Abstract
This quasi-experimental study investigated whether Quizizz, an online study aid, is a useful tool for enhancing English vocabulary acquisition—specifically vocabulary recognition, retention, and contextual use—among elementary students in rural areas of Taiwan. The study also examined how the delivery system influences students’ engagement. Seventy-two fourth graders participated, with 32 in the control group and 40 in the experimental group. The experimental group learned vocabulary through Quizizz, an interactive game-based platform, while the control group followed traditional methods. Data were collected via pre-tests and post-tests to measure vocabulary acquisition, and a self-assessment survey was used to assess engagement. Data were collected through pre-tests and post-tests to measure vocabulary acquisition, along with a self-assessment survey to evaluate student engagement. Statistical analyses included paired-sample t-tests to measure within-group improvements and ANCOVA to control for pre-test scores when comparing groups. Results showed that the experimental group achieved a 30.5% increase in vocabulary recognition and retention from pre-test to post-test, significantly higher than the control group’s 19.3% increase. The largest gains were in picture identification tasks, with a large effect size (η2 = 0.21). Self-assessment surveys revealed that students found Quizizz engaging and motivating, citing features like instant feedback and interactive quizzes as key benefits. While improvements in contextual vocabulary use were less pronounced, findings indicate that Quizizz is a valuable tool for reinforcing vocabulary and enhancing student engagement in rural classrooms.
Plain language summary
This study looked at whether a free online quiz game called Quizizz can help primary school children in rural Taiwan learn English words. Two groups of fourth-grade students took part in the research. One group learned with traditional classroom activities, while the other used Quizizz to review and practice vocabulary. Before and after the lessons, both groups took tests to measure how many words they could recognize and remember. The results showed that the children who used Quizizz scored higher in recognizing and remembering words, especially in activities that involved matching words to pictures. Students also said they enjoyed learning more with Quizizz because it felt like playing a game, gave them instant feedback, and allowed them to compete with classmates. However, the game did not help as much with using the words correctly in sentences. These findings suggest that Quizizz can be a fun and effective way to strengthen word recognition and make learning more enjoyable for children. Teachers could combine Quizizz with other activities that focus on using words in context, so students can both remember and use new vocabulary confidently.
Introduction
Learning English heavily depends on vocabulary, but rural elementary school students do not have the opportunity to learn English in school as extensively due to time and space limitations (Famularish, 2020; Suparsa & Mantra, 2020). Many students from rural areas complain of not having access to good quality educational resources and a limited English-speaking environment, which makes it difficult to learn new words. To address this issue, online distance learning has emerged as a potential solution. Distance learning breaks the constraints of time and space for rural students, and it has the potential to improve their learning efficiency and engagement (Bai, 2018; Nie & Zhou, 2017; Nurdiansyah et al., 2019).
In a distance learning environment, online learning platforms offer an innovative system that provides flexibility to overcome the constraints of time and space, thereby enhancing the convenience of learning (Wan Rashid et al., 2024). English vocabulary can be effectively taught through online systems that allow interaction between teachers and students, which can motivate and engage the learners (Ali & Rosli, 2019). Gamification theory suggests that digital learning tools such as Quizizz enhance engagement and engagement through game-like elements, which promote sustained learning and improve educational outcomes (Huang, 2025; Meylani, 2025; Wahyudi et al., 2025). However, despite the growth of digital learning tools, the use of Quizizz in Taiwan—particularly in rural elementary schools—remains relatively limited. While anecdotal evidence suggests that some urban schools have adopted Quizizz, published research examining its effectiveness in rural Taiwanese contexts is scarce. Quizizz is an online educational application that allows for competitive games and is often used by teachers to create online quizzes (Handayani et al., 2024; Figure 1).
Quizizz platform interface demo.
Quizizz offers many benefits, including increased interactivity, competitiveness (Zhao, 2019), self-assessment (Degirmenci, 2021), and user-friendliness (Wibawa et al., 2019). These features make Quizizz an effective tool for improving vocabulary retention because it incorporates game-based learning, which can make learning enjoyable. From the perspective of cognitive load theory, recent studies indicate that digital learning tools like Quizizz can help reduce extraneous cognitive load by segmenting learning tasks into smaller, more interactive elements, thereby improving cognitive efficiency and retention (Lu, 2025; Nguyen & Nguyen, 2025). These tools support learners in managing task complexity, allowing them to focus more effectively on acquiring and retaining vocabulary. This is especially important for rural students, many of whom lack a natural engagement to learn English and do not have regular exposure to English outside of the classroom. Teachers can create online quizzes, and students can take these quizzes on computers or cell phones, allowing for more active and interactive learning (Zhao, 2019). Quizizz has been used not only in non-English classes (Liong et al., 2019) but also in English classes where the focus is on language conventions and grammar (Wibawa et al., 2019).
Importantly, Quizizz supports both asynchronous and synchronous use. In asynchronous mode (Homework/Assign Mode), students can complete quizzes at their own pace within a given deadline, which is particularly beneficial for rural learners with unstable internet connections. In synchronous mode (Live Quiz), teachers can host real-time quizzes during in-person or online classes, enabling immediate interaction, feedback, and peer competition. This dual functionality broadens its applicability across different instructional contexts and technological conditions. This study may represents one of the empirical investigations into the use of Quizizz for English vocabulary acquisition in rural Taiwanese elementary schools, addressing an important gap in the literature.
