Exploring Students’ Preferences Between Gamified Quiz Platform vs Traditional Text-Based Quizzes in An Indonesian EFL Context: A Qualitative Study at SMA Widyagama Malang

Abstract

This study examines the preferences and emotional responses of secondary students when engaging with gamified quiz platforms compared to traditional text-based quizzes in an EFL setting. A qualitative approach was employed involving five eleventh-grade students selected through purposive sampling. Over an eight-week period, students engaged in both gamified quizzes (Blooket and Zep Quiz) and conventional text-based quizzes. Data were collected through semi-structured interviews based on the Basic Psychological Need Satisfaction and Frustration framework and analyzed using thematic analysis. The results show that gamified quizzes enhanced enjoyment, lowered perceived stress, and boosted interaction among peers. Students also reported enhanced feelings of autonomy and competence due to immediate feedback, along with an increased sense of relatedness while playing. In comparison, text-based quizzes were viewed as more intellectually challenging and formal, yet less emotionally engaging. All participants preferred gamified quizzes, yet acknowledged the educational benefits of conventional formats. These findings suggest that integrating gamified and text-based assessments may help balance student engagement and academic challenge in EFL classrooms.