quizziz’s utilization augments efl students’ online learning engagement: octalysis framework

The covid-19 pandemic forced students into online learning. gradually, they experienced learning disengagement. the urgency of this issue lies in low learning engagement impacts critical thinking growth to the extent of learning achievement and enduring understanding. crucially, ib curriculum integrates critical thinking elements which require a well-oiled lesson. the researcher aims to investigate quizziz’s effectiveness in augmenting efl students’ online learning engagement. quizziz embodies octalysis elements wherein lead one’s decision to act or think about something. specifically, for students to meaningfully engage the learning, the researcher used qualitative methods through classroom observation and field notes. throughout the cycles, the researcher modified quizziz’s mode and rules to ignite an interactive learning experience. the study shows the students verbally participated by turning on the camera and microphone to contribute answers or questions. textually, they typed in the chat box to respond or give ideas. the students’ voluntary contributions during online learning show significant outcomes. students could explain important concepts and key terms from the last meetings which show increasing retention and critical thinking due to enhanced learning engagement. in conclusion, quizziz’s modified utilization in light of the octalysis framework throughout online learning serves as an innovative pedagogy wherein effectively and meaningfully enhances students’ learning engagement.