Tool Reviews
48
Overview
Quizlet Overview (3:36)
Description
Quizlet is an interactive game-based learning tool used to study information. This tool uses a variety of engaging studying techniques including interactive digital flashcards, matching, and multiple-choice activities. Quizlet is compatible and accessible using most devices and can be accessed on the website or using the apps. Teachers and Students can easily upload information to create study sets by adding terms and definitions using a combination of words and pictures. Quizlet would then create a study section and play section for the set. This tool is easy to navigate and provides feedback to the learners as they engage in the different modes of learning.
Justification for Using this Tool
Quizlet employs gamification techniques. Students and teachers can use Quizlet to gamify content that would be otherwise boring or difficult to learn. According to Huang, & Soman, (2013) gamification is the addition of game elements to nongame settings. Many game-like-elements or game mechanics are used to make this tool appealing and interactive. For example, students are timed while playing the gravity and matching games, and while completing the write, spell, test or learn sections learners can see their progress including the number of correct and incorrect answers given. These game elements according to Huang & Soman (2013) help to motivate students to continue learning as well as social aspects such as the Quizlet live features where students work in randomly selected teams motivate students in a community setting and improves the social-elements.
Quizlet is in line with many of the principles of design for e-learning. The practice principle (Clark & Mayer, 2011a) forms the foundation on which Quizlet operates. This principle involves incorporating sufficient questions in the learning process that fosters interactions and improves student learning.
Quizlet also uses a good balance between words, audio, and graphics that are also aligned with the coherence principle of design. Extraneous materials can be avoided such as advertisements when teachers upgrade their accounts. Students also have the option of reading the questions as well as using audio. Graphics such as pictures and graphs are presented where needed making this tool also in accordance with the Modality Principle (Clark and Mayer, 2011 and Oberfoell & Correia,2016) as multiple cognitive pathways are used.
Strategies for Use
Strategy 1 – Using Quizlet Live in the Classroom
Using Quizlet Live in the Classroom (1:44)
This is an interactive feature in Quizlet where students can collaborate to find the correct answers to questions and teachers can get feedback on students’ knowledge.
Strategy 2 – Quizlet for Assessment
Quizlet as an assessment Strategy (2:09)
In Quizlet teachers can select a set and Quizlet would generate random customized tests which would include ( written, multiple-choice, matching or true or false questions that can be used as formative assessment or self-assessment for students.
Helpful Resources
Resource 1 – Pros & Cons of Using Quizlet in Your Classroom
This blog outlines the pros and cons of using Quizlet for both students and teachers
Resource 2 – Learn about Quizlet using Quizlet
This resource is a Quizlet study set created by one of its members that is publicly available and give a quick review of the various features of Quizlet
Resource 3 – Webinar: Organizing content and tracking progress with Quizlet
This Webinar gives step by step instructions on how to organize content and track students’ progress on Quizlet.
References
Clark, R. C., & Mayer, R.E. (2011a) Applying the Modality Principle. In R. Taff (Ed.), E-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. (pp. 115-130). San Francisco, CA: Wiley.
Clark, R.C., & Mayer, R. E., (2011b). Does practice make perfect? In R. Taff (Ed.), E-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning (pp. 251-276). San Francisco, CA: Pfeiffer
Clark, R. C., & Mayer, R. E. (2016). E-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.
Oberfoell, A., & Correia, A. (2016). Understanding the role of the modality principle in multimedia learning environments. Journal of Computer Assisted Learning, 32(6), 607– 617. https://doi-org.uproxy.library.dc-uoit.ca/10.1111/jcal.12157
Huang, W. H-Y., & Soman, D. (2013). A Practitioner’s Guide to Gamification Of Education. Research Report Series: Behavioural Economics in Action. Rotman School
Author
| Submitted by: | Melissa Hippolyte |
| Email: | Melissahippolyte2@gmail.com |
| Web Page: | www.younglearnersedutech.weebly.com |
| Bio: | I am currently a Master of Education student at Ontario tech University. I am also an Ontario Certified Teachers and Registered Early Childhood Educator |