Using a convergent mixed-methods descriptive survey design, this study examined secondary students’ experiences with Blooket for integrated science quiz review. Participants (N = 46) completed a researcher-developed questionnaire comprising a five-point Likert-scale items assessing engagement, motivation, perceived learning and quiz readiness, feedback and metacognitive support, technical ease/access, classroom climate, fairness/alignment with content, and overall acceptance, along with open-ended questions on benefits, challenges, and suggested improvements. Quantitative results indicated generally favorable perceptions across all dimensions, including strong endorsement of Blooket as a useful review approach and willingness to use it again before quizzes. Qualitative findings converged with these results, highlighting enjoyment, sustained attention, immediate corrective feedback, and repeated exposure to questions as key benefits supporting confidence and preparation. Students also identified implementation constraints, particularly time pressure, question-format concerns, competitive stress for some learners, and the need for clearer explanations after incorrect responses. Overall, students viewed Blooket as a highly acceptable platform for science review, with findings underscoring the importance of pacing, item clarity, and brief debriefing routines to strengthen learning value and equitable participation.
Blacer-Bacolod et al. (Mon,) studied this question.