The purpose of this study is to investigate how effective Quizizz is as an online learning platform for improving English vocabulary acquisition among rural elementary school students in Taiwan. It also hopes to examine the effects of the platform on the students’ engagement and participation, some of the issues that plague rural learners. The research questions guiding the study are outlined as follows:
How well does Quizizz work as an online learning tool to help increase the English vocabulary of elementary students in rural Taiwan?
How does the use of Quizizz as an online learning platform impact the engagement levels of elementary school students in rural Taiwan?
This research is important because it addresses the challenges faced by rural elementary students in acquiring English vocabulary. This study evaluated the use of Quizizz as a pedagogical tool, in hopes of providing unique and affordable teaching methods that will improve vocabulary acquisition in rural classrooms. Moreover, it seeks to address practical issues, such as the need for engaging learning solutions that can operate effectively despite potential limitations like internet connectivity or access to digital devices. By highlighting both asynchronous and synchronous features, the study emphasizes how Quizizz can be adapted to match available resources—allowing for independent learning when connectivity is unstable and fostering real-time engagement when stable internet access is available. By investigating Quizizz in a context where its adoption is still emerging, this study not only contributes original findings to the Taiwanese educational technology literature but also offers guidance for expanding the platform’s use in under-resourced areas. The findings of this research will offer valuable insights for teachers, policymakers, and curriculum designers, enabling them to create effective online learning approaches to enhance the rural English learning environment. Ultimately, this project can improve students’ future learning opportunities and competitiveness.
Literature Review
E-Learning for Vocabulary Acquisition
E-learning during the pandemic has become a new mode of knowledge acquisition. E-learning involves the use of electronic devices, which can be anything from a PC to a cell phone, and can include websites, apps, or intranets (Alsharari & Alshurideh, 2021). E-learning has many benefits, especially its accessibility and availability, which enable students to learn anytime and anywhere (Gherheş et al., 2021).
There are two types of E-learning systems: synchronous and asynchronous. Synchronous systems (like virtual classrooms) allow for real-time interaction between instructors and students through audio, chat, and video. However, asynchronous systems, such as studying English vocabulary via mobile applications, provide flexibility because they let students learn anytime and anywhere (Ouadoud et al., 2021). Quizizz acts as an asynchronous learning tool, which is very helpful for rural students who do not always have reliable internet access.
Past studies have shown that using apps for English vocabulary helps improve the student learning experience because they allow students to learn on their own (Chen et al., 2024; Kayra, 2024). These apps are available 24/7, so students can take advantage of downtime to gain knowledge and can develop daily learning habits. Additionally, they are portable, which facilitates the development of self-regulated learning skills and can lead to better acquisition of vocabulary and less anxiety about learning (Hao et al., 2019). By applying gamification theory, Quizizz provides game elements such as points, leaderboards, and instant feedback, which serve as extrinsic motivators to encourage student participation and sustained learning engagement (Huang, 2025; Meylani, 2025). Although there is a lot of research on E-learning in general, few studies focus on game-based platforms such as Quizizz and how they can be utilized to improve vocabulary retention in rural areas. This gap is what this research aims to address.
Challenges of Vocabulary Acquisition in Rural Settings
Engagement, which plays a vital role in English as a foreign language (EFL) learning, has been the focus of many researchers (Dörnyei, 2019; Mahmoodi & Yousefi, 2022; Welesilassie & Nikolov, 2022; Yarquah, 2024). Its role becomes particularly evident when comparing urban and rural areas. Students in rural districts are not only less motivated (Aziz & Kashinathan, 2021) and have weaker English language skills (Law & Azlina Abdul, 2022), but they also lack sufficient role models to look up to (Tseng, 2021). This problem is further exacerbated by the economic gap between many of these rural areas in Taiwan (Tseng, 2021), where many people have limited exposure to English and few opportunities to interact with native English speakers, whether through traveling abroad or in future careers that require English proficiency.
Furthermore, the research of Vu and Peters (2021) supports these differences and shows that rural students have significantly lower vocabulary knowledge than urban students. The reasons for this discrepancy include a lack of English exposure, limited parental support, unclear goals, low engagement, and insufficient materials. Besides, outside of school, there are few English learning opportunities, which makes it even more difficult for rural elementary school students to learn new words due to time and space constraints (Famularish, 2020; Suparsa & Mantra, 2020). These statistics underscore the necessity of examining educational instruments that can bridge this gap through interactive, adaptable, and accessible avenues of learning, which is what Quizizz aims to provide.
The Role of Quizizz in Vocabulary Learning
Quizizz is an online application designed for creating engaging quiz games, serving as an educational evaluation tool (Zuhriyah & Pratolo, 2020). It is an effective and engaging tool for students, enabling active learning even on a computer. Through Quizizz, students take on a proactive role in their studies, contributing to a fluid process known as student engagement. Pitoyo et al. (2020) state that most students become involved in the material due to the leaderboard, memes, test results, and time limits provided by Quizizz, which make the whole learning experience much more enjoyable and successful for the student. With features of interactivity, competition, and instant feedback, Quizizz is an effective tool for gamifying the learning process, which could help overcome some of the engagement problems found in rural education.
Recent research suggests that cognitive load theory supports the use of interactive tools like Quizizz to minimize extraneous cognitive load by providing immediate feedback and segmenting learning into structured, manageable tasks, thereby improving long-term retention (Lu, 2025; Nguyen & Nguyen, 2025). According to Ngô and Trần (2022), Quizizz games are an effective tool for helping students remember their vocabulary words because they are interactive and fun, making the process of learning much more efficient. Additionally, Quizizz supports the development of ESL learning abilities, as found by Md Yunus et al. (2021). From this research, it can be inferred that Quizizz is more than just a formative assessment tool; it is also a platform where students can practice, self-assess, and reflect on their improvement, which in turn helps to improve their long-term retention of vocabulary. Learners tend to enjoy Quizizz, and it could become a valuable component of online ESL learning (Wen & Aziz, 2022).
