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EFL Students’ Perceptions on the Use of Blooket in Grammar Classes

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DOI: 10.1145/3606094.3606117

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 EFL Students’ Perceptions on the Use of Blooket in Grammar
Classes
Anh Tuan Pham Danh Thanh Ly
FPT University, Can Tho, Vietnam FPT University, Can Tho, Vietnam
[email protected] [email protected]

ABSTRACT 1 INTRODUCTION
Blooket, an educational gamified platform, provides an efficient Grammar is the basis of the English acquisition process, which
way for students to review course lessons, reinforce learning ob- equips students with the necessary skills to read, write, speak, and
jectives, and improve academic achievement. In particular, Blooket comprehend English efficiently [1], [2]. By mastering proper gram-
is effective in teaching languages; nevertheless, whether the use mar, students can communicate effectively in official settings [3]. In
of Blooket in teaching grammar is effective or not has not been fact, it is crucial for those who study English grammar since they
studied thoroughly. Hence, this study aims to explore English as a can communicate more accurately [4]. Despite studying grammar
Foreign Language (EFL) students’ perceptions on the use of Blooket since primary school, students struggle to learn English due to
in grammar classes. Students’ views about utilizing Blooket in gram- restricted vocabulary [5]. Wahyuningtyas and Bram [6] described
mar classes were examined by both quantitative and qualitative that owing to its complex patterns, English grammar tends to be
approaches. The study employed a 7-point Likert scale question- more arduous to master. Hence, integrating ICT in teaching and
naire and a semi-structured interview for data collection with the learning is essential since it has been considered a more effective
participation of 132 EFL students at a private university in Vietnam. teaching method, which grabs students’ attention in a more fun
The findings showed that students’ perceptions on using Blooket in learning vibe [7]. Gamification has been recently employed in nu-
grammar classes were positive regarding the perceived usefulness, merous teaching contexts because of its paramount significance.
perceived ease-of-use, attitude toward using technology, behav- In Vietnam, few studies have revealed that students seem more
ioral intention to use the system, and satisfaction. Students were prepared to get involved in online gamified webs when they are
satisfied with the Blooket application in grammar classes because willing to use gamified applications and have good attitudes to-
they found Blooket beneficial. Nonetheless, several challenges were ward them [8], [9]. A majority of Vietnamese teachers frequently
also discussed to assist EFL students in improving their grammar apply some gamified apps, namely Quizziz, Kahoot, and Quizlet
performance. Implications for practical applications of Blooket in because of their massive popularity. Accomplishing extra tasks on
grammar classes were addressed in this research to enhance stu- Quizziz dramatically expands learners’ grammatical knowledge
dents’ grammar performance. [10]. Meanwhile, Blooket, an engaging gamified platform offering
plenty of functions like Quizziz, has not been used widely in lan-
CCS CONCEPTS guage classrooms. Few studies have been conducted to investigate
how students perceived the usefulness of Blooket, particularly in
• Social and professional topics; • Professional topics; • Com- teaching and learning grammar in Vietnam. Therefore, the purpose
puting education; • Adult education; of the study is to explore university students’ perceptions of using
Blooket in grammar classes. The answers to the following research
KEYWORDS questions are sought:
Blooket, gamification, perceptions, grammar 1. To what extent do students perceive the use of gamification
using Blooket in grammar classes?
ACM Reference Format: 2. What are the opportunities and challenges of using Blooket
Anh Tuan Pham and Danh Thanh Ly. 2023. EFL Students’ Perceptions on the in grammar classes?
Use of Blooket in Grammar Classes. In 2023 the 8th International Conference
on Distance Education and Learning (ICDEL) (ICDEL 2023), June 09–12, 2023, 2 LITERATURE REVIEW
Beijing, China. ACM, New York, NY, USA, 7 pages. https://doi.org/10.1145/
3606094.3606117 2.1 Gamification in Language Learning
Gamification is a popular trend in teaching and learning because of
its positive influence on student learning [11]. Gamification is incor-
porating game features into environments that are not games [12].
Permission to make digital or hard copies of all or part of this work for personal or
classroom use is granted without fee provided that copies are not made or distributed Gamification is described as a growth strategy to boost students’ mo-
for profit or commercial advantage and that copies bear this notice and the full citation tivation and engagement in their learning process [13]. According
on the first page. Copyrights for components of this work owned by others than the to Alsawaier [14], gamification in education is the ongoing process
author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or
republish, to post on servers or to redistribute to lists, requires prior specific permission of gathering fun game features and applying them to enhance learn-
and/or a fee. Request permissions from [email protected]. ers’ involvement and competence. McGonigal [15] stated that in
ICDEL 2023, June 09–12, 2023, Beijing, China terms of dynamics, interactions, mechanics, and incentives, game
© 2023 Copyright held by the owner/author(s). Publication rights licensed to ACM.
ACM ISBN 979-8-4007-0042-2/23/06. . . $15.00 features include clearly stated rules, scoring, cooperative challenges,
https://doi.org/10.1145/3606094.3606117 riddles, and role-playing. The degree of the game’s difficulty is also
ICDEL 2023, June 09–12, 2023, Beijing, China Anh Pham and Danh Ly

