Gamifying Vocabulary Learning: Boosting Students’ Interest through Quizizz in Indonesian High School Level
Keywords:
Gamification, Vocabulary learning, Quizizz, Interest, Indonesian high schoolAbstract
This study investigates the effectiveness of Quizizz games in increasing eleventh-grade students’ interest in learning English vocabulary at a State High School in Bulukumba. The research involved 31 purposively selected students using a one-shot quantitative design. Data were collected with a structured questionnaire measuring students’ interest before and after the implementation of Quizizz-based activities. Reliability and validity tests confirmed the instruments’ strong internal consistency, with Cronbach’s Alpha coefficients exceeding the threshold for acceptable internal consistency (0.355). A t-test showed a significant increase in student interest, with a t-statistic of 9.049 exceeding the t-table value of 1.699 at the 5% significance level (p = 0.000). These results indicate that Quizizz, as a game-based digital learning platform, positively impacts student motivation and engagement. Students reported greater enjoyment, participation, and focus during vocabulary learning through interactive methods. Features such as instant feedback, competition, and appealing visuals helped sustain attention and make learning more dynamic and meaningful. The findings support previous research highlighting the ability of gamified platforms to transform traditional classrooms into motivating environments. In conclusion, gamified learning benefits beyond cognitive and affective domains to encompass classroom dynamics and social participation.
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