Gamified Remote Learning: Exploring Secondary Students’ Engagement Via Quizizz

Abstract

Gamification has emerged as a transformative pedagogical strategy aimed at enhancing learner engagement and interactivity, particularly within digital learning environments. Grounded in connectivist learning theory, this study explores the extent to which secondary school students demonstrate interest and readiness in adopting gamification through the Quizizz platform—a widely used digital game-based tool in Malaysian classrooms. Utilizing a quantitative descriptive research design, data were collected from 128 Form One students at a secondary school in Kedah via a structured questionnaire comprising 16 dichotomous items. The instrument, adapted from validated constructs of interest and readiness, demonstrated strong internal consistency with Cronbach’s alpha values ranging between 0.74 and 0.85. Descriptive analysis revealed that a majority of students reported heightened motivation, enjoyment, and willingness to participate in future gamified lessons. Additionally, most participants found Quizizz effective in reinforcing understanding and identifying learning gaps. In terms of readiness, students expressed confidence and comfort in using gamified platforms, particularly due to its interactive and collaborative features. This study contributes to the limited body of research on gamification at the lower secondary level in Malaysia, offering practical insights into student perceptions. The findings underscore the pedagogical potential of gamified tools like Quizizz and highlight the importance of equipping educators with relevant digital competencies to ensure sustainable and meaningful technology integration in classrooms.
Keywords: Gamification; Quizizz; Student readiness; Engagement; Remote learning