imitating purely competitive games, even with a scoreboard, here an aid to improve by monitoring the present level and progress. Our first thought about Quizters quiz modes was to have the standard single mode where you play and practice against yourself, maybe even have a record board to beat, but also an multiplayer mode where you can play against classmates or geeky friends over the internet. One way to develope Quizter’s position in the market in future would be implementing a third party content support, that would make possible for external parties to produce content and use Quizter as a platform. As an example, a book or magazine publisher could benefit from using a Quizter by offering additional content to their products, such as schoolbooks. The scenario would be that as the student reaches into the end of chapter, there would be a Quizter logo with QR-barcode. This would indicate that the content of the last read chapter is available for questioning in Quizter format. The barcode is then read using the smartphone’s camera. The idea is rather simple and it might be a challenge to sell the idea and convince the publishers, yet, we argue it has potential to be adopted through out the publishers, especially in our target user group. Following the same concept, it could be possible to use throughout the print medium, such as posters, banners, newspapers etc.


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10. REFERENCES

Arnold, M. 2003. On the phenomenology of technology: the "Janus-faces" of mobile phones. Information and Organization 13. Pergamon, [Oxford], 231-256. Boyera, S. 2007. Can the mobile web bridge the digital divide? Interactions 14(3). Association for Computing Machinery, New York, 12-14.

Google Play, 2013. Quiz Battle application description. https://play.google.com/store/apps/details?id=com.quizbattle.client.android&hl=en iTunes Store, 2013. Quizkampen application description. https://itunes.apple.com/us/app/quizkampen/id534160175?mt=8 Kakihara, Masao & Carsten Sorensen 2001. Expanding the 'Mobility' Concept. SIGGROUP Bulletin, December 2001, Vol 22, No. 3, Association for Computing Machinery, New York, pp. 33-37.

Mifsud, Louise 2005. Changing Learning and Teaching Cultures? Ling, R. R. & P. E. Pedersen (eds.) 2005. Mobile communications: Re-negotiation of the Social Sphere. Springer, London, 237-252. Mifsud, Louise 2007. Using Handheld Technology in a Norwegian Sixth/Seventh grade Classroom: Student Perceptions. van ’t Hooft, M. & K. Swan (eds.) 2007. Ubiquitous Computing in Education: Invisible Technology, Visible Impact. Lawrence Erlbaum Associates, Mahwah, 87-101.

Mifsud, Louise & Anders Irving Mørch 2010. Reconsidering off-task: a comparative study of PDA-mediated activities in four classrooms. Journal of Computer Assisted Learning 26(3). Blackwell Scientific Publications, Oxford, 190-201.

Mifsud, Louise, Anders Irving Mørch & Sigmund Lieberg 2013. An Analysis of Teacher-Defined Activities with Mobile Technologies: Predecessor and Successor Tool Use in the Classroom. Learning, Media and Technology 38(1). Routledge, London, 41-56. (DOI:10.1080/17439884.2012.655746) Moby Games, 2013. Science Illustrated Quiz Battle. http://www.mobygames.com/game/science-illustrated-quiz-battle (accessed 22.11.2013).

NDT Resource Center. (2013) Teaching with the Constructivist Learning Theory, [Online], http://www.ndt-ed.org/TeachingResources/ClassroomTips/Constructivist _Learning.htm [10 Oct 2013].


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O’Hara, K., A. Black & M. Lipson 2006. Everyday practices with mobile video telephony. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems. Association for Computing Machinery, New York, 871-880.

Sweeney, S. Training zone. (2013) Game on? The use of gamification in e-learning, [Online], http://www.trainingzone.co.uk/blogs-post/game-use-gamification-e-learning/185137 [10 Oct 2013]. http://www.udir.no/kl06/MAT1-04/Kompetansemaal/?arst=98844765&kmsn=583858936 (accessed 2013.10.10). [Curriculum, 8th-10th degree pupils] http://www.udir.no/Vurdering/Nasjonale-prover/Regning/Oppgaver_rekning/ [Test samples, showing various MCT, cloze, selection]

Quizkampen, 2013. Google Play. https://play.google.com/store/apps/details?id=se.feomedia.quizkampen (accessed 22.11.2013).


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APPENDIX

Table 1. French glorrasy, sample questions.

Table 2. Math, sample questions.

final report quizter - universitetet i oslo · here are the words and concepts that are not...

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