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.
Ánh et al. (Tue,) studied this question.