Enhancing Mathematics Instruction through Quizizz: A Systematic Literature Review
Keywords:
Quizizz; mathematics instruction; gamification; student engagement; formative assessmentAbstract
This systematic review paper examines the pedagogical value of utilizing Quizizz to enhance mathematics instruction within secondary education. Guided by the PRISMA 2020 framework, the review analyzed 25 peer-reviewed studies published between 2015 and 2024, sourced from ERIC, ScienceDirect, and SpringerLink. The database searches employed specific search terms, such as “Quizizz AND mathematics,” “formative assessment AND Quizizz,” “educational games AND mathematics classroom,” and “student motivation OR Quizizz,” to ensure comprehensive coverage of relevant literature. A thematic synthesis approach was utilized, involving coding, the grouping of descriptive themes, and the generation of analytical themes to analyze the findings. The review particularly focused on Quizizz's effects on student engagement, motivation, academic performance, formative feedback, and differentiated instruction, with Self-Determination Theory (SDT) serving as the guiding framework. The results indicated that Quizizz consistently promotes active participation and motivation, with multiple studies reporting higher test scores and improved attitudes toward mathematics compared to traditional instructional methods. Quizizz facilitates real-time formative assessment, provides instant feedback, and enables educators to adjust their instructional strategies accordingly. Its gamified features, including avatars, leaderboards, and self-paced learning, create an interactive environment that supports autonomy, competence, and relatedness, as articulated by SDT. Furthermore, Quizizz allows for differentiation, accommodating students with varying skill levels to engage at their individual pace. These findings underscore the tool's potential to render mathematics classrooms more inclusive and effective. The review concludes with recommendations for integrating Quizizz with other pedagogical approaches and emphasizes the necessity for further research in rural and under-resourced contexts to ensure equitable access.
https://doi.org/10.26803/ijlter.24.10.5
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