Students’ perceptions of Wayground for interactive and collaborative English learning in junior high school
DOI:
https://doi.org/10.24036/bqnfc212Abstract
The integration of digital learning platforms has transformed English language teaching by fostering more interactive and collaborative learning environments. This study investigated students’ perceptions of using Wayground (formerly Quizizz) for interactive, collaborative English learning in a junior high school context. A quantitative descriptive research design was employed involving 59 students from Grade VIII and Grade IX at SMPN 1 Lubuk Sikaping, West Sumatra, Indonesia. Data were collected using a 15-item questionnaire designed to assess students’ perceptions of Wayground regarding ease of use, usefulness, engagement, and learning support. The data were analyzed using descriptive statistics, including frequencies, percentages, and mean scores. The findings indicated that students had positive perceptions of Wayground in English learning, with an overall mean score of 3.35, suggesting a favorable response toward its implementation. Students perceived Wayground as an engaging and user-friendly platform that enhanced participation, facilitated classroom interaction, and supported collaborative learning activities. In addition, the platform was found to help increase students’ motivation and understanding of the learning materials through its gamified, interactive features. The findings suggest that Wayground can serve as an effective digital learning tool to support interactive and collaborative English learning in junior high school settings.
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