The influence of Quizziz-online gamification on learning engagement and outcomes in online English language teaching

Nina Inayati, Alimin Adi Waloyo


Game-based English learning was considered as one of the effective techniques to develop student learning motivation and engagement. It is popular due to today's more advanced gadget technology and the COVID-19 pandemic requiring students to study from home. Much research on the gamification of English learning in various countries involving different age levels was conducted. However, very few research focused on Quizziz-online gamification for English learning purposes in the context of junior high students. This research investigated the level of students' engagement and learning outcomes of Quizziz-online gamification on English learning development in junior high school. This case study involved a secondary school English teacher and 62 students in the 9th grade at a private junior high school in Batu City, East Java Province, Indonesia. The data collection methods were observation, interview, and students' test results. Based on the descriptive and thematic analysis, it was found that gamification affected students' engagement, better active participation, and discipline. However, their English learning outcomes were dynamic. Thus, integrating an internet-based game, Quizziz, in English instruction with more cognitively driven approaches is worth implementing for better English outcomes.


COVID-19 pandemic; game-based English learning; learning engagement; learning outcomes; online learning

Full Text:


Article Metrics

Abstract view : 291 times | PDF view : 131 times


Aarseth, E. (1997). Cybertext: perspectives on ergodic literature. The John Hopkins University Press.

Alshammari, R., Parkes, M., & Adlington, R. (2017). Using WhatsApp in EFL instruction with Saudi Arabian university students. Arab World English Journal (AWEJ), 8(4), 68–84.

Apicella, A., Arpaia, P., Frosolone, M., Improta, G., Moccaldi, N., & Pollastro, A. (2022). EEG-based measurement system for monitoring student engagement in learning 4.0. Scientific Reports, 12(1), 1–13.

Bal, S. (2018). Using to enhance pre-intermediate students’ vocabulary knowledge. International Journal of Language Academy, 6(3), 295–303.

Baptista, G., & Oliveira, T. (2019). Gamification and serious games: a literature meta-analysis and integrative model. Computers in Human Behavior, 92(October 2018), 306–315.

Belova, N., & Zowada, C. (2020). Innovating higher education via game-based learning on misconceptions. Education Sciences, 10(9), 221–232.

Calleja, G. (2011). In-game: from immersion to incorporation. The MIT Press.

Cerezo, R., Calderón, V., & Romero, C. (2019). A holographic mobile-based application for practicing pronunciation of basic English vocabulary for Spanish speaking children. International Journal of Human Computer Studies, 124, 13–25.

Chen, Y. L., & Hsu, C. C. (2020). Self-regulated mobile game-based English learning in a virtual reality environment. Computers and Education, 154(October 2019), 103910.

Clark, D. B., Nelson, B. C., Chang, H. Y., Martinez-Garza, M., Slack, K., & D’Angelo, C. M. (2011). Exploring Newtonian mechanics in a conceptually-integrated digital game: comparison of learning and affective outcomes for students in Taiwan and the United States. Computers and Education, 57(3), 2178–2195.

Cook, B. G., & Cook, L. (2016). Research designs and special education research: different designs address different questions. Learning Disabilities Research and Practice, 31(4), 190–198.

Damayanti, I. L. (2017). From storytelling to story writing: the implementation of reading to learn (R2L) pedagogy to teach English as a foreign language in Indonesia. Indonesian Journal of Applied Linguistics, 6(2), 232–245.

Degirmenci, R. (2021). The use of Quizizz in language learning and teaching from the teachers’ and students’ perspectives: a literature review. Language Education and Technology (LET Journal), 1(1), 1–11.

Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021). Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning, 34(7), 934–957.

Fattah, S. F. (2015). The effectiveness of using WhatsApp messenger as one of mobile learning techniques to develop students’ writing skills. Journal of Education and Practice, 6(32), 115-127.

Ge, Z. G. (2018). The impact of a forfeit-or-prize gamified teaching on e-learners’ learning performance. Computers and Education, 126, 143–152.

