David Firna Setiawan, Ika Indriasari


The positive impact of integrating educational applications on emotions is not clearly illustrated. Empirical facts only provide a few indications that the integration of educational applications has a positive impact on participation, attention and motivation. Even though these indicators are closely related to students' emotions. Through the integration of Quizizz in learning, this study aims to describe students' emotions in responding to the integration of Quizizz in accounting class. The research was conducted on students in the first semester of the management study program who are registered and taking online lectures in cost accounting courses. The research method used was an experiment using the one-shot case study model. The results showed that students' emotions in responding to the integration of quizzes in the accounting class were described proportionally including positive and negative emotions. Emotional changes occur in three stages, namely, (1) panic, (2) pleasure and (3) boredom. Keywords: Accounting Class, Emotion, Quiziz

Full Text:



Aşıksoy, G., & Sorakın, Y. (2018). The effects of clicker-aided flipped classroom model on learning achievement, physics anxiety and students’perceptions. International Online Journal of Education and Teaching (IOJET), 5(2), 334-346.

Bicen, H., & Kocakoyun, S. (2018). Perceptions of students for gamification approach: Kahoot as a case study. International Journal of Emerging Technologies in Learning (iJET), 13(02), 72-93.

Boyle, J. T., & Nicol, D. J. (2003). Using classroom communication systems to support interaction and discussion in large class settings. ALT-J, 11(3), 43-57.

Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive learning environments, 24(6), 1162-1175.

Cadieux Bolden, D., Hurt, J. W., & Richardson, M. K. (2017). Implementing Digital Tools to Support Student Questioning Abilities: A Collaborative Action Research Report. ie: inquiry in education, 9(1), 2.

Codish, D., & Ravid, G. (2014). Personality based gamification-Educational gamification for extroverts and introverts. In Proceedings of the 9th CHAIS Conference for the Study of Innovation and Learning Technologies: Learning in the Technological Era (Vol. 1, pp. 36-44).

Çoruk, H., & Çakır, R. (2017). The effect of multimedia usage on academic achievement and anxiety of primary school students. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 8(1), 1-27.

Dean, H. (2017). Creating Critical Readers: Connecting Close Reading and Technology. California Reader, 50(4).

Dillon, J., Bosch, N., Chetlur, M., Wanigasekara, N., Ambrose, G. A., Sengupta, B., & D'Mello, S. K. (2016). Student Emotion, Co-Occurrence, and Dropout in a MOOC Context. International Educational Data Mining Society.

Fies, C., & Marshall, J. (2006). Classroom response systems: A review of the literature. Journal of Science Education and Technology, 15(1), 101-109.

Göksün, D. O., & Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers & Education, 135, 15-29.

Halgren, E., & Marinkovic, K. (1995). Neurophysiological networks integrating human emotions. In M. S. Gazzaniga (Ed.), The cognitive neurosciences (pp. 1137–1151). Cambridge, MA: MIT Press.

Hamilton-Hankins, O. J. (2017). The impact of technology integration on the engagement levels of ten second grade students in an English language arts classroom.

Junior, J. B. B. (2020). Assessment for learning with mobile apps: exploring the potential of quizizz in the educational context. International Journal of Development Research, 10(01), 33366-33371.

Junior, J. B. B. (2020). Assessment for learning with mobile apps: exploring the potential of quizizz in the educational context. International Journal of Development Research, 10(01), 33366-33371.

Liu, C., Zhang, W., Xu, M., Shi, L., & Zhao, Y. (2016, July). A study of aging property of pressboard in gas insulator transformer. In 2016 IEEE International Conference on Dielectrics (ICD) (Vol. 2, pp. 772-775). IEEE.

MacNamara, D., & Murphy, L. (2017). Online versus offline perspectives on gamified learning. GamiFIN Conference, University Consortium of Pori, Finland.

Meng, C. K., Nasir, J. S. B. M., Ming, T. M., & Choo, K. A. (2019). A Gamified Classroom with Technical and Vocational Education and Training (TVET) Students using Quizizz. International Journal of Education, Islamic Studies and Social Sciences Research, 4(1).

Pardos, Z. A., Baker, R. S., San Pedro, M. O., Gowda, S. M., & Gowda, S. M. (2014). Affective States and State Tests: Investigating How Affect and Engagement during the School Year Predict End-of-Year Learning Outcomes. Journal of Learning Analytics, 1(1), 107-128.

Pekrun, R., & Linnenbrink-Garcia, L. (Eds.). (2014). International handbook of emotions in education. Routledge.

Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531.

Porcaro, P. A., Jackson, D. E., McLaughlin, P. M., & O’Malley, C. J. (2016). Curriculum design of a flipped classroom to enhance haematology learning. Journal of Science Education and Technology, 25(3), 345-357.

Purba, L. S. L. (2019). Peningkatan konsentrasi belajar mahasiswa melalui pemanfaatan evaluasi pembelajaran quizizz pada mata kuliah kimia fisika I. Jurnal Dinamika Pendidikan, 12(1), 29-39.

Schunk, D. H. (2012). Learning theories an educational perspective sixth edition. Pearson.

Watty, K., McKay, J., & Ngo, L. (2016). Innovators or inhibitors? Accounting faculty resistance to new educational technologies in higher education. Journal of Accounting Education, 36, 1-15.

Zhao, F. (2019). Using Quizizz to Integrate Fun Multiplayer Activity in the Accounting Classroom. International Journal of Higher Education, 8(1), 37-43.



  • There are currently no refbacks.

Jl. Ki Hajar Dewantara No. 116KotaMetro,KodePos 34111, Lampung, Sumatera - Indonesia

web stats
Promosi Stats



Flag Counter:

Flag Counter