The present study was undertaken to speculate the feasibility, efficacy and acceptability of digital quiz games as a teaching learning and formative assessment method. An Experimental, Randomized, Cross-over, Open-labeled study was conducted in Department of Physiology, Datta Meghe Institute of Medical Sciences (Deemed University). The study introduced digital quiz game under supervision in digital library, in contrast to traditional quizzes in classroom settings; thus ensuring active participation of every student. The study population was undergraduate students in first semester of medical faculty who were randomized into group A ( n=50) and group B (n=50). Group A underwent quiz game in digital library after completion of a part of curriculum. This was followed by discussions and feedback regarding quiz items. Group B at the same time underwent traditional classroom quiz with intervening brief discussion. The scores of group A and group B in 1st Part Completion Test were compared. This was followed by crossover of groups and undergoing the same methodology. Scores of Part Completion Examination by both methods was compared for significance by unpaired t-test. Analysis revealed better performance after quiz games with significant difference in scores between groups P = 0.04 (P < 0.05 was considered statistically significant). Qualitative analysis depicted overall preference of learners for quiz game compared to classroom quizzes; the former being more challenging and interesting. The study suggests that digital quiz games, which have the advantage of better time management and individual student participation, can be incorporated as a routine formative assessment method targeted towards bridging the learning gaps in students and bring appropriate alterations in teaching.
Key words: Classroom quiz, Digital quiz game, Formative assessment
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