Exploring Gamified E-Quizizz as a Digital Strategy to Support Learner Engagement and Classroom Atmosphere

Meliarosa Viranica Fatchurrohim, Ima Isnaini Taufiqur Rohmah, Ayu Fitrianingsih

Abstract


Abstract—Gamification is one of the creative strategies used in modern education to increase student involvement. This study looks at how Quizizz, a gamified online test, might be utilized to encourage active student involvement and create a positive atmosphere for learning. This qualitative case study was conducted in a secondary school classroom with a teacher and fifteen students. Data was gathered through in-depth interviews, learning activity documentation, and closed-ended and open-ended questionnaires. The results showed how important Quizizz was for creating a fun, competitive, and supportive learning environment. When students are asked questions, they engage and feel more supported. In the classroom, Quizizz encouraged collaboration and social interaction. It can be concluded that Quizizz serves as a valuable online educational tool that enhances student participation and fosters a more encouraging and emotionally supportive classroom atmosphere.

Keywords— Gamification, Quizizz, Student Engagement, Learning Atmosphere

 

Abstrak—Gamifikasi adalah salah satu strategi kreatif yang digunakan dalam pendidikan modern untuk meningkatkan keterlibatan siswa. Penelitian ini melihat bagaimana Quizizz, sebuah tes online yang di-gamifikasi, dapat digunakan untuk mendorong keterlibatan siswa secara aktif dan menciptakan atmosfer yang positif untuk belajar. Studi kasus kualitatif ini dilakukan di sebuah kelas sekolah menengah dengan seorang guru dan lima belas siswa. Data dikumpulkan melalui wawancara mendalam, dokumentasi kegiatan pembelajaran, dan kuesioner tertutup dan terbuka. Hasil penelitian menunjukkan betapa pentingnya Kuis untuk menciptakan lingkungan belajar yang menyenangkan, kompetitif, dan mendukung. Ketika siswa diberi pertanyaan, mereka terlibat dan merasa lebih didukung. Di dalam kelas, Quizizz mendorong kolaborasi dan interaksi sosial. Dapat disimpulkan bahwa Quizizz berfungsi sebagai alat pendidikan online yang berharga yang meningkatkan partisipasi siswa dan menumbuhkan suasana kelas yang lebih mendorong dan mendukung secara emosional.

Kata kunci— Gamifikasi, Quizizz, Keterlibatan Siswa, Atmosfer Belajar


Keywords


Gamification, Quizizz, Student Engagement, Learning Atmosphere

Full Text:

PDF

References


Altawalbeh, K., & Irwanto, I. (2023). Game-Based Learning : The Impact of Kahoot on a Higher Education Online Classroom. March.

Barata, G., Gama, S., Jorge, J., & Goncalves, D. (2015). Gamification for smarter learning: tales from the trenches. Smart Learning Environments, 23. https://doi.org/DOI: 10.1186/s40561-015-0017-8.

Braun, V., & Clarke, V. (2014). Using thematic analysis in psychology. January 2006. https://doi.org/10.1191/1478088706qp063oa.

Fitrianingsih, A. (2017). A study on pair work and storytelling for teaching. Jurnal Pendidikan Edutama, 4(46), 8.

Janah, N., & Number, S. (2022). The Effect Of Quizizz On Students English Learning Motivation At Xi Th Grade Of Sma Ma ’ Arif Karangmoncol English Education Study Program Education Department Faculty Of Tarbiya And Teacher Training State Islamic University.

Llorens-Largo, F., Villagrá-Arnedo, C. J., Gallego-Durán, F. J., Satorre-Cuerda, R., Compañ-Rosique, P., & Molina-Carmona, R. (2016). LudifyME: An Adaptive Learning Model Based on Gamification. Formative Assessment, Learning Data Analytics and Gamification: In ICT Education, 245–269. https://doi.org/10.1016/B978-0-12-803637-2.00012-9

Manuel, N., Ccoa, Q., Elisabeth, M., Choquehuanca, F., Hugo, F., & Paucar, R. (2023). An Application of the Quizizz Gamification Tool to Improve Motivation in the Evaluation of Elementary School Students. 13(3), 544–550. https://doi.org/10.18178/ijiet.2023.13.3.1837

Maraza-Quispe, B., Maraza-Quispe, L. C., Torres-Gonzales, S. B., Reyes-Arco, R. E., Tinco-Túpac, S. T., Reyes-Villalba, E., Universidad, & Carpio-Ventura, J. del R. (2024). Impact of the Use of Gamified Online Tools : A Study with Kahoot and Quizizz in the Educational Context. 14(1). https://doi.org/10.18178/ijiet.2024.14.1.2033

Matin, F., Pgri, I., Email, I., Citation, A. P. A., & Journal, I. E. F. L. (2017). THE IMPLEMENTATION OF CRITICAL DISCOURSE ANALYSIS. 3(January), 11–20.

Melian-melian, J. A., & Martin-gutierrez, J. (2020). Influence of Learning Objects of Graphics Architecture on Motivation. https://doi.org/10.1177/2158244020935886

Nurdianingsih, F. (2021). TEACHERS ’ STRATEGIES IN TEACHING READING. 4(2), 285–289.

Quispe Ccoa, N. M., Farfan Choquehuanca, M. E., & Rucano Paucar, F. H. (2023). An Application of the Quizizz Gamification Tool to Improve Motivation in the Evaluation of Elementary School Students. 13(3). https://doi.org/10.18178/ijiet.2023.13.3.1837

Rohmah, ima I. T. (2022). The Feasibility and Effectiveness of Integrating Content Knowledge and English Competences for Assessing English Proficiency in CLIL.

Rozak, R. R., Saleh, M., Anggani, D., Bharati, L., & Sutopo, D. (2019). No Title. 6(2), 19–30.

Zainuddin, Z., Shujahat, M., Haruna, H., Kai, S., & Chu, W. (2019). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 103729. https://doi.org/10.1016/j.compedu.2019.103729.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Seminar Nasional Inovasi pendidikan dan Pembelajaran

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.