Microsoft Word - 6195.docx 3866 Copyright © 2025 The Author IDEAS is licensed under CC-BY-SA 4.0 License Issued by English study program of IAIN Palopo IDEAS Journal of Language Teaching and Learning, Linguistics and Literature ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) Volume 13, Number 2, December 2025 pp. 3866 - 3879 The Benefits and Challenges in Learning English Through Quizwhizzer Christian Siregar1, Fenny Yutika Seli2 1,2 Pendidikan Bahasa Inggris, Universitas Media Nusantara Citra, Jakarta Corresponding E-Mail: christiansiregar20@gmail.com Received: 2025-01-20 Accepted: 2025-08-02 DOI: 10.24256/ideas.v13i2.6195 Abstract Quizwhizzer is one of the ICT tools that can bring positive impacts on students' performance. On the other hand, since Quizwhizzer contains game elements, it potentially distracts students from the learning process, and teachers and students face several challenges when utilizing it in the classroom. In line with these issues, the present study aims to investigate the benefits and challenges of learning English through Quizwhizzer, as well as to uncover suggestions for overcoming these challenges. To address these issues, a mixed method was used and collected data through observation, open-ended questionnaire and interview over 4 months. Our sample of participants studies in a public school particularly SMPN 189 Jakarta. This study took the data from one classroom from the seventh grade students. 33 students who had participated in answering an open-ended questionnaire and 5 students who had participated in an interview. The findings in general revealed that Quizwhizzer can bring positive impacts in learning English, which are increasing students’ motivation (59%), reducing time consumption (34%) and interaction (7%). Furthermore, there are several challenges with the use of Quizwhizzer which are related to the lack of infrastructure (83%) and training (17%). The findings suggest the importance of providing good infrastructure (81%) and training (19%) for students and teachers to overcome the problems. The study offers theoretical insights for educators seeking to integrate Quizwhizzer into language learning. Keywords: Quizwhizzer; Learning English; Benefits; Challenges; Suggestions Introduction The Indonesian government realizes how important it is to have the ability to communicate in English because in Indonesia itself, English is a Foreign Language (EFL). However, students find it difficult to understand the learning, especially in learning English because English is a foreign language. As a foreign language, IDEAS, Vol. 13, No. 2, December 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 3867 students often find it difficult to learn English because it requires certain situations and interactions with others that are not commonly faced in their daily activities (Susanto et al., 2020). To solve that problem, choosing the interactive Information and Communication Technology (ICT) tool is needed. Information and Communication Technologies (ICTs) are the technology tools used to access or exchange information. Nowadays, the educational sector is affected by ICTs (Youssef et al., 2022). Moreover, teaching and learning tools have been enhanced with internet-enabled situations. ICT-encouraged activities have a positive impact on students’ performance, such as interactive learning. Consequently, the use of ICT has transformed how students learn and teachers teach (Abbas et al., 2023). The ICT tool is expected to be able to improve understanding of language learning, one of the ICT tools is Quizwhizzer. Wahyuningsih et al. (2021) stated that Quizwhizzer is one of ICT tools. Additionally, Quizwhizzer is an example of application available by utilizing technology to educators who are interested in utilizing gamification in their classroom (Prastiwi, 2022). Further, Prastiwi (2022) stated that gamification is the software of game design elements to non-game settings in an effort to boost user engagement. Quizwhizzer has attractive board games and songs that can be used to make learning more interesting and fun for the students. Quizwhizzer also provides convenience for teachers in delivering learning materials because Quizwhizzer is one of the flexible educational game applications since teachers can implement and integrate learning materials into interactive quizzes flexibly. Teachers can monitor students' progress through ranking displays. Quizwhizzer also has a feature to prevent students from exchanging or seeing other friends’ answers. Through Quizwhizzer, students cannot cheat because every question given to students will be randomized automatically. Moreover, Tagie et al. (2023) revealed several students’ perceptions about learning with the Quizwhizzer application. Students supposed that this method can enhance their knowledge and felt satisfied in learning. Students also believed that this is the best strategy for learning. Furthermore, Oktika et al. (2023) stated that Quizwhizzer has shown a notable enhancement in students' vocabulary proficiency based on their pretest and post-test results. Additionally, the engaging features of the Quizwhizzer game leads to a positive transformation in students' abilities as they