supposed to be a prerequisite to optimizing students’ satisfaction

with learning acquisition [16]. The research of Zhang and Yu [17]
showed that the pleasurable, engaging, motivating, and fun sur-
roundings associated with gamification favorably impact students’
learning experiences and outcomes.

2.2 Effectiveness of gamification in grammar

Figure 1: Theory of gamified learning adopted from Landers
class
[26]
Derakhshan and Khatir [18] stated that gamification is crucial for
students to improve their vocabulary since gamified applications as-
sist in boosting word retention, interaction, communication skills,
and student collaboration. According to Hedjazi et al. [19], stu- As a consequence, they can enhance their grammar performance
dents who were involved in gamified grammar activities showed (learning outcomes).
a substantial difference in their grammatical knowledge. Students Note: D → C → B and A →C→B show mediating processes. The
actively participate in learning through games in language classes, impact of C on A → B is a moderating process. These processes form
which gives students a solid foundation for learning grammar in the foundation of the theory of gamified learning, which serves as
ESL successfully and pleasantly [20]. Zarzicka-Piskorz [21] discov- the basis for the theory of gamified learning (presented in Figure
ered that students felt more motivated and engaged in grammar 1).
classes when gamified activities were applied because gamification The Technology Acceptance Model (TAM): The model’s pri-
allows students to try out ideas without worrying about making a mary objective is to show users’ behavior regarding technology ap-
mistake [22]. plications [28]. In this current study, the TAM model was employed
to investigate students’ perceptions of using Blooket in grammar
classes based on several primary criteria such as usefulness, ease
2.3 The use of Blooket in language learning of use, and attitudes. As can be seen from Figure 2, perceived use-
Blooket is a gamified platform that offers more than just the stan- fulness and perceived ease of use are particularly crucial since they
dard question format. Blooket offers a number of gaming formats are the initial criteria that pique students’ interest. Also, usefulness
that can create a more interactive environment and increase users’ and ease of use can bring a positive effect on the attitude toward
enthusiasm for learning languages. Blooket’s puzzles can also be use. As a result, favorable attitudes can lead to behavioral intention
played in a variety of unique single or team ways. It may be incorpo- to use and effective actual use.
rated into various contexts as each game has its own theme and set
of rules. The time students respond to each question can be adjusted 3 METHODOLOGY
to make the quizzes more challenging and encourage them to think
more rapidly. There are thirteen online game modes that teachers 3.1 Research design
can utilize with the entire class or individually as part of desig- The study aims to examine EFL students’ perceptions of the use
nated exercises. These game modes range from classic to hazardous of Blooket in grammar classes; thus, the descriptive research de-
modes namely Gold Quest, Factory, Racing, Crazy Kingdom, Tower sign was applied since it enabled the researchers to explain the
Defense, and Blook Rush. (See Blooket: https://www.blooket.com/). phenomena in reality concerning individuals’ viewpoints [29].
Tran and Thai [23] demonstrated that Blooket is an effective learn-
ing tool for expanding students’ vocabulary. Similarly, Blooket was 3.2 Participants
believed to be entertaining, social, and educational, and its basic Based on convenience sampling, 132 EFL students formally partici-
version was offered for free [24]. According to Tran [25], students pated in the survey. The employment of the convenience sample
can benefit greatly from Blooket in terms of vocabulary retention technique was because it helped collect data from the participants
and grammar application. available at the time of conducting the research. These are all first-
year students, ranging in age from 18 to 20, at a private university in
2.4 Theoretical Frameworks Vietnam. Moreover, the participants had experience using Blooket
Theory of gamified learning: The study employed the theory in their grammar classes over the period of three months.
of gamified learning to investigate students’ perceptions of using
Blooket in grammar classes. As depicted in Figure 1, game charac- 3.3 Research instruments
teristics have a substantial effect on behavior and attitude. Figure This study utilized a mixed-methods approach to answer the re-
1 demonstrates that instructional content can have a great impact search questions, combining both quantitative and qualitative data
on behavior/attitude and learning outcomes. If the instructional [30]. A questionnaire was employed to collect information regard-
content is efficient, it will assist students in having a positive atti- ing EFL students’ perceptions of using Blooket in their grammar
tude and boost their learning outcomes. Thus, in this investigation, classes in the first section. A questionnaire was modified from
Blooket encourages students to obtain scores with accurate answers Jamoom for the quantitative approach (Davis, 1989) [26]. There
and observe their position on the rank board (game characteristics) were 23 items in the questionnaire under five main categories in-
so that they tend to concentrate on the quiz (attitude/behaviors). cluding perceived usefulness, perceived ease-of-use, attitude toward
EFL Students’ Perceptions on the Use of Blooket in Grammar Classes ICDEL 2023, June 09–12, 2023, Beijing, China

