Impact of Quizizz on Cooperative Learning in English Reading Classrooms: A Qualitative Analysis Using the UTAUT Framework
Abstract
This study examines the integration of Quizizz in Indonesian middle school English reading classrooms, focusing on cooperative learning environments. The research collected data through open-ended questionnaires based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model, involving 30 students who had prior experience with Quizizz. The findings show that students generally view Quizizz positively, noting its effectiveness in enhancing learning engagement and outcomes. Moreover, peer and teacher influences, coupled with reliable facilities, significantly increase students' willingness to use Quizizz. Despite these positive perceptions, some students still prefer traditional learning methods. Additionally, a few students initially face challenges with navigation and feel pressured by the competitive aspects of Quizizz. These insights highlight the importance of refining educational technologies to better accommodate the diverse preferences and needs of students in English language education. To maximize the benefits of Quizizz, it is essential to provide adequate support and training for both students and teachers. By doing so, educators can create a more inclusive and effective learning environment that leverages technology to engage students and improve their learning outcomes. This study emphasizes the need for continuous improvement and adaptation of educational tools to ensure they meet the varied needs of all learners, fostering a more supportive and cooperative classroom atmosphere.
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i4.6737
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