Quizizz could be particularly beneficial in rural areas. It provides immediate feedback, allowing students to recognize and correct their mistakes right away, and its online availability lets them do vocabulary exercises outside of the usual classroom. Moreover, Quizizz has been proven to raise achievement scores in suburban high schools, and it could also be used to expand vocabulary in rural districts (Nordin, 2023). Despite these advantages, there is still a need for more specific studies that investigate the direct impact of Quizizz on vocabulary acquisition among rural elementary students, which this research aims to explore.
Overall, gamification (i.e., Quizizz in English class) encourages engagement, enhances teaching and engagement, and supports the growth of a rural student’s vocabulary (Wen & Aziz, 2022). Research strongly supports this (Nordin, 2023). However, the research findings are sometimes conflicting. While Quizizz is a great tool, it has its limitations, such as technical difficulties and varying levels of student interest, which need further examination, particularly in rural settings where these issues might be more pronounced.
Theoretical Framework: Gamification Theory and Cognitive Load Theory
The integration of gamification theory and cognitive load theory in digital learning environments is essential for understanding how Quizizz enhances vocabulary acquisition and addresses both research questions of this study. Gamification theory posits that introducing game-like elements, such as points, leaderboards, and competition, can significantly boost student engagement levels (Research Question 2) and encourage active participation in learning (Huang, 2025; Meylani, 2025). Research has demonstrated that gamification fosters intrinsic engagement, which is crucial for sustaining long-term learning outcomes, particularly in rural education settings where access to traditional learning resources is limited (Hamari & Koivisto, 2014). A recent study by Lee and Kim (2025) highlights how gamification in digital learning enhances necessary cognitive load, intrinsic engagement, and learning satisfaction, ultimately improving academic achievement (Lee & Kim, 2025). In the context of this study, these gamified elements directly support Research Question 2 by creating an enjoyable, motivating environment that increases learners’ focus and willingness to participate, while also indirectly supporting Research Question 1 by encouraging repeated exposure to vocabulary items. By applying gamification principles, Quizizz transforms passive learning into an active, engaging process, increasing student participation and reinforcing vocabulary retention through interactive and competitive experiences.
Simultaneously, cognitive load theory (CLT) provides insights into how digital learning tools like Quizizz optimize cognitive processing by reducing extraneous load and enhancing intrinsic learning structures (Lu, 2025; Nguyen & Nguyen, 2025). CLT suggests that breaking learning tasks into manageable segments minimizes cognitive overload and improves retention (Sweller et al., 2011). This is particularly relevant to Research Question 1, which examines vocabulary acquisition, because Quizizz’s segmentation of tasks and instant feedback mechanisms help learners process new vocabulary efficiently and store it in long-term memory. Quizizz’s interactive design aligns with CLT principles, allowing students to focus on core vocabulary acquisition without being overwhelmed by excessive information processing. Studies have shown that structured digital learning tools, which segment content and provide immediate reinforcement, contribute to more effective long-term retention and engagement (Nguyen & Nguyen, 2025). Additionally, a recent study by Desgourdes et al. (2025) demonstrates that educators’ adoption of gamification strategies is influenced by institutional environments and intrinsic engagement, further supporting the integration of gamified learning environments in education (Desgourdes et al., 2025).
By integrating gamification theory and cognitive load theory, Quizizz presents an innovative and theoretically grounded approach to vocabulary acquisition. Gamification theory explains how the platform increases motivation and engagement (addressing Research Question 2), while CLT explains how it facilitates efficient vocabulary learning and retention (addressing Research Question 1). The combination of engaging game-based elements and cognitively efficient task structuring makes Quizizz a powerful educational tool, particularly for rural elementary students with limited access to English language resources. This study aims to further explore the intersection of these theories by assessing the effectiveness of Quizizz in vocabulary acquisition and engagement.
However, existing research on Quizizz presents mixed results. While several studies report improved engagement and learning outcomes (Handayani et al., 2024; Wibawa et al., 2019), others suggest that its benefits may be limited to short-term gains in recall rather than deeper contextual understanding (McDaniel et al., 2013; Setiawan & Wiedarti, 2021). In some cases, gamified quizzes have been found to distract learners from content mastery due to excessive focus on competition or speed (Almeida et al., 2023). This divergence in findings highlights the need to critically examine not only whether Quizizz enhances vocabulary learning, but also under what conditions and for which learner populations it is most effective—particularly in rural Taiwanese contexts where technology access, language exposure, and teacher training may differ from urban settings.
Methodology
Participants
The study involved a sample of 72 fourth-grade elementary school students selected from rural districts. A purposive sampling method was employed to ensure participants came from three different schools with similar educational resources, English curriculum, and socio-economic backgrounds, thereby maintaining consistency in the learning environment while focusing on the rural educational context. Students in rural areas who are studying ESL often have unique problems such as lack of resources for learning English (Vu & Peters, 2021), lack of an English-speaking environment (Wahyuningsih & Afandi, 2020), limited contact with native speakers, and lack of high-quality English instruction due to resource constraints and geographic isolation (Sher, 2019).