Figure 2: TAM model by Davis [27]

Table 1: Mean score of students’ perceptions about the use of Blooket in grammar classes

N Minimum Maximum Mean (M) SD

Students’ beliefs about the use of 132 5.39 5.78 5.57 0.13
Blooket in their grammar class

Table 2: Mean scores of five clusters of students’ perceptions about the use of Blooket in grammar classes

Clusters N Minimum Maximum Mean (M) SD

Perceived usefulness 132 1.83 7.00 5.55 1.01
Perceived ease-of-use 132 1.00 7.00 5.61 1.19
Attitude toward using 132 1.00 7.00 5.51 1.61
technology
Behavioral intention to use the 132 1.00 7.00 5.61 1.29
system
Satisfaction 132 1.00 7.00 5.61 1.29

using technology, behavioral intention to use the system, and satis- statistics test was conducted to examine students’ perceptions of
faction based on the 7-point Likert scale, described as from 1 for the use of Blooket in their grammar classes. The results are shown
“strongly disagree” to 7 for “strongly agree”. In the second section, in Table 1 of the report.
qualitative information from semi-structured interviews with open- Table 1 shows that the mean score of students’ perceptions about
ended questions was used to glean insights into students’ perspec- the use of Blooket in grammar classes (M= 5.57, SD= .13) was at a
tives about the employment of Blooket in their grammar lectures. pretty high level.
With the participation of ten students, the interview questions pri- The mean score of five clusters was examined using a descriptive
marily addressed the clusters above. There were six questions in the statistics test including perceived usefulness, perceived ease-of-use,
interview (1) Do you think Blooket is useful in your grammar class? attitude toward using technology, behavioral intention to use the
Why or why not?, (2) Do you think Blooket is easy to use in your system, and satisfaction. The test’s results are presented in Table 2.
grammar class? Why or why not?, (3) Do you have positive attitudes As shown in Table 2, the participants’ mean agreement degrees
towards the use of Blooket in your grammar class? Why or why ranged from 5.51 to 5.61. (at a relatively high level).
not?, (4) Will you support the use of Blooket in your grammar class
in the future?, (5) What are 3 main advantages of using Blooklet in 4.1.1 Students’ perceptions of the use of Blooket in grammar class in
your grammar class?, (6) What are 3 main disadvantages/challenges terms of “perceived usefulness”. Based on the data presented in Table
of using Blooket in your grammar class? 2, the mean score of students’ perceptions regarding the perceived
Numerous peers checked the survey’s validity before data were usefulness of Blooket was quite high (M= 5.55, SD= 1.01).
collected for analysis. The quantitative data was statistically evalu- As can be seen from Table 3, students believed that using Blooket
ated employing Statistical Package for the Social Sciences (SPSS) in grammar classes would let them accomplish tasks more effi-
version 25 to guarantee the questionnaire’s reliability. The analysis ciently (M= 5.58, SD=1.37). Then, they considered that utilizing
showed that the alpha value for Cronbach was .97, indicating that Blooket would boost their performance in grammar classes (M=5.48,
the questionnaire’s reliability was adequate for the research. SD=1.23), and employing Blooket in the grammar classes would in-
crease students’ grades/scores (M=5.42, SD=1.34). Next, the student
4 RESULTS thought that using Blooket would enhance their effectiveness in
their learning grammar (M= 5.40, SD= 1.21), and it had the lowest
4.1 Results from the questionnaires level of agreement. They also supposed that Blooket would make it
The findings of a 23-item questionnaire on students’ perceptions easier to do their grammar exercises (M= 5.78, SD= 1.30). Following
of Blooket in their grammar classes are presented. A descriptive this, Blooket was thought to be helpful in the students’ grammar
ICDEL 2023, June 09–12, 2023, Beijing, China Anh Pham and Danh Ly