learn vocabulary enthusiastically and actively while playing the game. Nevertheless, Quizwhizzer contains games. There is a potential issue that the game in Quizwhizzer would bring distraction to students. Students can be distracted from the learning content because they are focused on the technology in gamification (Elsherbiny & Al Mammari, 2021). Additionally, a study conducted by Efendi and Sutiyarti (2023) have found several challenges that are related to lack of infrastructures during the implementation of Quizwhizzer in the classroom. They found that students experienced lag because of unstable networks and the poor quality of students’ devices. Christian Siregar, Fenny Yutika Seli The Benefits and Challenges in Learning English Through Quizwhizzer 3868 Many studies have been conducted to explore the use of ICT in English learning (Dewi et al., 2023; Mohammed et al., 2023; Prastiwi, 2022). However, these previous studies have primarily focused on ICT tools in general, while the current study focused on Quizwhizzer. There are studies about Quizwhizzer that have been conducted before, but they are conducted in different schools from the current study. Based on a study conducted by Oktika et al. (2023) who implemented Quizwhizzer in SMPN 2 Rembang, students’ English knowledge has increased through Quizwhizzer. Furthermore, the study conducted by Dohny and Soekarno (2024) has implemented English learning through Quizwhizzer for pre- university students in Malaysia and obtained significant improvement in their students’ English knowledge. However, these previous studies have been conducted in schools other than SMPN 189 Jakarta. According to Data Pokok Pendidikan (2024), SMPN 189 Jakarta has received A accreditation. SMPN 189 was chosen as the location of this study because it has an A accreditation, which indicates the quality of the school in providing education. This accreditation ensures that SMPN 189 has a structured curriculum, qualified teachers and good facilities. It means that SMPN 189 Jakarta has appropriate facilities that can support the teaching and learning process with Quizwhizzer. Furthermore, the research questions in this study can be described specifically: (1) What are the benefits and challenges of learning English through Quizwhizzer? (2) How do the problems need to be overcome? In line with the research questions presented above, this study aims to: (1) Find out benefits and challenges of learning English through Quizwhizzer. (2) Reveal the suggestions in overcoming the problems of learning English through Quizwhizzer. Method In this study, the researcher employs the mixed method. According to Creswell (2012), a mixed method is a type of process in collecting and analyzing the data by mixing both quantitative and qualititative methods to gain a deeper understanding of the research problem in a single study. The current study used a mixed method to obtain a more comprehensive understanding related to the research questions. This study included students enrolled in an English subject. This study took the data from one classroom from the seventh grade students in SMPN 189 Jakarta. The researcher decided to choose the seventh grade rather than the eighth and ninth grade because the seventh grade is in the transition stage from elementary schools to junior high schools and it will impact their English knowledge and learning motivation. As cited in Utomo et al. (2020), some students have a lack of motivation in learning English because they did not get English learning from elementary school. Further, data collection techniques used in this study include observation sheets, open-ended questionnaires and interviews. The researcher started by conducting the treatment first. The researcher IDEAS, Vol. 13, No. 2, December 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 3869 conducted the Quizwhizzer treatment four times. Student devices, a projector, internet access, and electricity were essential technical requirements for Quizwhizzer treatment. Each treatment lasted 20 minutes and was video recorded. The open-ended questionnaire was distributed through Google Forms to 33 students. The interviews were conducted with five selected students. The researcher administered open-ended questionnaires and conducted interviews which included three questions about the benefits of Quizwhizzer, two questions about its challenges, and one question about suggestions for overcoming the problems. Each student was allocated 30 minutes to complete the questionnaire and 5-10 minutes to answer the interview questions in person. After collecting the data from recorded observations, open-ended questionnaires and interviews, the researcher analyzed the data. First, the researcher watched the videos and took any notes that referred to the research questions. Second, the researcher analyzed the transcriptions of interviews and student answers from the questionnaire. While analyzing the transcriptions and student answers, the researcher highlighted findings, identified key patterns, and matched related ideas into major themes. Furthermore, this study conducted the two types of data validation which are investigator and within-method triangulation. The investigator or