The age of the participants ranged from 9 to 10 years, and the group included an even distribution of male and female students (36 boys and 36 girls), which helps provide a balanced perspective on the study’s outcomes. Additionally, students were assessed for their prior English proficiency using a standardized placement test, which categorized them into low, medium, and high proficiency levels. The results indicated that 45% of the students were at a low proficiency level, 40% were at a medium level, and 15% were at a high proficiency level.
These challenges highlight the importance of selecting rural students for this study, as it aims to address specific educational barriers that may not be as prevalent in urban settings. Additionally, students in rural areas may encounter socio-economic barriers that affect their English language learning (Tseng, 2021), including limited access to technology and educational materials, as well as lower levels of parental education and support for language learning (Vu & Peters, 2021). A socio-economic survey conducted before the study revealed that 65% of the students had limited access to digital learning tools at home, reinforcing the need to explore Quizizz’s impact on learning in such contexts. These factors help explain why rural students tend to have lower English proficiency (Lan, 2020) and engagement (Aziz & Kashinathan, 2021) compared to urban students.
The control group consisted of 32 students who did not use Quizizz during the vocabulary lessons, while the experimental group included 40 students who participated in the lessons using the Quizizz platform. The unequal group sizes were the result of pre-existing class enrollments at the participating schools, and random reassignment of students was not feasible due to administrative and scheduling constraints. While this imbalance introduces potential biases, the study mitigated these by ensuring both groups had similar baseline proficiency distributions, instructional content, and teaching duration. This division was designed to allow a controlled comparison between traditional teaching methods and the interactive, game-based approach offered by Quizizz. All students received the same instructional content over a 6-week period to ensure comparability between the groups. The main difference between the two groups was the method of instruction:
Control Group (N = 32): These students followed a traditional vocabulary acquisition approach without Quizizz. They engaged in standard reading, writing, and vocabulary exercises without interactive technology.
Experimental Group (N = 40): These students received the same vocabulary content but learned through interactive quizzes and activities on Quizizz. The platform provided instant feedback, engaging game elements, and self-paced learning opportunities.
By comparing the performance of the control group and the experimental group, the study aimed to assess the effectiveness of Quizizz in enhancing vocabulary acquisition and engagement among rural elementary school students. This comparative approach not only highlighted the measurable differences in learning outcomes between the two groups but also provided a foundation for exploring how gamified digital tools can address specific challenges faced by rural learners. Building on these findings, the following section outlines the research design and methodology employed to ensure a rigorous and reliable evaluation of Quizizz’s impact.
Vocabulary Acquisition Pre-test and Post-Test
Pre-tests and post-tests were used to determine whether Quizizz improves vocabulary achievement. They were both administered under the same conditions, with the same amount of time, and in the same format so the results would be comparable. The researcher emphasized the presentation of vocabulary in a rebus-like fashion, simply replacing pictures with words. This method is intended to ensure that participants are exposed to the words in a contextualized format, thereby enhancing content validity.
The vocabulary themes selected—At the Zoo, My Favorite Food, and At the Beach—were chosen because they are familiar to elementary students, increasing both interest and accessibility. These themes are also common in real-life communication contexts. The pre-test and post-test were both constructed by the researcher and based on vocabulary from the Starters level of the Cambridge Young Learners’ English Tests (Cambridge English Language Assessment, 2018). A total of three units were selected, with six questions per unit, resulting in 18 questions in each test.
Two question types were included: Picture Identification (Questions 1–9), all multiple-choice, where participants matched an image to the correct word from four options; and Sentence Completion (Questions 10–18), also multiple-choice, where participants selected the most appropriate word to complete a sentence. The latter type did not include pictures to ensure that meaning was derived from textual context.
The pretest and posttest were similar in difficulty, question format, and vocabulary themes to ensure comparability. Each correct answer was awarded one point, with a maximum score of 18 points.
To ensure reliability and validity, the tests underwent a pilot study involving 20 fourth-grade students from a rural school not included in the main study. Based on the pilot results, item difficulty and discrimination indices were calculated, and ambiguous items were revised or replaced. Cronbach’s alpha was computed for internal consistency, yielding a reliability coefficient of .86 for the pretest and .88 for the posttest, indicating high reliability. Content validity was supported through expert review by two experienced elementary school English teachers, who confirmed the appropriateness of the vocabulary, question formats, and alignment with the Cambridge YLE framework. The Cambridge YLE-based test format was selected because it is widely recognized for assessing young learners’ vocabulary in a developmentally appropriate way, providing both familiarity and validity. Its visual–verbal design also aligns with the multimodal learning approach of the study.
The scores from the pretest and posttest were analyzed using statistical comparison methods to evaluate improvements in vocabulary acquisition. This approach allowed for quantifying the impact of Quizizz on students’ vocabulary skills in rural elementary schools.
Three Vocabulary Lessons
After the pre-test, the students were taught three vocabulary lessons covering “At the zoo,”“My Favorite Food,” and “At the beach..” The goal of these lessons was to enhance the students’ vocabularies, specifically their ability to recognize words, pronounce them, and use them in context. Each lesson aimed to enhance students’ understanding of common vocabulary relevant to everyday experiences, which would facilitate practical language use.
The materials for these lessons were derived from the Cambridge English Starters Word List Picture Book (Cambridge English Language Assessment, 2018). This one was chosen because it was made for kids who are starting to learn English, and that is the level that the participants are at. The colorful and well-designed illustrations engage young learners and help them associate words with images, reinforcing their vocabulary retention. Additionally, picture books are generally beneficial for children who are new to language learning, as they provide visual context that aids in understanding and memory.