Table 3: Students’ perceptions about the use of Blooket in grammar classes in terms of perceived usefulness.

N Minimum Maximum Mean (M) SD

Using Blooket in my grammar class would enable me to 132 1.00 7.00 5.58 1.37
accomplish tasks more quickly
Using Blooket would improve my performance in grammar 132 1.00 7.00 5.48 1.23
class
Using Blooket in my grammar class would increase my 132 1.00 7.00 5.42 1.34
grades/scores.
Using Blooket would enhance my effectiveness in my 132 1.00 7.00 5.40 1.21
learning grammar.
Using Blooket would make it easier to do my grammar 132 1.00 8.00 5.78 1.30
exercises.
I would find Blooket useful in my grammar class. 132 1.00 7.00 5.64 1.31

Table 4: Students’ perceptions of using Blooket in their grammar classes in terms of perceived ease-of-use

N Minimum Maximum Mean (M) SD

Learning to use Blooket would be easy for me. 132 1.00 7.00 5.68 1.26
I would find it easy to use Blooket to learn grammar. 132 1.00 7.00 5.73 1.25
My interaction with Blooket would be clear and 132 1.00 7.00 5.51 1.54
understandable.
I would find Blooket would be clear and understandable. 132 1.00 7.00 5.67 1.32
It would be easy for me to become skillful at using Blooket. 132 1.00 7.00 5.39 1.49
I would find Blooket easy to use. 132 1.00 7.00 5.68 1.36

Table 5: Students’ perceptions of using Blooket in grammar class regarding attitude toward using technology

N Minimum Maximum Mean (M) SD

Using Blooket in my grammar class is a good idea. 132 1.00 7.00 5.45 1.70
Blooket makes my grammar class more interesting. 132 1.00 7.00 5.51 1.71
Using Blooket in my grammar class is fun. 132 1.00 7.00 5.57 1.75
I like using Blooket in my grammar class. 132 1.00 7.00 5.52 1.58

