Assessing Quizizz as a gamified teaching tool in higher education: A study of Spanish Education undergraduates’ perceptions based on academic performance

Gamification in higher education supports instruction and develops key competences. Quizizz is an extended gamified tool increasingly used in teaching contexts. While previous studies have primarily focused on their motivational potential, fewer studies have examined how students’ academic performance relates to their perceptions of these tools. Understanding whether higher-achieving students assess gamified tools more positively can provide educators with insights for designing more effective learning environments. This study, framed within a quantitative ex-post facto design, aimed to explore education undergraduates’ assessments of Quizizz as a teaching resource. A total of 263 Spanish university students enrolled in two education-related programs at the University of Salamanca (Spain) participated. Additionally, significant differences were observed in students’ assessments based on both their subject exam and final grades. Students who obtained “Excellent” marks consistently gave more favourable assessments of Quizizz, especially in terms of its perceived benefits for reviewing content, increasing motivation, and supporting learning, among others. These findings highlight the importance of considering academic performance when interpreting student feedback on educational tools. In conclusion, while gamification is generally well received, it should be applied thoughtfully and in combination with other analogue and digital resources to ensure a balanced and pedagogically sound learning environment.