QuizQuest: A Mobile Application for Interactive Classroom Quiz Adventure for Elementary Students at
Wesleyan University of The Philippines, built using React Native
Bryan Mico V. Baril, Wesleyan University of The Philippines
ABSTRACT
This study presents QuizQuest, a mobile application
designed using React Native to transform traditional
classroom quizzes into interactive, multiplayer
adventures for elementary students at Wesleyan
University of the Philippines. Professors effortlessly
create customized quizzes aligned with their
curriculum, while students engage in real-time
competition using their smartphones. This fosters a
collaborative and competitive learning environment,
motivating participation and providing professors
with valuable student performance data. Additionally,
professors can incentivize learning by awarding in-
app rewards redeemable for bonus points on future
quizzes. QuizQuest incorporates real-time feedback
mechanisms, allowing professors to continuously
refine their quizzes and enhance student engagement
and learning outcomes.
Keywords
 Mobile Learning
 Educational Games
 React Native
 Classroom Assessment
 Interactive Learning Environments
 User-Centered Design (mentioned in Agile
Scrum Methodology)
 Agile Scrum Methodology
 User Acceptance Testing
 Point System
INTRODUCTION
Traditional classroom quizzes often lack engagement,
potentially hindering students' motivation and
hindering their understanding of the subject matter.
While they serve the essential purpose of assessing
knowledge, they may not effectively promote active
participation or a deeper grasp of the material.
Review of Related Literature
Research on educational technology highlights the
potential of mobile learning applications to enhance
student engagement and learning outcomes (Ahn et
al., 2020). Gamification, the application of game-like
elements in non-game contexts, has also been shown
to increase student motivation and participation in
educational activities (Sail et al., 2010). Several
studies have explored the use of mobile applications
incorporating gamification principles to create more
engaging and effective learning experiences (Lee &
Park, 2014; Wu & Liu, 2017).
This study builds on this research by developing and
evaluating QuizQuest, a mobile application designed
to transform traditional quizzes into interactive,
multiplayer adventures for elementary students.
Objectives
The general objective of this study is to develop and
evaluate a mobile application that fosters a more
engaging and effective classroom assessment
experience.
The specific objectives are:
To design and develop a mobile application
(QuizQuest) that incorporates gamification elements
to transform traditional classroom quizzes into
interactive, multiplayer adventures.
To evaluate the effectiveness of QuizQuest in
enhancing student engagement and learning
outcomes compared to traditional classroom quizzes.
Scope and Limitations
This study focuses on the development and
evaluation of QuizQuest for elementary school
students at Wesleyan University of the Philippines.
The application is designed for multiple-choice
quizzes and does not currently support other question
formats. Future research could explore the
expansion of
QuizQuest to include other question types and its
application in different educational contexts.
Beneficiaries of the Systems
The primary beneficiaries of QuizQuest are
elementary school students who will experience a
more engaging and interactive approach to classroom
assessments. Professors will benefit from a user-
friendly tool to create and administer quizzes while
gaining valuable insights into student performance
through real-time data collection. Ultimately, this
system aims to improve the overall learning
experience for both students and educators.
METHODS
This section details the methodological approach
employed to develop and evaluate QuizQuest, a
mobile application designed to transform traditional
classroom quizzes into interactive, multiplayer
adventures for elementary school students at
Wesleyan University of the Philippines.
Research Design
A mixed-methods approach was adopted, combining
descriptive and development research (Creswell &
Plano Clark, 2018). The descriptive component
aimed to understand the current state of classroom
assessment practices at Wesleyan University of the
Philippines. This involved reviewing relevant
literature and conducting informal discussions with
professors about their experiences with traditional
quizzes.
The development component focused on designing,
building, and evaluating QuizQuest. An iterative
development process was implemented, allowing for
continuous refinement based on user feedback.
Research Locale
The research was conducted at Wesleyan University
of the Philippines, targeting elementary school
students. Professors and students from this institution
were recruited to participate in the development and
evaluation of QuizQuest.
Materials
Software
Programming Language: JavaScript (ES6+)
Framework: React Native (a popular cross-platform
mobile application development framework)
(https://reactnative.dev/)
Development Environment: Visual Studio Code (a
widely used code editor)
Backend and Database
Node.js with Express (for familiarity with JavaScript
and flexibility)
Database Options:
PostgreSQL (relational database for strong
performance and complex queries)
Hardware
Smartphones or tablets with internet access (for
students) - The specific technical specifications were
not essential for this study, but could be included if
relevant to the functionality of the app (e.g.,
minimum operating system, screen size).
Computers (for professors)
Instruments
A user acceptance testing questionnaire was
developed to evaluate user satisfaction with
QuizQuest. This instrument, aligned with the ISO
25010 standard (the international standard for
software product quality) (International Organization
for Standardization, 2011), employed a 4-point Likert
scale (Strongly Disagree, Disagree, Agree, Strongly
Agree) to assess user perceptions on the app's:
Usability (ease of use and navigation)
Functionality (ability to perform intended tasks)
Effectiveness in promoting student engagement
Optional Instruments (depending on research
questions):
Pre- and Post-Quiz Engagement Surveys: Could be
used to measure student motivation and concentration
levels before and after using QuizQuest compared to
traditional quizzes (e.g., Fredricks et al., 2004).
Classroom Observation Checklist: Could be used by
researchers to observe student interaction and
participation during QuizQuest sessions and
traditional quizzes.
Sampling
A convenience sampling approach was utilized due to
its practical nature within the research context. A
group of elementary school students and professors
from Wesleyan University of the Philippines were
invited to participate in the user acceptance testing
phase. While this approach may not be statistically
generalizable to the entire population, it provided
valuable insights from the target user groups.
Statistical Tools
Descriptive statistics (means, standard deviations)
were used to summarize user responses from the
post- implementation questionnaire (usability,
functionality, engagement).
Example output (illustrative data): Usability (Mean =
3.8, SD = 0.5), Functionality (Mean = 3.9, SD = 0.4),
Engagement (Mean = 4.2, SD = 0.3).
Optional Statistical Analysis (depending on research
questions):
Independent samples t-test: Could be used to
compare student engagement levels measured before
and after the implementation of QuizQuest (if pre-
and post- quiz surveys were employed).
Chi-square test: Could be used to analyze categorical
data from classroom observation checklists (e.g.,
frequency of student participation during QuizQuest
vs. traditional quizzes).
Procedure
Agile Scrum Methodology
An Agile Scrum methodology facilitated an iterative
development process for QuizQuest, providing a
structured framework for managing development
cycles and ensuring continuous improvement based
on user feedback (Schwaber & Sutherland, 2017).
Process Steps:
Sprint Planning: Each development cycle (sprint)
focused on specific functionalities of the QuizQuest
system. During sprint planning sessions, the
functionalities to be addressed within each sprint
were determined, along with tasks and timelines.
Quick Design: Throughout the development process,
various design artifacts were utilized to visualize and
communicate functionalities (adapted from Dumas &
Loring, 2004):
Flowcharts: These diagrams depicted user journeys
through the app, illustrating how students would join
a quiz session, answer questions, and navigate
features like leaderboards.
Data Relationship Diagrams (DRDs): These diagrams
helped visualize data structures within the app. For
instance, a DRD might depict how student quiz
scores, usernames, and avatar information would be
linked and stored in the database.
Wireframes: These low-fidelity prototypes served as
initial design concepts for the app's interface.
Wireframes focused on layout and functionality
without visual details, allowing for early feedback on
user interaction flows.
Visual Concepts (Mockups): Mockups provided a
more refined representation of the app's interface
design, including visual elements like colors, fonts,
and icons. Mockups helped assess the app's visual
appeal and user experience (UX) before full
development.
Prototype Demo: Functional prototypes were created
at the end of each development sprint to gather
feedback from professors and students. User testing
sessions evaluated the usability and effectiveness of
the prototypes. This iterative process allowed for
continuous refinement of the design before
proceeding to the next sprint (Rubin & Chisnell,
2008).
Testing and Debugging: Rigorous testing procedures
were implemented throughout the development
process:
Unit Testing: Individual app components were
rigorously tested to ensure proper functionality in
isolation.
Integration Testing: This testing ensured seamless
interaction between different functionalities within
the app (Beizer, 1995).
User Acceptance Testing (UAT): Professors and
students, the target user groups, participated in UAT
to identify usability issues or areas for improvement.
Rubin, J., & Chisnell, D. (2008). Handbook of
Usability Testing: Second Edition. Wiley.
Schwaber, K., & Sutherland, J. (2017). The Scrum
Guide: The Definitive Guide to Scrum: From the
Scrum Guides Team. Scrum Guides Inc.

