Quizizz as a digital tool in the formative assessment of History learning
DOI:
https://doi.org/10.61347/rien.v3i1.94Keywords:
Digital tools, formative assessment, gamification, history learning, immediate feedback, QuizizzAbstract
In today’s educational contexts, there is limited integration of digital tools into the formative assessment of history learning, which perpetuates traditional practices centered on memorization, with little feedback and low student engagement. In response to this issue, this study analyzes the use of Quizizz as a digital tool in the formative assessment of history learning. The research was conducted using a qualitative approach, with a documentary design and a descriptive-analytical scope. A literature review was conducted in academic databases, applying inclusion and exclusion criteria to select relevant sources. Subsequently, a content analysis was performed, organized into three categories: theoretical foundations of formative assessment, characteristics and functionalities of Quizizz, and its contributions to history learning. The results show that formative assessment is based on principles such as continuous feedback, self-regulation, and student participation. Likewise, Quizizz stands out for its gamification, interactivity, immediate feedback, and performance reports, which promote motivation and learning monitoring. Regarding its contributions, improvements were identified in content comprehension, academic performance, and the development of critical thinking, promoting more dynamic and meaningful learning. It is concluded that Quizizz is an effective tool for enhancing formative assessment in history; however, its impact depends on factors such as internet connectivity, teacher planning, and the educational context.
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Copyright (c) 2026 Carlos Fernando Yerbabuena Torres, Piedad Alexandra Taday Guashpa, Alison Cristina Morales Salgado
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