Groening, C., & Binnewies, C. (2019). “Achievement unlocked!” - the impact of digital achievements as a gamification element on motivation and performance. Computers in Human Behavior, 97(November 2018), 151–166.

Guo, P. J., & Reinecke, K. (2014). Demographic differences in how students navigate through MOOCs. Proceedings of the First ACM Conference on Learning, March 4–5, 2014 (pp. 21-30). Atlanta: L@S 2014.

Hassan, M. A., Habiba, U., Majeed, F., & Shoaib, M. (2021). Adaptive gamification in e-learning based on students’ learning styles. Interactive Learning Environments, 29(4), 545–565.

Huang, B., & Hew, K. F. (2018). Implementing a theory-driven gamification model in higher education flipped courses: effects on out-of-class activity completion and quality of artifacts. Computers and Education, 125, 254–272.

Huang, Hc. (2020). Learner autonomy and responsibility: self-learning through a flipped online EFL course. In Freiermuth, M., Zarrinabadi, N. (Eds.), Technology and the Psychology of Second Language Learners and Users (pp. 203–223). New Language Learning and Teaching Environments. Palgrave Macmillan, Cham.

Huei, L. S., Yunus, M. M., & Hashim, H. (2021). Strategy to improve English vocabulary achievement during COVID-19 epidemic: does Quizizz help? Journal of Education and E-Learning Research, 8(2), 135–142.

Inayati, N. & Karifianto, D. M. (2022). Supports to self-regulated learning in the online grammar course. The Journal of Asia TEFL, 19(3). (forthcoming).

Jurgelaitis, M., Čeponienė, L., Čeponis, J., & Drungilas, V. (2019). Implementing gamification in a university-level UML modeling course: a case study. Computer Applications in Engineering Education, 27(2), 332–343.

Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses. Computers & Education, 104(1), 18–33.

Kuo, M. S., & Chuang, T. Y. (2016). How gamification motivates visits and engagement for online academic dissemination - an empirical study. Computers in Human Behavior, 55, 16–27.

Kyewski, E., & Krämer, N. C. (2018). To gamify or not to gamify? an experimental field study of the influence of badges on motivation, activity, and performance in an online learning course. Computers and Education, 118(November 2017), 25–37.

Lehiste, P. (2015). The impact of a professional development program on in-service teachers’ TPACK: a study from Estonia. Problems of Education in the 21st Century, 16(1), 18–36.

Lim, T. M., & Yunus, M. M. (2021). Teachers’ perception towards the use of Quizizz in the teaching and learning of English: a systematic review. Sustainability, 13(11), 1–15.

Liu, S., Liu, H., Yu, Y., Li, Y., & Wen, T. (2014). TPACK: a new dimension to EFL teachers’ PCK. Journal of Education and Human Development, 3(2), 681–693.

Lo, C. K., & Hew, K. F. (2020). A comparison of flipped learning with gamification, traditional learning, and online independent study: the effects on students’ mathematics achievement and cognitive engagement. Interactive Learning Environments, 28(4), 464–481.

Lopez, C. E., & Tucker, C. S. (2019). The effects of player type on performance: a gamification case study. In Computers in Human Behavior, 91, 333-345.

Millis, K., Forsyth, C., Wallace, P., Graesser, A. C., & Timmins, G. (2017). The impact of game-like features on learning from an intelligent tutoring system. Technology, Knowledge and Learning, 22(1), 1–22.

Morett, L. M. (2019). The power of an image: images, not glosses, enhance learning of concrete L2 words in beginning learners. Journal of Psycholinguistic Research, 48(3), 643–664.

Munday, P. (2016). The case for using DUOLINGO as part of the language classroom experience. RIED V, 19(1), 83–101.

Nahmod, D. M. (2017). Vocabulary gamification vs traditional learning instruction in an inclusive high school classroom. ProQuest Dissertations and Theses, 40.

Noroozi, O., McAlister, S., & Mulder, M. (2016). Impacts of a digital dialogue game and epistemic beliefs on argumentative discourse and willingness to argue. International Review of Research in Open and Distance Learning, 17(3), 208–230.