evaluator in this study is involved in analyzing and interpreting data to gain the same conclusions. Moreover, Tobin and Begley (2010) stated that within-method triangulation contains the combination of two or more related data collection approaches to assess the similar variable in the same project and reduce biasing effect on the interpretation of data. This study used within-method triangulation by integrating observation sheets to cross-reference the data from questionnaires and interviews of the phenomenon. Informed consent from participants and school approval were obtained for ethical considerations. Results The benefits and challenges in learning English through Quizwhizzer. Figure 4.1 The Findings of Benefits based on the Questionnaire Based on Figure 4.1, the research findings revealed three main aspects of benefits, which are reducing time consumption, increasing students' motivation, and increasing students' interaction. Among these aspects, increasing students' Christian Siregar, Fenny Yutika Seli The Benefits and Challenges in Learning English Through Quizwhizzer 3870 motivation appeared as the most frequent benefit, namely 59% of the total frequency with 36 occurrences. Further, the second most significant benefit was reducing time consumption, namely 34% of the total frequency with 21 occurrences. Moreover, increasing students' interaction was the least frequently observed benefit, comprising only 7% of the total with 4 occurrences. Regarding the analyzed data from the interview session, Quizwhizzer could increase students’ motivation in learning English. As one seventh-grade student at SMPN 189 Jakarta said that learning English became more exciting and fun by using Quizwhizzer. This triggers motivation, especially intrinsic motivation. As a student said: “Yes, it's fun and interesting. .... It's just fun like being able to hurry up, play quickly, and it's also interesting because I can change the characters.” (Student 4-Interview) In addition, interviewees seem to be motivated in learning English by using Quizwhizzer because they can compete to reach top rank in the game by answering the questions correctly which is related to the extrinsic motivation. One of the five seventh-grade student at SMPN 189 Jakarta said: “Because in Quizwhizzer there are several people, there are quite a lot of people, so it's like a competition... a competition... who gets first place.” (Student 3-Interview) As the researcher asked the interviewee about their perception in using Quizwhizzer for learning English. All of interviewees at SMPN 189 Jakarta mentioned that Quizwhizzer helps them to reduce time consumption in learning by tracking their development, as stated by a student: “Can train my speed, so that I can think quickly and remember the lessons that I have forgotten.” (Students 4-Interview) Besides Quizwhizzer helps them to reduce time consumption in learning by tracking their development, an interviewee experienced a positive benefit in learning English through Quizwhizzer. As one seventh-grade student at SMPN 189 Jakarta stated that learning English became easier through Quizwhizzer. “Learning on Quizwhizzer is easier and more fun.” (Student 2- Interview) IDEAS, Vol. 13, No. 2, December 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 3871 Figure 4.1 The Findings of Challenges based on the Questionnaire This study identified two main challenges which are lack of technological skill and lack of infrastructure. Based on Figure 4.2, this study revealed that lack of infrastructure was the predominant challenge, namely 83% of the total frequency with 15 occurrences. Further, the lack of technological skill appeared as a second position of challenge, namely 17% of the total frequency with only 3 occurrences. Based on the analysis from the interview result, most participants at SMPN 189 Jakarta experienced an inadequate internet connectivity. As a student said: “The problem is the network; sometimes it lags, sometimes it doesn't.” (Student 5-Interview) In addition to inadequate internet connectivity, some students also experienced a problem caused by insufficient devices, specifically the physical condition of the device. As stated by a student: “Probably because there was a problem with the network and my phone, the touch screen was no longer usable.” (Student 5- Interview) The suggestions in overcoming the problems of learning English through Quizwhizzer. Figure 4.3 The Findings of Suggestions based on the Questionnaire Based on the Figure 4.3, this study identified two main aspects of suggestions which are Providing Training and Providing Good Infrastructure. The data shows Christian Siregar, Fenny Yutika Seli The Benefits and Challenges in Learning English Through Quizwhizzer 3872 that providing good infrastructure was the dominant suggestion, namely 81% of the total frequency with 13 occurrences. Furthermore, the aspect of Providing Training appeared as the second position, representing 19% of the total frequency with 3 occurrences. According to the result of interview, most of participants at SMPN 189 Jakarta gave suggestions for the teacher to provide digital infrastructure especially the internet access during the learning process, as a student said: “Give free Wi-Fi.” (Student 4-Interview) Besides the teacher needing to provide internet access, one of five participants gave a suggestion to the teacher to provide devices during the learning process because of insufficient devices. As a student stated: “The suggestion is that if the phone's condition is really bad, perhaps you could lend it if you don't mind.” (Student 1- Interview) In addition, a participant also gave suggestion related to the providing digital infrastructure which is allowing students to work with other students in the same devices, as he said: “Together with my friend.” (Student 4-Interview) Discussion The benefits and challenges in learning English through Quizwhizzer. Based on the findings, it was revealed that most of students feel motivated in learning English when they used Quizwhizzer. This is in line with Nofryanti et al. (2023) that Quizwhizzer have increased students’ motivation in learning. Further, this study was found that there are two kinds of motivation during the use of Quizwhizzer which are intrinsic and extrinsic motivation. For intrinsic motivation, students feel fun and excited in learning English by using Quizwhizzer. This can be happened because of the game features provided by Quizwhizzer, one of which is that participants can freely choose the characters (or Quizwhizzer named these as avatars) they like. In selecting game avatars, Quizwhizzer provides many avatar packs or selection menus that can be selected by teachers when making quizzes in Quizwhizzer where in the avatar packs menu there will be many interesting avatar designs with 2D animation such as superheroes and other famous animations. The avatar design keeps students motivated in learning because the students’ selected avatar will be as a agent on the game board display that can be seen by other students. By choosing avatar, it will help to build their emotional connection and participate actively in the learning through the Quizwhizzer game that related to IDEAS, Vol. 13, No. 2, December 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 3873 intrinsic motivation. This statement is in line with Ivanova and Borisov (2021) that by giving the participants to create or choose the own avatar, it will assist to build an emotional connection and the emotional connection will serve the intrinsic motivation of the participants to actively involve in all actions in the game. Besides the intrinsic motivation, the findings also revealed that Quizwhizzer attracts students’ extrinsic motivation by motivating students to reach top rank or first position in Quizwhizzer. Students who want to get the first position in Quizwhizzer need to answer all questions correctly and quickly. This is in line with Mahadi and Jafari (2012) that extrinsic motivation is the tendency to participate in certain activities to achieve a target like reward. Additionally, the badge system is one of rewards that is commonly used in gamification efforts especially in Quizwhizzer. The badge system is a reward that participants are given badges when they completed the task or reached the requirement and it will be displayed for all players (Hanus & Fox, 2015). Thus, students who have reached the first position may feel motivated and have a positive impact on their academic performance. Another benefit should be noted, students in the current study stated that Quizwhizzer could help to reduce time consumption in the learning process. Quizwhizzer allows students to track their development in learning directly as the findings highlighted that Quizwhizzer allowed them to improve their skill in answering the quizzes faster and recall previous learning materials. This finding is in line with Haleem et al. (2022) that the use of digital technology in the classroom can save a lot of time and allow students to track their development. Furthermore, Quizwhizzer is beneficial because it is an efficient learning tool. The finding revealed that Quizwhizzer is an efficient learning tool because it is easy to use. Students can access Quizwhizzer through their own smartphone easily through the link or barcode given. This is in line with Haleem et al. (2022) that digital technologies can help students to learn efficiently. Potentially, Quizwhizzer becomes beneficial for students because it can increase students’ interaction during the learning process. This relates to Nofryanti et al. (2023) research that Quizwhizzer can increase students’ interaction because it can stimulate the collaboration and interaction between students. This finding is also supported by the observation data. Based on the finding of observation, the researcher noted that students became interactive when the teacher gave several times to students to choose their animated character or avatar. The chosen character or avatar will be the agent that represents the student where the character will move according to the student's progress. In addition, the teacher showed the main menu of Quizwhizzer on the projector that contained the game board and the animated avatar and it can be seen by all students in the classroom. During that time, some students gathered and talked with other friends about their avatar. The classroom was noisy with the