Academic Achievement, Enthusiasm and Attitude of High School Students Regarding Quizizz as an Educational Gamification Tool for Physics

Nursyahirah Nordin, Ku Siti Syahidah Ku Mohd Noh, A'bir Wardati Abd.Latif, Siti Aisyah Zawawi, Nor Fadzilah Arom Karoman, Haslinawati Mohd Mustapha and Nadiah Kamaruzaman
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Nursyahirah Nordin: Faculty of Education, Universiti Teknologi MARA, Cawangan Selangor, Kampus Puncak Alam, Malaysia
Ku Siti Syahidah Ku Mohd Noh: Centre of Foundation Studies, Universiti Teknologi MARA, Cawangan Selangor, Kampus Dengkil, Malaysia
A'bir Wardati Abd.Latif: Centre of Foundation Studies, Universiti Teknologi MARA, Cawangan Selangor, Kampus Dengkil, Malaysia
Siti Aisyah Zawawi: Centre of Foundation Studies, Universiti Teknologi MARA, Cawangan Selangor, Kampus Dengkil, Malaysia
Nor Fadzilah Arom Karoman: Centre of Foundation Studies, Universiti Teknologi MARA, Cawangan Selangor, Kampus Dengkil, Malaysia
Haslinawati Mohd Mustapha: Pusat Tamhidi, Universiti Sains Islam Malaysia, Nilai, Malaysia
Nadiah Kamaruzaman: School of Engineering & Computing, Department Electrical and Electronics, MILA University, Nilai

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 26, 8778-8799

Abstract: Educational gamification is one example of game-based learning that has been applied in the teaching and learning process. Students can effectively practice their skills and connect lessons to real-life problems. However, there is still limited usage of gamification in teaching and learning in schools. The study's goals were to determine how well students performed in Physics when learning in traditional classrooms versus gamified classrooms, how excited the students were about learning Physics, how they felt about the experience, and whether they thought it was enjoyable to be in a gamified classroom. A quasi-experimental design was used to collect the data. 54 Form 4 students were in the treatment group, which took a game-based test, and the control group, which took a paper-and-pencil test. Only the experimental group received a set of questionnaires. The data from both results were recorded and analysed using SPSS version 25. The data obtained from the independent sample t-test concludes that students in the gamified classroom have a higher mean score (mean = 5.78) compared to traditional learning (mean = 4.63). A paired sample t-test on students' enthusiasm before and after using Quizizz showed that gamification significantly improved their enthusiasm, with a p-value less than 0.05. Additionally, it can be argued that Quizizz supports students' attitudes towards learning Physics, as 13 out of 15 questions had a p-value less than 0.05. Interestingly, there was no difference in mean attitude in using Quizizz in terms of gender, p-value = 0.196. The descriptive analysis reveals that the students in the treatment group had a positive perception of using Quizizz for Physics questions. Initially, most students selected strongly agree and agree. The findings suggest that the gamified test enhanced their performance, attitude, and enthusiasm and fostered a competitive learning environment.

Date: 2025
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