Nurbuat, L., Mahbub, M. A., & Firdaus, I. A. (2022). Undergraduate students’ perceptions toward Google Classroom integration into EFL classroom: a sequential explanatory study at an Indonesian university. Journal on English as a Foreign Language, 12(1), 117–137.

Orhan Göksün, D., & Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers and Education, 135(1), 15–29.

Pawlak, M., Kruk, M., Zawodniak, J., & Pasikowski, S. (2020). Investigating factors responsible for boredom in English classes: the case of advanced learners. System, 91, 1–10.

Perry, B. (2015). Gamifying French language learning: a case study examining a quest-based, augmented reality mobile learning-tool. Procedia - Social and Behavioral Sciences, 174, 2308–2315.

Prasetyawati, O. A., & Ardi, P. (2020). Integrating Instagram into EFL writing to foster student engagement. Teaching English with Technology, 20(3), 40–62.

Priyanti, N. W. I., Santosa, M. H., & Dewi, K. S. (2019). Effect of Quizizz towards the eleventh-grade English students’ reading comprehension in mobile learning context. Language and Education Journal Undiksha, 2(2), 71–80.

Qiu, X., & Lo, Y. Y. (2016). Content familiarity, task repetition and Chinese EFL learners’ engagement in second language use. Language Teaching Research, 21(6), 681–698.

Reynolds, B. L., & Kao, C. (2019). The effects of digital game-based instruction, teacher instruction, and direct focused written corrective feedback on the grammatical accuracy of English articles. Computer Assisted Language Learning, 34(4), 462–482.

Suvorov, R., & Carrillo, C. A. (2017). The development of language learner autonomy in adaptive learning systems. In M. Cappellini, T. Lewis, & A. R. Mompean (Eds.), Learner Autonomy and Web 2.0 (pp. 36–66). Equinox.

Sykes, J. M., & Reinhardt, J. (2013). Language at play: digital games in second and foreign language teaching and learning. Pearson.

Taopan, L. L., Drajati, N. A., & Sumardi. (2020). TPACK framework: challenges and opportunities in EFL classrooms. Research and Innovation in Language Learning, 3(1), 1–22.

Topîrceanu, A. (2017). Gamified learning: a role-playing approach to increase student in-class motivation. Procedia Computer Science, 112, 41–50.

Waloyo, A. A., Khoiriyah., & Farah, R. R. (2021). Teachers’ perception to CLIL and web-based material implementation in a primary school. English Review: Journal of English Education, 9(2), 227-234.

Yan, S., Zalika, & Mei, S. Y. (2018). Implementing Quizizz as game based learning in the Arabic classroom. European Journal of Social Science Education and Research, 5(1), 194–198.

Yunus, C. C. A., & Hua, T. K. (2021). Exploring a gamified learning tool in the ESL classroom: the case of Quizizz. Journal of Education and E-Learning Research, 8(1), 103–108.

Zainuddin, Z., & Perera, C. J. (2019). Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model. Journal of Further and Higher Education, 43(1), 115–126.

Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement: an interactive gamification solution for a formative assessment system. Computers and Education, 145, 103729.

Zhao, F. (2019). Using Quizizz to integrate fun multiplayer activity in the accounting classroom. International Journal of Higher Education, 8(1), 37-43.


Article Metrics

Abstract view : 291 times
PDF - 131 times


  • There are currently no refbacks.

Copyright (c) 2022 THE AUTHOR(S)

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

JEFL is published by Institut Agama Islam Negeri (IAIN) Palangka Raya in collaboration with the Association of Teachers of English Linguistics, Literature and Education (ELITE Association) in Indonesia [MoU manuscript].

Editor and Administration Address:

Department of English Language EducationFaculty of Teacher Training and Education, Institut Agama Islam Negeri (IAIN) Palangka Raya, Jalan G. Obos Komplek Islamic Centre Palangka Raya, Kalimantan Tengah, Indonesia, Postal Code 73111, Email:, Website:

OAI address of JEFL is available at

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

stats View My Stats

Flag Counter