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All Journal Finger : Jurnal Ilmiah Teknologi Pendidikan Indonesian Journal of Pedagogy and Teacher Education
Asadi, Shima
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Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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The use of the Interactive Learning Platform Quizizz in Enhancing Vocabulary Acquisition in English Language Teaching: A Literature Review Study Aprita, Dara; Sapri, Johanes; Asadi, Shima; Rezvani, Muhammad Qais
Indonesian Journal of Pedagogy and Teacher Education Vol. 3 No. 3 (2025): Indonesian Journal of Pedagogy and Teacher Education (December 2025)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v3i3.591

Abstract

Background: English vocabulary understanding remains a chronic challenge for EFL students in Indonesia, especially at the junior secondary level, where limited prior exposure and traditional rote-learning approaches frequently result in low motivation and low retention. Aims: This study aims to bring together empirical evidence on the efficacy of Quizizz, a gamified digital assessment instrument, in improving English vocabulary acquisition and involvement among EFL learners. Methods: A systematic literature review was undertaken in accordance with PRISMA standards. 20 peer-reviewed research (2019-2025) from Google Scholar, Scopus, and Sinta-indexed journals were thematically examined along six dimensions: vocabulary acquisition, motivation, anxiety reduction, usability, feedback, and implementation concerns. Result: Based to the findings, 85% of studies revealed higher motivation, 45% confirmed improved vocabulary retention (particularly in picture-word recognition), and 30% stated less language anxiety as a result of Quizizz's game-like, low-stakes design. However, 50% highlighted problems such as inconsistent internet, time constraints, and limited higher-order thinking activities. Conclusion: Quizizz is an appealing tool for vocabulary reinforcement and affective engagement in EFL settings, especially when integrated into communicative teaching methodologies and tailored to local infrastructure realities
A Conceptual Framework for Technology-Enhanced Learning Design: Bridging Pedagogy and Digital Innovation Septasari, Dita; Awaliyani, Ikna; Aminudin, Nur; Ariyanti, Septika; Asadi, Shima
FINGER : Jurnal Ilmiah Teknologi Pendidikan Vol. 5 No. 1 (2026): Finger : Jurnal Ilmiah Teknologi Pendidikan
Publisher : CV. Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/finger.v5i1.518

Abstract

Background: Learning designs must be grounded in pedagogical principles and make appropriate use of technical advancements in light of the digital transformation of education. Nonetheless, there is still a disconnect in many educational environments between the use of technology and pedagogical requirements.Aims: The research objective is to develop a conceptual framework for Technology-Enhanced Learning Design that bridges pedagogical principles with digital innovation. The research scope included a literature analysis, a review of best practices, and initial validation through education and technology experts.Methods: This research employed a qualitative approach with conceptual analysis and expert validation methods. Data were collected through a systematic literature review (2020–2025) and interviews with education and technology experts. Analysis was conducted using a thematic approach to identify the key dimensions of the technology-based learning design framework.Results: Pedagogical (learner-centered design, active engagement, personalization), technological (interoperability, scalability, AI integration), and implementation (continuous evaluation, institutional context, user readiness) are the three primary dimensions of the conceptual framework that emerged from the research. Compared to earlier studies, this framework has demonstrated the ability to more thoroughly integrate digital innovation with pedagogical concepts.Conclusion: The significance of combining technology and pedagogy in learning design is emphasized by this study. Researchers, educators, and legislators can use the conceptual framework that is produced as a guide for creating digital learning that is more sustainable and successful.
Co-Authors Aprita, Dara Ariyanti, Septika Dita Septasari Ikna Awaliyani Johanes Sapri, Johanes Nur Aminudin Rezvani, Muhammad Qais