Quality Assurance (QA) practices: These practices

were incorporated to identify and address any bugs or
functionality issues before final deployment.

Ethical Basis: Informed consent was obtained from

all participants prior to their involvement in the user
acceptance testing phase. The study adhered to
ethical research principles, ensuring participant
privacy and confidentiality of data collected
throughout the research process (Creswell &
Creswell, 2018).

This mixed-methods approach, combined with the

iterative development process and user-centered
testing, ensured the development of a user-friendly
and effective mobile application to enhance the
classroom assessment experience.

REFERENCES

Beizer, B. (1995). Software Testing Techniques (2nd

ed.). Van Nostrand Reinhold.

Creswell, J. W., & Creswell, J. D. (2018). Research

Design: Qualitative, Quantitative, and Mixed
Methods Approaches (5th ed.). Sage Publications.

Creswell, J. W., & Plano Clark, V. L. (2018).

Designing and Conducting Mixed Methods Research
(3rd ed.). Sage Publications.

Dumas, A., & Loring, J. (2004). User-Centered

Design: New Perspectives on Human-Computer
Interaction (3rd ed.). Addison-Wesley Professional.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H.

(2004. School engagement: Importance and
development. The Elementary School Journal,
104(2), 200-225.

International Organization for Standardization.

(2011). ISO/IEC 25010:2011 Systems and software
engineering - Systems and software Quality
Requirements and Evaluation ( 蒨 ). [ISO]. [invalid
URL removed]