Gamified Assessment with Quizizz: Reducing Test Anxiety and Enhancing Motivation in Indonesian EFL Classrooms Through the ARCS Model
This paper examines the effect of using Quizizz on students’ learning motivation and test anxiety in an EFL classroom in Indonesia, employing Keller’s ARCS model of motivation as the theoretical framework.
Engaging students in the learning process can be challenging, particularly in the current environment where many students rely heavily on digital devices outside the classroom. Therefore, the education sector faces a new challenge and needs to adapt to new demands, modifying programs to better meet the needs of learners. Recently, interest has increased in researching learning approaches that can motivate students to learn, such as gamification.
This study employed a quantitative approach, utilizing numerical values obtained from the survey to explain and clarify a particular phenomenon being observed – 62 EFL students who completed four learning sections incorporated with Quizizz as a gaming tool. After the final session, a questionnaire was distributed to all students to gauge their perspective on using Quizizz in the classroom. The data were analyzed using SEM-PLS with SmartPLS4 software.
This study contributes to several aspects in the educational field, such as the theory testing of the ARCS model by Keller in EFL, the effect of gamified assessment by Quizizz on students’ motivation and test anxiety, providing an insight into gamified assessment usage for language learning, as well as recommendations for stakeholders to integrate gamification with their teaching and learning activities.
Two research questions and eight hypotheses were proposed to guide the direction of this study. The analysis showed that five out of eight hypotheses are supported. Confidence, relevance, and satisfaction were found to have a positive effect on students’ motivation, while test anxiety was influenced by students’ attention and confidence levels. Several factors may explain these findings, including students’ digital literacy and specific features of Quizizz, as well as the application’s competitive elements.
The findings suggest that teachers can effectively incorporate Quizizz as an assessment tool in their classrooms, as it enhances student motivation. While gamification can enhance motivation, it may not always reduce anxiety, particularly if competitive elements heighten stress. Therefore, educators need to design gamification strategies carefully to maximize motivation while minimizing test anxiety.
Researchers in this area can focus on the qualitative approach to understanding external factors that may exist and affect their motivation and test anxiety. Instruments such as interviews can gain an in-depth understanding of students’ perceptions that numerical data alone cannot explain.
The study’s outcomes suggest that through gamification, students can benefit from enhanced engagement and motivation, leading to improved academic performance. This study offers empirical, model-based evidence that can help policymakers, curriculum designers, and institutional leaders understand how to implement gamified digital tools, such as Quizizz, to enhance learning experiences.
Future research should explore additional factors, such as self-regulation skills and coping mechanisms, and investigate familiarity to understand better how gamification interacts with students’ emotional experiences in learning settings.
Back