Each lesson was presented on line once a week during the students’ morning self-learning time for about 30 min for 6 weeks. Lessons were conducted through an online distance learning platform, where students accessed materials and participated in activities using digital tools. All the lessons were set up with an intro, some main activities (vocabulary exercises, interactive quizzes, games), and a reinforcement session at the end to really drill those vocab words in there. The interactive elements ensured that students remained engaged throughout the session, while the structured approach helped them progressively build their vocabulary skills.
To enhance learning, visual aids (like images and flashcards) and songs were used throughout the lessons. Visual aids provided a direct association between words and images, making it easier for students to recognize and remember vocabulary. Songs, on the other hand, introduced repetitive and rhythmic patterns, helping to reinforce pronunciation and language patterns in a fun and memorable way. These methods were chosen to engage multiple senses and promote a more holistic approach to language learning.
The effectiveness of each lesson was evaluated through short quizzes at the end of each session, allowing the teacher to assess students’ understanding and retention of the vocabulary (see Figure 2). Also student feedback was taken to see how engaged they were, and to see where they might need more help. This feedback loop allowed the lessons to be continually modified to better suit the students’ learning during the course.
Quiz example of Lesson 1: At the zoo.
The Cambridge YLE-based test format was selected because it is widely recognized for assessing young learners’ vocabulary in a developmentally appropriate way, providing both familiarity and validity. Its visual–verbal design also aligns with the multimodal learning approach of the study.
Self-Assessment of Using Quizizz on Vocabulary Achievement
This evaluation, derived from other research, was constructed on the five-point Likert Scale (Cheng, 2020, p. 143). The purpose of the questionnaire was to analyze how using Quizizz influenced students’ engagement and engagement, specifically assessing its effectiveness as an online learning platform for English vocabulary acquisition. The questionnaire included six Likert-scale items, and the reliability analysis produced a Cronbach’s alpha of .93, indicating excellent internal consistency (refer to Table 3).
To ensure reproducibility, the implementation of Quizizz followed a clearly defined protocol. The experimental group used Quizizz during regular vocabulary lessons over a 6-week period, with each session lasting 40 min. Students accessed the platform via school-provided tablets or their own mobile devices under teacher supervision. Each lesson consisted of (1) a short teacher-led introduction to the vocabulary theme, (2) a Quizizz activity featuring 18 multiple-choice questions aligned with the lesson’s vocabulary list, and (3) a teacher-facilitated review of the results with corrective feedback. Quizizz’s “Homework” mode was not used; all activities were conducted in class to maintain control over the learning environment and prevent outside influence.
The questionnaire items were developed through literature review and expert consultation, and were translated into Mandarin using a forward–backward translation process to ensure linguistic accuracy and cultural appropriateness. Items targeted cognitive, behavioral, and emotional engagement, such as whether students felt more focused, found it easier to remember vocabulary, or were more motivated to learn English when using Quizizz.
To address potential confounding variables, both experimental and control groups were taught by the same instructor, received identical vocabulary content, and followed the same schedule. Pre-existing proficiency differences were controlled through pretest assessments, and both groups had comparable access to technology during lessons. These measures minimized the risk of differences in outcomes being caused by factors other than the instructional method. The collected questionnaire data were analyzed using descriptive statistics and inferential tests to identify patterns and correlations related to engagement.
Research Design and Procedure
The present research employs a quasi-experimental design, as it is most appropriate for examining the effects of an educational intervention on specific learning outcomes. This design allows for a systematic comparison between an experimental group using Quizizz and a control group using traditional vocabulary instruction (Table 1). The data collection and timeline were as following:
Week 1 Pre-test: Students completed a vocabulary pre-test to establish a baseline of their vocabulary skills before any Quizizz lessons.
Weeks 2–7 Vocabulary Lessons: Each week, a 30-min lesson was conducted, focusing on specific vocabulary topics. Students played Quizizz during their morning Sustained Silent Reading time. There were quizzes and various assessments woven throughout the lessons to check how well they were doing and how they were progressing.
Week 8 Post-test: After completing the lessons, a post-test was administered to evaluate the improvement in vocabulary acquisition.
Week 9 Self-Assessment: Students were asked to fill out a self-assessment survey that included Likert scale questions and open ended responses to gain an understanding of their experiences with Quizizz.
Research Procedure.
Data Analysis
All quantitative data were analyzed using the Statistical Package for the Social Sciences (SPSS). Descriptive statistics (mean, standard deviation) were calculated to summarize performance. For group comparisons, an independent samples t-test was used to examine differences between the control group (CG) and experimental group (EG) in both pre-test and post-test scores. Within-group differences between pre-test and post-test were analyzed using paired samples t-tests. To control for baseline differences and increase statistical precision, an Analysis of Covariance (ANCOVA) was conducted with pre-test scores as covariates. Effect sizes were calculated using Cohen’s d and eta squared (η2) to determine the magnitude of differences. All statistical tests used a significance level of p < .05.
Result
Pre-Test and Post-Test Analysis
The study compared the pre-test and post-test scores of the control group (CG) and the experimental group (EG) to evaluate the effectiveness of Quizizz on vocabulary acquisition. Initially, the pre-test results showed no significant differences between the two groups, indicating a comparable baseline level of vocabulary knowledge. The control group had a mean score of 10.25 (SD = 1.41), while the experimental group scored a mean of 11.20 (SD = 4.22). Statistical analysis using a t-test confirmed that the difference was not significant (t = −0.41, p = .68).