classes (M=5.64, SD=1.31), which gained the highest level of agree- majority of participating students thought that it was easy to use
ment. In summary, most students believed that utilizing Blooket Blooket to learn grammar.
would make their studying grammar easier.
4.1.3 Students’ perceptions of the use of Blooket in their classes in
terms of “attitude toward using technology”. According to Table 2,
the mean score of students’ perception about using Blooket in their
4.1.2 Students’ perceptions on the use of Blooket in grammar classes grammar classes regarding their attitude toward using technology
regarding “perceived ease-of-use”. In Table 2, students’ perceptions was at a high level (M= 5.51, SD= 1.61).
of Blooket’s use in their grammar classes were rated highly regard- As shown in Table 5, the lowest level of agreement was that using
ing perceived ease of use with a mean score of 5.61 and a standard Blooket in the grammar class was a good idea (M=5.45, SD=1.70).
deviation of 1.19. Next, the student supposed that Blooket makes their grammar
Table 4 shows that Blooket was supposed to be easy to utilize classes more exciting (M=5.51, SD=1.71). Next, they believed that
(M=5.68, SD= 1.26). Then, students expressed the belief that us- utilizing Blooket in grammar classes is fun (M=5.57, SD=.1.75),
ing Blooket to learn grammar is easy (M=5.73, SD=1.25), which which received the highest level of agreement. Nonetheless, the
received the highest level of agreement. Thirdly, they supposed student mentioned that they were fond of using Blooket in their
that the interaction with Blooket would be clear and understand- grammar classes (M=5.52, SD=1.58). All in all, Blooket was believed
able (M=5.67, SD=1.32). After that, the student believed that it was to be fun by most of the students.
uncomplicated for them to become skillful at using Blooket having
the lowest level of agreement (M=5.39, SD=1.49). Finally, students 4.1.4 Students’ perceptions of the use of Blooket in grammar class in
found it simple to use Blooket (M=5.68, SD=1.36). In short, the terms of “behavioral intention to use the system”. In Table 2, the mean
EFL Students’ Perceptions on the Use of Blooket in Grammar Classes ICDEL 2023, June 09–12, 2023, Beijing, China

Table 6: Students’ perceptions of using Blooket in grammar classes in terms of behavioral intention to use the system

N Minimum Maximum Mean (M) SD

I intend to use Blooket in my grammar class in the future. 132 2.00 7.00 5.58 1.21
I predict I would use Blooket in my grammar class in the 132 2.00 7.00 5.50 1.18
next three months.
I plan to use Blooket in grammar class in the next three 132 1.00 8.00 5.51 1.40
months.

Table 7: Students’ perceptions of using Blooket in their grammar classes regarding satisfaction

N Minimum Maximum Mean (M) SD

I am satisfied with the usefulness of Blooket in 132 1.00 7.00 5.46 1.51
grammar class.
I am satisfied with the easy use of Blooket in grammar class. 132 1.00 7.00 5.72 1.27
I am satisfied with the functions of Blooket in 132 1.00 7.00 5.66 1.27
grammar class.
I approve of the use of Blooket in grammar class. 132 1.00 7.00 5.61 1.71

score of students’ perceptions of using Blooket in their grammar classes. The majority of respondents believed that Blooket could
classes regarding the behavioral intention to use the system was at create a relaxing environment, innovate the teaching method, and
a rather high level (M= 5.61, SD= 1.29). enhance learning performance. The following extract shows evi-
As shown in Table 6, students believed that they intended to dence for this view.
employ Blooket in their grammar classes in the future (M= 5.58, “I feel it is quite useful in my grammar class because
SD= 1.21), which had the highest level of agreement. Next, they it works on many platforms and it has many game
predicted they would utilize Blooket in their grammar classes in modes. It helps students not to get bored.” (Student 1,
the next three months (M=5.50, SD=1.18). Then, students supposed Interview extract).
that they planned to use Blooket in grammar classes in the next
three months (M=5.51, SD=1.40). 4.2.2 Perceived ease-of-use. Nine out of ten students who partic-
ipated in the interview analysis agreed that Blooket is simple to
4.1.5 Students’ perceptions of the use of Blooket in grammar class utilize in grammar lessons. The majority of students believed that
in terms of “satisfaction”. As can be seen from Table 2, the mean Blooket had a simple interface, and fast access, and it was com-
score of students’ perceptions of using Blooket in their grammar patible with mobile devices and laptops. The extract from student
classes related to satisfaction was at a pretty high level (M= 5.61, 1:
SD= 1.29). “I find it easy. I just need to scan the code and then
As shown in Table 5, students reported they were satisfied with play. It is quite simple.”
the usefulness of Blooket in their grammar classes; nevertheless, it
Nevertheless, student 3 had a different viewpoint.
gained the lowest level of agreement (M=5.46, SD=1.51). Likewise,
the students claimed that they were satisfied with the easy use “I think it’s both difficult and easy. Only a few games
of Blooket in the grammar classes (M=3.82, SD=.92), having the are challenging, and the rules and gameplay are a bit
highest agreement. Following that, they deemed that they were sat- difficult to comprehend.”
isfied with the functions of Blooket in their grammar class (M=5.66, 4.2.3 Attitude toward using technology. The findings show that
SD=1.27). The students then declared that they were in favor of every student expressed a favorable view toward utilizing Blooket in
using Blooket in grammar classes (M=5.66, SD=1.27). All in all, the their grammar classes since it can boost their interest, participation,
majority of students were pleased with how simple Blooket was to and knowledge. This excerpt exemplifies their viewpoint.
use in grammar classes. “I strongly support the use of Blooket in the learning
process. Because it saves time. Besides, it reflects the
4.2 Results from the interviews results in their learning process.” (Student 8, Interview
To examine students’ perceptions of using Blooket in grammar extract).
class, ten students were asked questions about perceived usefulness,
perceived ease-of-use, attitude toward using technology, behavioral 4.2.4 Behavioral intention to use the system. From the interview
intention to use the system, and satisfaction. data, most students said that they would continue to utilize Blooket
in their grammar classes because of its substantial benefits such as
4.2.1 Perceived usefulness. From the interview analysis, ten stu- expanding their knowledge and increasing their grammar scores.
dents agreed that using Blooket is beneficial in their grammar Student 9 stated:
ICDEL 2023, June 09–12, 2023, Beijing, China Anh Pham and Danh Ly

