Exploring a Gamified Learning Tool in the ESL Classroom: The Case of Quizizz

Crystal Callista Anak Yunus

Faculty of Education, Universiti Kebangsaan Malaysia, Selangor, Malaysia.


Tan Kim Hua

Centre for Language Research and Linguistics, Universiti Kebangsaan Malaysia, Selangor, Malaysia.

DOI: https://doi.org/10.20448/journal.509.2021.81.103.108

Keywords: Quizizz, Gamified tool, Gamification, Game elements, Irregular verbs, Second language.


Embracing gamification in education is, indeed, inevitable, especially with the arrival of the millennials whose lives are greatly influenced by digital technologies and favor learning in a fun, interactive, and engaging environment. Quizizz, a gamified educational tool, has gradually gained the interest of researchers and stakeholders in education as this application has presented positive outcomes towards learning with the integration of unique game elements such as leader boards, memes, and quiz reports, each of which can assist in enhancing engagement and provide a positive learning experience in a non-stressful setting. This research was conducted to explore the influence and effects of Quizizz in enhancing young Malaysian ESL learners learning irregular English verbs. This quasi-experimentally designed research gathered data from a sample of 30 primary pupils using a pre-test/post-test approach. The data attained were analyzed descriptively using sample t-tests to explain the increment of the pupils’ performance on the post-test associated with learning via Quizizz. The results are discussed both in terms of overall pupil performance involving the use of Quizizz and in terms of gender comparison to examine any significant difference in performance between male and female users of Quizizz.


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