One of the most important elements that enhance the player's interest is that in QuizUp he participates in a quiz on topics he already knows enough, as opposed to a more classic knowledge game that puts some random questions to the contestants. QuizUp also differs from other similar applications as it allows the player to communicate with his opponents, start debates, follow others, challenge friends, win achievements, and connect their Facebook and Google+ devices. The experience of the user is also enriched by the fact that regular tournaments are offered in the application. Thus, it can be said that it creates an active community of practice by promoting communication and interaction with other people who share common interests, ultimately leading to the establishment of new knowledge. Whenever a user wins a QuizUp, he wins points that are called experience points. The motivation is also increased because of the engagement that is developed through the option of Rankings, which are the game’s leaderboards. There the player is ranked according to the experience points he has collected in each category of interest.
According to researchers (Vandercruysse, Vandewaetere, Cornillie & Clarebout, 2013), the competition cultivated on videogames will then lead to greater enthusiasm, which will ultimately lead to more concentration and desire for improvement in the subject.
After the Quiz is over, the player receives in-depth feedback on his own and his opponent's selections, and in case of a winning outcome, he is rewarded with specific badges that are visible in his profile, thus further enhancing the gaming feature. According to Prensky (2001), uninterrupted feedback provided in a variety of forms rather than one-dimensional is responsible for establishing knowledge in the mind of the user, leading him to alternate his mistaken choices and ultimately to success.
However, a drawback is the existence of Gems and Coins that are either earned through the application or purchased with real money. Those items allow the user to accumulate more experience points or redeem them to be able to participate in some tournaments while having certain advantages compared to other competitors.
The design of the application is surprisingly good. It is bright and colorful but at the same time well-organized and ergonomic. Players will have no problem navigating in the application, finding the topics they like or participating in a game. During the quiz, the screen is properly designed with minimal distractions. The only thing the player can see is the score, questions and answers along with each player's name and profile picture. This helps the player immerse in the game by placing it in a state of flow. As Gee (2008) has highlighted, video games such as QuizUp offer experiences to people in a virtual world using the gameplay mechanics that it integrates to solve problems in an attractive and fun environment.
QuizUp is a great game that is worthwhile recommending to your students to use either at home or in the classroom through appropriate guidance. Besides, people find learning pleasant under the right conditions, which are often not those found in traditional school. As various scholars believe, schools will surely benefit from the use of videogames in the classroom (Gee, 2004). After all games like QuizUp do not give gamers information that is unrelated to their context, but only those that are necessary, while providing purpose in creating the person's participation in social life, through groups that provide meaning to goals, interpretations, practices, explanations, feedback, and the prerequisites for deep learning through experiences (Gee, 2008)
Gee, J. P. (2008). Learning and games. The ecology of games: Connecting youth, games, and learning, 3, 21-40.
Gee, J. P. (2004). Learning by design: Games as learning machines. Interactive Educational Multimedia, (8), 15-23.
Prensky, M. (2001). Fun, play, and games: What makes games engaging? In Digital game-based learning. (pp. 11-16). New York, NY: McGraw Hill
Vandercruysse, S., Vandewaetere, M., Cornillie, F., & Clarebout, G. (2013). Competition and students’ perceptions in a game-based language learning environment. Educational Technology Research and Development, 61(6), 927–950. doi:10.1007/s11423-013-9314-5