The effect of the redemption game element in the application of gamed short exams on the academic success of life study course of 3rd grade students and investigation of student opinions

Making up a deficiency or a failure in a field is called redemption. Today, students take loads of examinations. After the exam, they cannot compensate the options that they have chosen in the exam. The "redemption" element, a game element which is included in the practise of dramatized quizzes, helps students to have a chance to compensate their failures. It is thought that the use of this practise of dramatized quizzes in the field of Social Sciences, and the game element of redmption; would solve the difficulties and create a lasting learning of the subject "Safe Life" in the 3rd grade class, Social Sciences. The purpose of the research is to investigate this practise's impact in the success of the 3rd grade students, and their ideas of the practise. In this research, one of the patterns of mixed research methods, paraphrased sequential research method is used. The study group of this research consists of the 3rd grade students, sixteen females and twenty-four males, who studied the year 2021 and 2022 in a private school in the Yaşamkent and Çakırlar district, in Ankara. A pre-test and post-test, a quasi-experimental practise, with the participants is performed in the quantitative section of the research. In this quasi-experimental study, a practise for seven weeks is performed to the groups of Test (I) (n=13), Test (II) (n=15), Control (n=12). Measurement and evaluation is performed in Test (I) group with the dramatized quiz which redemption game element is used; in Test (II) group without the dramatized quiz with the redemption game element; in Control group with the tests of paper and pen. The obtained data is presented, using SPSS, as headings in the findings. A significant difference is found between the results of the pre-test of Test (I) and Control groups, when the findings of the research is examined. It can be said that the redemption game element which is used in dramatized quiz practise has an impact in the academic success based on the results. The paper and pen test that is used to Control group also has an impact in the academic success. No significant difference is found when the results of pre and post-test in Social Sciences of Test (II) are compared. The difference that is found is close to one level of being significant. When the qualitative findings are examined, the practise of dramatized quiz is welcomed and the redemption game's superiority is expressed by the 3rd grade students. Keywords: Redemption, Gamification Tools, Quizizz, Life Sciences Lesson, Web 2.0 Tools