In the post-test, there was a notable improvement in the performance of the experimental group compared to the control group. The mean score for the control group increased to 13.25 (SD = 2.62), which may be attributed to natural learning progression over the study period, repeated exposure to classroom instruction, and possible test familiarity. Meanwhile, the experimental group’s mean score rose to 14.80 (SD = 2.35). This difference was statistically significant (t = −2.64, p = .01*), suggesting that the use of Quizizz had a positive impact on students’ vocabulary acquisition beyond the gains observed from regular classroom instruction alone.
Even a more detailed analysis of certain types of questions, backs up these conclusions. The pre-test scores for the Picture Identification questions revealed no significant difference between the two groups (t = −0.41, p = .68). But in the posttest, the experimental group showed much improvement (t = −6.82, p = .00*) so Quizizz really did help the students build their vocabulary recognition. On the other hand, for the Sentence Completion questions, the pre-test scores showed no significant difference (t = −1.83, p = .07), and this trend continued in the post-test (t = 0.90, p = .35), suggesting that while Quizizz aided vocabulary recognition, its impact on understanding vocabulary usage in context was less pronounced.
These findings suggest that Quizizz was especially an asset in helping students to recall and recognize vocabulary, as can be seen by the large improvements in the Picture Identification questions. However, the effect was less clear in improving vocabulary usage in context, as seen in the Sentence Completion results. That shows the Quizizz can be used to strengthen rural elementary students’ sight words (see Table 2 and Figure 3).
Statistical Results of Pre-Test and Post-Test for Control and Experimental Groups on Vocabulary Acquisition.
p < .05.
Comparison of pre-test and post-test scores.
To assess the true effect of the Quizizz intervention on vocabulary acquisition, an Analysis of Covariance (ANCOVA) was conducted, controlling for pre-test scores to ensure that observed differences in post-test performance were attributable to the intervention rather than baseline disparities. This method was selected because it adjusts post-test means based on covariate influence, thereby increasing statistical precision. Prior to conducting the ANCOVA, the prerequisites were checked: (1) normal distribution of the dependent variable, (2) homogeneity of regression slopes between groups, and (3) homogeneity of variances across groups; all assumptions were satisfied. After adjusting for pre-test total scores, a statistically significant difference was observed in post-test total scores between the experimental and control groups (F(1, 69) = 6.18, p = .02, η2 = .08), indicating a moderate effect size.
A strong statistically significant difference was also found in Picture Identification scores after controlling for pre-test scores (F(1, 69) = 18.35, p < .00, η2 = .21), reflecting a large effect size. This strong effect can be attributed to the nature of the Picture Identification task, which aligns closely with Quizizz’s strengths—its visual cues, instant feedback, and repetitive exposure to target words create strong image-word associations, which are known to enhance recognition memory in language learning. The platform’s gamified elements, such as points, leaderboards, and timed responses, likely increased student focus and motivation during these visual matching exercises, further reinforcing memory consolidation. The effect size (Cohen’s d) for Picture Identification was 1.77, indicating a large effect.
In contrast, ANCOVA results for Sentence Completion did not show a statistically significant difference between the groups after controlling for pre-test scores (F(1, 69) = .78, p = .38, η2 = .01). The adjusted means for the experimental group (M = 6.35) and control group (M = 6.55) were not significantly different, suggesting that Quizizz had little impact on students’ ability to use vocabulary in sentence contexts. The effect size (Cohen’s d) for Sentence Completion was −0.22, indicating a small effect.
The ANCOVA results confirm that the Quizizz intervention had a significant effect on total vocabulary scores and Picture Identification, even after controlling for pre-test performance. The strong effect on Picture Identification underscores the platform’s effectiveness in supporting visual recognition and rapid recall, but the lack of significant improvement in Sentence Completion suggests that Quizizz alone may not sufficiently support deeper contextual vocabulary application. These findings indicate the need for complementary instructional strategies, such as context-rich practice, sentence-building exercises, and communicative tasks, to develop students’ ability to use vocabulary in meaningful contexts.
Student Self-Assessment of Quizizz’s Impact on Vocabulary Acquisition
The self-assessment survey results revealed that students had a generally positive experience using Quizizz for vocabulary acquisition, as reflected in the overall mean score of 4.67 (SD = 0.34) (see Table 3). Students reported feeling more focused during lessons when Quizizz was integrated, with a high mean score of 4.75 (SD = 0.44), suggesting that the interactive and engaging elements of the platform helped maintain their attention. This was further supported by students’ open-ended responses, where they mentioned that the competitive nature of the quizzes kept them engaged and prevented distractions. One student noted, “I like how Quizizz makes learning feel like a game rather than a boring test.” Another student commented, “I always try to beat my previous score, which helps me stay focused.”
Self-Assessment Results of Students’ Experience Using Quizizz for Vocabulary Acquisition.
Additionally, students indicated that they could memorize vocabulary more quickly when using Quizizz, with an average score of 4.50 (SD = 0.51). This finding highlights the effectiveness of the platform’s game-based approach in facilitating faster retention of new words. Some students specifically noted that the repetition of vocabulary through quizzes reinforced their learning, making it easier to recall words later. One student remarked, “Seeing the same word multiple times in different quizzes helps me remember it better.” Another stated, “I don’t forget words as easily because I get to practice them over and over.” The highest rating was given to the statement about having more opportunities to learn English through Quizizz, with a perfect mean score of 5.00 (SD = 0.00), showing unanimous agreement that the platform provided increased chances for language engagement.
