Traditional Quizzing with a Twist: Involving University Students in the Development Process

This pilot study by Haave, Slyman, and Vold, based at Inland Norway University of Applied Sciences and Roehampton University, examines how a low-tech, paper-based quiz developed by university students can support games-based learning in a research methods course. The authors are motivated by data protection constraints under the General Data Protection Regulation (GDPR): after several universities withdrew licences for platforms such as Kahoot! because their servers sat outside Norwegian jurisdiction, lecturers lost a popular digital tool. The paper argues that analogue quizzes, where questions written by students are read aloud and answered on paper, can preserve engagement while complying with privacy requirements.

The evidence is qualitative and exploratory. Data were gathered through informal group interviews with students, whose notes were checked back with participants and analysed through line-by-line coding of key themes. The authors report that students described the quiz as a "welcoming disturbance" that gave course material a fresh perspective and boosted motivation. The findings also suggest that teachers were willing to adopt novel techniques and that ordinary classroom layouts were sufficient, provided all students could see the presenting screen. The study is small and limited to a single course and institution, and the authors acknowledge that its conclusions are preliminary.

The paper's conclusions are framed as a foundation for future work rather than as definitive results. The proposed follow-up project combines qualitative interviews with quantitative surveys, uses quizzes created by earlier student cohorts, and has students author additional questions linked to textbook sections and images. Its contribution lies in linking student co-creation, low-technology design, and data-protection compliance within a single pedagogical approach to games-based learning.