Evaluating Gamified Mobile Learning with Quizalize: Engagement and Equity in Vietnamese Physics Education

Abstract

This study investigates the impact of Quizalize, a gamified mobile learning platform, on student engagement and equity in Vietnamese high school physics education. A 12-week quasi-experimental study with Grade 10 students compared Quizalize’s adaptive and gamified features with traditional instruction. Grounded in self-determination theory and the technology acceptance model, the analysis demonstrates substantial improvements in engagement and academic outcomes. There was a 68% increase in quiz attempts, a 74% increase in quiz duration, and a 14% rise in Physics Competency Test scores (Cohen’s d = 1.25–1.96). Thematic analysis of student interviews revealed heightened motivation, particularly among female students, and the potential to mitigate gender disparities in STEM engagement. However, unreliable internet connectivity posed a significant barrier to implementation, highlighting the need for robust infrastructure. The findings indicate that Quizalize facilitates dynamic STEM education in low-resource settings. However, the study’s single-school setting restricts its generalizability. Thus, integrating gamified tools into curricula, supported by teacher training and offline capabilities, can foster equitable STEM education in developing contexts.