The feedback features of Quizizz, which offer immediate responses to questions, also received positive ratings, with a mean of 4.50 (SD = 0.51). Students have reported that this made it easier to concentrate on the material. Several responses in the open-ended section emphasized that the instant feedback helped them understand mistakes immediately, allowing them to improve their accuracy over time. One student shared, “When I get something wrong, I can see the right answer right away, so I don’t make the same mistake again.” Another commented, “It’s good to know instantly whether I got a word right or wrong because I can learn from my mistakes immediately.” Regarding engagement, the statement that Quizizz motivates students to learn English scored 4.25 (SD = 0.84), slightly lower than other ratings but still indicating a generally positive impact on engagement. While most students found Quizizz motivating, some noted that engagement depended on the quiz content and whether the competitive elements were present. One student mentioned, “I like Quizizz when we play against classmates, but I don’t enjoy it as much when it’s just practice alone.”
Lastly, students unanimously agreed on the effectiveness of Quizizz as a tool for mastering vocabulary, with another perfect mean score of 5.00 (SD = 0.00). Open-ended responses also revealed that students appreciated how Quizizz turned learning into a fun challenge, making vocabulary acquisition feel less like traditional studying. One student stated, “Quizizz makes learning words fun instead of just memorizing from a book.” Another added, “I feel more confident in my vocabulary because of the way Quizizz lets me keep practicing.” Overall, these results demonstrate that students perceive Quizizz as an effective and engaging platform for learning English vocabulary. The high scores across different aspects indicate that Quizizz not only helps improve focus and vocabulary retention but also provides more learning opportunities and enhances students’ engagement to learn English.
Discussion
Research Question 1: How well does Quizizz work as an online learning tool to help increase the English vocabulary of elementary students in rural Taiwan?
The results revealed that students in the experimental group who used Quizizz showed significant improvement in their post-test scores compared to the control group, particularly in Picture Identification tasks, which indicates that Quizizz is effective in helping students recognize and remember vocabulary. This outcome supports the principles of gamification theory, as the game-like elements in Quizizz (e.g., points, leaderboards, and immediate rewards) enhanced student motivation and participation, leading to higher vocabulary recognition scores. Additionally, the segmentation of vocabulary tasks and instant feedback align with cognitive load theory (CLT) by reducing extraneous load and allowing students to focus on essential vocabulary processing, which contributed to these gains.
However, it had a weaker impact on contextual vocabulary use, as measured by Sentence Completion tasks. When compared with existing literature, the results align with past research on game-based learning tools, particularly in terms of promoting vocabulary acquisition. Previous studies (Md Yunus et al., 2021; Ngô & Trần, 2022) similarly reported that gamified platforms like Quizizz facilitate vocabulary retention through immediate feedback, interactivity, and competitive elements. The observed gap between recognition gains and contextual usage aligns with CLT’s assertion that while reduced cognitive load aids initial learning, deeper contextual application requires higher intrinsic load activities such as sentence construction. Unlike Nordin (2023), who found significant improvements across both recognition and contextual application tasks, the present study observed more substantial gains in recognition tasks, suggesting that Quizizz may be more effective for initial vocabulary memorization than for deeper contextual usage. This divergence highlights the importance of integrating complementary instructional strategies, such as sentence construction and communicative activities, to bridge the gap between recognition and practical application.
Research Question 2: How does the use of Quizizz as an online learning platform impact the engagement levels of elementary school students in rural Taiwan?
The self-assessment survey indicated high engagement levels, with students reporting increased focus, faster memorization, and greater engagement when using the platform. This finding is consistent with gamification theory’s prediction that competitive and reward-based elements enhance intrinsic motivation, which is especially critical in rural contexts where external learning stimuli are limited. From a CLT perspective, Quizizz’s structured tasks and immediate feedback likely reduced unnecessary mental effort, enabling students to allocate more cognitive resources to engaging with the vocabulary content.
Moreover, the findings partially align with Tseng (2021), who emphasized the motivational benefits of gamified tools in resource-limited contexts, reinforcing the role of Quizizz as an accessible engagement enhancer in rural education. Quizizz provides an interactive and engaging way for rural students to access English vocabulary, exposing them to words they might not otherwise encounter. The competitive and gamified nature of the platform encourages consistent participation, making learning feel less like a chore and more like an enjoyable activity. Additionally, Quizizz’s flexible learning format allows students to practice vocabulary at their own pace, which contributes to better learning outcomes.
Practical Implications
One key reason why Quizizz improves vocabulary acquisition and engagement lies in its gamification elements. Features such as instant feedback, leaderboards, time constraints, and reward systems create a sense of achievement and encourage students to stay engaged. According to self-determination theory (Deci & Ryan, 1985), game-based learning tools enhance intrinsic engagement by fostering a sense of competence and autonomy. Additionally, cognitive load theory (Sweller, 1988) suggests that interactive learning platforms reduce extraneous cognitive load by structuring information into manageable units. The question-response format of Quizizz allows students to focus on one vocabulary item at a time, aiding memory consolidation.
While the results are promising, this study examined only short-term vocabulary gains and engagement levels. Longitudinal research is recommended to determine whether the observed benefits persist over time, particularly in terms of transferring vocabulary knowledge to meaningful, communicative contexts. Such follow-up studies could explore retention rates, sustained motivation, and the long-term impact of gamified tools in rural education settings.
