Exploring Students’ Perceptions on the Usefulness and Ease of Use of Quizizz in Enhancing English Reading Skills
DOI:
https://doi.org/10.51200/ijelp.v8i1.6828Keywords:
Quizizz, Reading Skills, Learning Platform, Perceptions, Usefulness, Ease of UseAbstract
This study examines students’ perceptions of the usefulness and ease of use of Quizizz in enhancing English reading skills among Form 1 learners in a secondary school in Kota Kinabalu. Building on the Technology Acceptance Model (TAM), this study examines how usability affects perceived usefulness in a gamified learning environment. Using a mixed-methods design, data were collected from 45 students through a survey analysed using descriptive statistics in SPSS, and from eight students through a focus group discussion subjected to thematic analysis. Survey results indicate that students largely view Quizizz as both useful and easy to use (M = 4.60), receiving the highest rating. Qualitative findings further highlight the interactive and game-like features of Quizizz that increase engagement. However, issues of accessibility, such as limited internet or device availability, pose challenges for some learners. Despite these limitations, the study reinforces the potential of gamified platforms like Quizizz to support reading development by linking usability with learning benefits. Implications for instructional practice and curriculum design are discussed, with recommendations for broader implementation and further research involving more diverse student groups.
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