A wide range of gamified platforms, such as Gimkit, Quizizz, Socrative, and Blooket, have been increasingly incorporated into the context of English as a Foreign Language (EFL) instruction. While numerous studies have focused generally on the positive impact of these platforms, they have not specified which game elements of these tools influence students’ attitudes. Therefore, this study seeks to investigate the impact of animation features on Moroccan secondary EFL students’ attitudes towards Blooket during a vocabulary-based quizzing task. The target population was made up of two intact groups: the experimental group, which engaged in the quizzing with Blooket's animated mode, while the control (comparison) group carried out the same quizzing task with the Blooket classic mode. Using a quantitative research method, data were gathered through an attitude survey of 48 secondary school EFL students. The findings revealed that animation features did not have a strong impact on learners’ attitudes.
AMZIL et al. (Wed,) studied this question.
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