sound of Christian Siregar, Fenny Yutika Seli The Benefits and Challenges in Learning English Through Quizwhizzer 3874 students talking and they looked happy. This is supported by Lester et al. (as cited in Gamage and Ennis, 2018) that interactive animated agents can significantly enhance a student's learning experience, regardless of the level of the agent's expressiveness. It means that animated avatars would bring a positive impact on students’ learning experiences, especially increasing students’ interaction in learning English. The use of Quizwhizzer also has challenges that students faced in this current study. The biggest problem that students face when they use Quizwhizzer in learning English is the lack of infrastructure, especially inadequate internet connectivity. Some students experienced lags because they used their own mobile data to access the internet. This finding is in line with Efendi and Sutiyarti (2023) that students experienced lag because of unstable networks during the use of Quizwhizzer in the classroom. Additionally, based on the findings of the observation, the current study noted that some students experienced lags and suddenly exit Quizwhizzzer by system. Consequently, English learning was disrupted as students had to wait for their signal to stabilize and log back into Quizwhizzer. Furthermore, some students also faced problems related to insufficient devices used for Quizwhizzer which disrupted English learning. The current study found that several students’ devices are insufficient in using Quizwhizzer because of the lack of device’s specification and the physical condition of the device. According to Efendi and Sutiyarti (2023), the poor quality of students’ devices will cause students to exit the Quizwhizzer abruptly and they need to restart the Quizwhizzer. Therefore, this implies that lack of infrastructure will disrupt English learning during the use of Quizwhizzer and this challenge needs to be overcomed. In contrast, the lack of technological skill shows a significant gap compared to the lack of infrastructure. Based on current findings, the low percentage of technological skill challenges implies that teachers and students generally have adequate basic digital competencies in using ICT. This finding aligns with study conducted by Supardi et al. (2021), the majority of students have basic skills of ICT including software applications, web skills, internet skills and computer operations. This indicates that the integration of ICT in education is running properly, as students already possess the basic skills to utilize these technologies. However, in using Quizwhizzer in class, some students found some problems related to the lack of infrastructure and training in the use of ICT. This indicates that there are things that should be reviewed and improved in the use of Quizwhizzer in the classroom. The suggestions in overcoming the problems of learning English through Quizwhizzer. IDEAS, Vol. 13, No. 2, December 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 3875 The most stated suggestion in this current study is related to providing good infrastructure. This emphasizes that improving infrastructure is a major suggestion in the education sector. Most students suggest that the teacher or educational institution need to provide or establish digital infrastructures especially for the internet access. This is in line with Dias and Victor (2022), educational institutions must ensure their wireless internet infrastructure can support the mobility needs of mobile devices. Additionally, the dominant suggestion for improving infrastructure, particularly internet access, aligns strongly with a study conducted by Voogt et al. (as cited in Timotheou et al., 2023) that high-quality broadband connections in schools will give a positive impact on the quality and quantity of learning activities. Providing high-quality internet infrastructure-related suggestions implies students' perception that good internet connectivity is fundamental to enhance educational activities. In addition, some students also gave suggestions related to providing good infrastructure, especially insufficient devices. These students suggested that teachers may provide mobile phones and lend them to them during lessons. However, the purchase price of mobile devices is high, and their ongoing maintenance costs are even more considerable (Dias & Victor, 2022). This means that teachers have limits to overcome in the case of providing mobile devices. To overcome the insufficient devices, educational institutions may provide digital infrastructures, especially devices for students who come from low-income families and need help (Paul et al., 2023). Further, based on this current finding, students who have insufficient devices suggested that the teacher may allow them to play Quizwhizzer with their friends on the same devices. To support the finding, a study conducted by Vanwelsenaers (2012) suggested that educational institutions should supply necessary technologies, such as mobile devices, to students who lack access and encourage students to share devices during group activities when technology is not accessible to all students. The research finding showed 19% of