To facilitate practical classroom integration, teachers applying CLT principles can combine Quizizz with communicative tasks—such as role-plays, pair work, and problem-solving discussions—that require students to actively use target vocabulary in authentic scenarios. For example, vocabulary quizzes can be followed by collaborative sentence construction, short dialogs, or information-gap activities, thereby bridging the gap between recognition and real-life usage. In rural contexts where authentic English input is limited, these blended activities can enhance both language accuracy and fluency.
From a gamification perspective, teachers can maximize student engagement by customizing quizzes to align with lesson objectives, adjusting difficulty levels to match learners’ proficiency, and incorporating leaderboards or badges to reward progress. Quizizz can also serve as a formative assessment tool, enabling educators to identify learning gaps and provide targeted feedback.
At a policy level, incorporating gamified platforms into rural school curricula should be paired with teacher training on both gamification strategies and CLT-based activity design. Infrastructure improvements—such as stable internet connections or offline-compatible quiz modes—would ensure equitable access. This integrated approach can help sustain learner motivation, promote deeper vocabulary mastery, and create a richer, more interactive language learning environment.
The findings suggest that teachers can integrate Quizizz into vocabulary instruction to not only improve recognition but also gradually expand to contextual usage through activities such as sentence construction and short dialog creation. In rural contexts, where access to authentic English input is limited, Quizizz can serve as both a practice tool and a formative assessment platform, enabling teachers to monitor student progress in real time and provide targeted feedback. Schools could also implement Quizizz in blended learning models, combining online quizzes with in-class collaborative tasks to foster both individual engagement and peer interaction. Furthermore, policymakers should consider incorporating gamified tools like Quizizz into digital education initiatives, ensuring that teachers receive adequate training and that students in under-resourced areas have the necessary internet access or offline alternatives.
Limitations and Future Directions
Despite its strengths, the study has several limitations. One major issue is that the primary gains were seen in vocabulary recognition rather than contextual vocabulary use, indicating that while Quizizz is effective for memorization and word recall, it has a limited impact on students’ ability to apply vocabulary in meaningful contexts. This finding suggests that the platform’s game-based format may not provide sufficient opportunities for sentence construction, extended writing, or communicative tasks that foster contextual understanding. Additionally, the study only measured short-term learning outcomes and did not assess long-term retention or practical application. Another limitation relates to the measurement and discussion of student engagement. Engagement was measured using only six Likert-scale items, which may not fully capture the three dimensions of engagement—cognitive, behavioral, and emotional (affective)—and the current analysis provided limited depth in interpreting these results. Furthermore, internet accessibility in rural Taiwan posed occasional challenges during the intervention. Unstable or slow connections sometimes disrupted game flow, potentially affecting both engagement and performance. This limitation is particularly relevant for digital learning tools like Quizizz, as internet reliability can influence the consistency and quality of the learning experience.
To address this gap, future research should collect more detailed engagement data, including both quantitative and qualitative measures (e.g., student interviews, classroom observations, and platform analytics), to provide a richer understanding of how Quizizz influences different aspects of engagement. Addressing these gaps requires integrating complementary instructional strategies—such as contextualized practice, role-playing, and communicative activities—alongside Quizizz to strengthen vocabulary usage in context. Future studies should also examine the role of internet stability in digital learning effectiveness and explore offline or hybrid delivery models to better accommodate rural settings, in addition to expanding the engagement measurement framework, including varied vocabulary tasks, and conducting longitudinal investigations.
Conclusion
This study evaluated the effectiveness of Quizizz as a gamified learning platform for improving English vocabulary acquisition among rural elementary school students in Taiwan. The results demonstrated that students who engaged with Quizizz achieved significantly higher post-test scores compared to those who participated in traditional instruction alone, even after controlling for baseline differences. Notably, the platform showed a large effect in enhancing picture-based vocabulary recognition, suggesting that its interactive, visual, and competitive elements are particularly effective for building strong form–meaning associations.
However, the findings also revealed that Quizizz had limited impact on sentence-level vocabulary application, indicating that while it excels in supporting recall and recognition, it may not provide sufficient context for deeper usage. This highlights the importance of integrating complementary strategies—such as communicative tasks, sentence-building exercises, and contextualized practice—alongside gamified tools to foster a more comprehensive understanding of vocabulary.
The study’s results have practical implications for teachers, curriculum designers, and policymakers. Teachers can leverage Quizizz both in synchronous “Live Mode” for real-time engagement and in asynchronous practice mode to support flexible, self-paced learning—particularly beneficial for rural students with inconsistent internet access. Curriculum planners should consider incorporating gamified digital tools into blended learning models, while ensuring that training and infrastructural support are available for under-resourced schools.
Finally, this research acknowledges its short-term scope and recommends that future studies adopt longitudinal designs to explore the sustained effects of gamified vocabulary instruction over time. Such research could also examine the integration of Quizizz with other context-rich teaching methods to maximize vocabulary learning outcomes.
Footnotes
Acknowledgements
The authors would like to thank the participating elementary schools, teachers, and students for their cooperation and enthusiasm throughout the study. Special thanks are extended to the research assistants who supported data collection and analysis.
Ethical Considerations
This study involved human participants (elementary school students). Ethical approval was obtained from the Institutional Review Board of National Cheng Kung University, Taiwan (Approval Number: NCKU-IRB-2023-237). No animal studies were conducted.
Consent to Participate
Written informed consent was obtained from the students’ parents or guardians before participation.
Funding
The authors received no financial support for the research, authorship, and/or publication of this article.
Declaration of Conflicting Interests
The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Data Availability Statement
Data sharing not applicable to this article as no datasets were generated or analyzed during the current study.