suggestions related to the needs of ICT training. Students suggest teachers to provide training for them, aligns with Higgins et al. (as cited in Timotheou et al., 2023) have findings about teachers and students’ difficulties using technology due to lack of technological skills or inadequate training. It suggests that students can recognize that they need additional support or training in using Quizwhizzer. To ensure Quizwhizzer is effectively integrated into the classroom, teachers may provide structured training for students. For example, teachers can incorporate Quizwhizzer into various learning activities, such as warm-up exercises or supplementary practice, to enhance students’ English skills and help them become familiar with using Quizwhizzer. In the study of Pham and Nguyen (2024), the use of gamified tools for warm-up activities would bring several benefits, such as enjoyment, promoting competitiveness, and reinforcing knowledge for EFL students. Christian Siregar, Fenny Yutika Seli The Benefits and Challenges in Learning English Through Quizwhizzer 3876 Furthermore, Quizwhizzer has several types of questions that can be used to help students acquire three of the four language skills which are listening, reading and writing skills (Efendi and Sutiyarti, 2023). Quizwhizzer can be used in English learning, especially for reading and listening by adding reading text, pictures and audios. Additionally, teachers can use the features in Quizwhizzer to integrate writing activities, such as short answers and open-ended answers. Additionally, the students suggest that teachers need to obtain training and assistance in ICT implementation directly in line with suggestions by Abbas et al. (2023) about teachers requiring further training and assistance for adequate ICT tool implementation. This alignment between student suggestions and previous studies’ suggestions validates the importance of providing ICT training for teachers. Implication This study presented the findings that offered valuable insights and implications, especially for teachers at junior high school. This study provides new insight that is related to the benefits and challenges of learning English through Quizwhizzer, as well as suggestions for overcoming these challenges. Based on the new perspectives explained in this study, those who are in the educational field, especially in language teaching and learning, can be aware of their problems that can appear when learning through Quizwhizzer and they already have the solutions to overcome these problems. Limitation The researcher realizes several limitations that should be considered when identifying and interpreting the data in this study. Further, this study was conducted at a public junior high school in Jakarta with 33 seventh-grade students completing questionnaires and 5 students participating in interviews. This sample size and single location may limit the generalizability of findings to other educational contexts or grade levels. Future research is suggested to consider larger samples, including eighth or ninth grades and different types of schools, to obtain a more comprehensive understanding of Quizwhizzer implementation in English learning. Conclusion It can be concluded that students experienced benefits of the use of the Quizwhizzer for learning. This study found that Quizwhizzer can attract both the intrinsic and extrinsic motivation of students, as well as enhance students’ interaction. Further, Quizwhizzer can help students to reduce time consumption during the learning process because it can help students to track their IDEAS, Vol. 13, No. 2, December 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 3877 development and provide efficient learning platforms. Students also said their challenges, such as insufficient devices and internet connection problems. In addition, some students experienced a lack of technological skills because of lack of training for using ICT. This study revealed that educational institutions need to provide high-quality internet connections and mobile devices to address problems related to a lack of infrastructure. Lastly, students suggest that the teacher provide training on using ICT for students, especially the use of Quizwhizzer, and seek assistance to help the teacher implement ICT effectively. References Abbas, M., Hassan, K. H. U., & Rehman, R. U. (2023). Exploring the role of ICT in developing teachers’ ICTs competencies through promotion-linked-training BS 17 to BS 18 QAED during PLT at the Punjab level. Journal of Social Sciences Review, 3(1), 747-757. Abduh, N. K., & Masruddin, M. (2023). Structural Studies of Robert Stanton in The Folklore of Luwu (Worongporong dan Pariama). IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 11(1), 117-126. Bani, M., & Masruddin, M. (2021). Development of Android-based harmonic oscillation pocket book for senior high school students. JOTSE: Journal of Technology and Science Education, 11(1), 93-103. Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research, global edition. (4th ed.). Pearson Education Limited. Data Pokok Pendidikan. (2024). Direktorat Jenderal Pendidikan Anak Usia Dini, Pendidikan Dasar dan Pendidikan Menengah. Kementerian Pendidikan, Kebudayaan, Riset dan Teknologi. https://dapo.kemdikbud.go.id/sekolah/2CE39D0D25C2596671FD Dewi, P. K., Suwandi, S., & KA, A. P. (2023). Benefits and drawbacks of online teaching reading in the post-COVID-19 era. Foremost Journal, 4(1), 15-27. Dias, L., & Victor, A. (2022). Teaching and learning with mobile devices in the 21st century digital world: Benefits and challenges. European Journal of Multidisciplinary Studies, 7(1), 26-34. Dohny, Q., & Soekarno, M. (2024). Enhancing 21st-century learning: The impact of gamification with Quizwhizzer on English language vocabulary acquisition. Indonesian Journal of Educational Science and Technology, 3(1), 45-60. Efendi, J., & Sutiyarti, U. (2023). Implementation of Quizwhizzer application in Japanese language cross interest class grade 11th at SMAN 1 Batu. In Proceedings of the 2nd International Conference on Language, Literature, Education, and Culture (ICOLLEC 2022), 11–12 November 2022, Malang, Indonesia. Elsherbiny, M. M. K., & Al Maamari, R. H. H. (2021). Game-based learning through mobile phone apps: effectively enhancing learning for social work students. Social Work Education, 40(3), 315-332. Christian Siregar, Fenny Yutika Seli The Benefits and Challenges in Learning English Through Quizwhizzer 3878 Gamage V. & Ennis C. (2018) Examining the effects of a virtual character on learning and engagement in serious games. In Proceedings of the 11th Annual International Conference on Motion, Interaction and Games (MIG '18), November 8–10, 2018, Limassol, Cyprus. Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & education, 80, 152-161. Ivanova, A., & Borisov, I. (2021). Strategies for Motivating the Players in Video Games and Their Applicability to Educational Games. In Proceedings of University of Ruse, 60, 85-92. Mahadi, T. S. T., & Jafari, S. M. (2012). Motivation, its types, and its impacts in language learning. International Journal of Business and Social Science, 3(24). Mohammed, A. A., Alqohfa, A. S., & AL-Shameri, A. S. (2023). The impact of online games motivation in learning English vocabulary using online multiplayer games. International Journal of Innovation Scientific Research and Review, 5(7), 4878-4882. Nofryanti, S., Sitanggang, A., Fadly, I., Jamaluddin, J., & Yunita, S. (2023). Learning media design innovation of civic education: Overcoming teacher constraints and encouraging student interest in learning with Quizwhizzer in the digital era in SMPN 13 Medan. JUPE: Jurnal Pendidikan Mandala, 8(4), 1127-1133. Oktika, F. I., Karima, R. F. H., & Musarokah, S. (2023). Using Quizwhizzer game to improve students’ vocabulary mastery of seventh grade of SMP N 2 Rembang in the academic year 2021-2022. In Proceeding of English Teaching, Literature and Linguistics (ETERNAL) Conference, 3(1), 199-209. Paul, P. K., Aithal, P. S., Sharma, S. K., & Saavedra, R. (2023). Infrastructure- technology, socio-economical issues and challenges in ICT-based education and digital education with possible solutions-a scientific observation. New Delhi Publishers, 1-16. Pham, A. T., & Nguyen, T. B. (2024). Investigating the Acceptance of Kahoot! for Warm-up Activities: A Case Study in Higher Education in Vietnam. TEM Journal, 13(1), 277-285. Prastiwi, U. D. (2022). Gamification approach to enhance non-English department kinesthetics student in online learning of English subject (Doctoral dissertation, Universitas Mercu Buana Yogyakarta). Supardi, S., Juhji, J., Azkiyah, I., & Muqdamien, B. (2021). The ICT basic skills: Contribution to student social media utilization activities. International Journal of Evaluation and Research in Education (IJERE), 10(1), 222-229. Susanto, A., Malik, A. M. A., & Mitrayati, M. (2020). The challenges of learning IDEAS, Vol. 13, No. 2, December 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 3879 English as a foreign language among undergraduate students. Inovish Journal, 5(1), 1-11. Tagie, G., Merman, H., Taharuddin, N. S., & Johari, R. (2023). Correlation of interactive learning and student's intellectual emotion. Idealogy Journal, 8(1). Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., ... & Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review. Education and information technologies, 28(6), 6695-6726. Tobin, G. A., & Begley, C. M. (2010). Triangulation as a method of inquiry. Storied inquiries in international landscapes: An anthology of educational research, (423-428). Utomo, H., Kusakabe, T., Sultoni, A., & Setyowati, D. (2020). Challenges faced by English teacher in teaching: Case study of junior high school in Banjarnegara regency. Journal of Education, Teaching and Learning, 5(1), 34-40. Vanwelsenaers, M. (2012). Students using their own technology device in the classroom: Can “BYOD” increase motivation and learning. Unpublished Masters of Arts, Northern Michigan University, Marquette. Wahyuningsih, F., Saksono, L., & Samsul, S. I. (2021). Utilization of Quizwhizzer educational game applications as learning evaluation media. In International Joint Conference on Science and Engineering 2021 (IJCSE 2021) (148-152). Youssef, A. B., Dahmani, M., & Ragni, L. (2022). ICT use, digital skills and students’ academic performance: Exploring the digital divide. Information, 13(3), 129.