“I will support the use of Blooket in the grammar 6 CONCLUSION, IMPLICATIONS AND
class in the future because it’s a useful website to me.” SUGGESTIONS
(Interview extract)
The results of this study denoted that EFL students acknowledged
the importance of Blooket in their grammar class in various as-
4.2.5 Satisfaction, opportunities and challenges. Ten students held
pects namely (1) perceived usefulness, (2) perceived ease-of-use, (3)
different beliefs when asked to list three benefits of Blooket in
attitude toward using technology, (4) behavioral intention to use
grammar classes. All students agreed that Blooket is easy to use.
the system, and (5) satisfaction. The majority of students believed
Moreover, they believed that Blooket increases not only understand-
utilizing Blooket in their grammar classes is beneficial since it can
ing but also participation.
generate an exciting atmosphere for the class and enhance students’
“Blooket’s games are interesting and engaging, help- learning outcomes. Regarding perceived ease of use, most students
ing students to participate and interact with each assumed that they would find it easy to use Blooket in their class;
other in the classroom actively.” (Student 6, Interview nonetheless, some modes were thought to be challenging to use.
extract) Regarding attitude toward using Blooket, most students have a pos-
itive attitude toward using Blooket in their grammar classes; thus,
“After the times when students make mistakes, they
they strongly support using it. Concerning behavioral intention
will remember their mistakes better.” (Student 3, In-
to use Blooket, most students intended to utilize Blooket in their
terview extract)
grammar classes in the future. Additionally, it was considered that
In terms of challenges, ten students had different viewpoints. the benefits of Blooket outweigh the drawbacks; as a consequence,
Distraction, dependence on technology, and lack of content are the teachers had better select some appropriate modes for students’
three drawbacks that are most frequently noted. practices.
Several pedagogical implications are proposed based on the re-
“I see that many Blooket features are not available,
sults. Firstly, Blooket should be encouraged in grammar classes so
which means that someone has to prepare the content
that students can boost their performance or increase their scores.
for me to do it.” (Student 1, Interview extract)
Also, teachers are supposed to use Blooket to intensify the impact of
“Because this is an online game, it will require the this strategy on students’ grammar performance. Secondly, several
stability of the network.” (Student 7, Interview extract) students indicated that some students might not understand the
lesson after playing games. As a result, teachers ought to highlight
5 DISCUSSION and explain several challenging questions to make sure that all
students can complete the grammar tasks. Last but not least, educa-
The primary objective of this study is to investigate students’ per-
tional leaders and policymakers are advised to adjust the necessary
ceptions about the use of Blooket in grammar classes, falling into
alteration or assistance to motivate both teachers and students to
these categories: (1) perceived usefulness, (2) perceived ease-of-use,
employ Blooket in grammar classes to maximize learning.
(3) attitude toward using technology, (4) behavioral intention to
Despite the fact that the objectives of this study have been accom-
use the system, and (5) satisfaction.
plished, there are three major limitations. This study had a relatively
The majority of students had a positive attitude toward using
small sample size, with the majority of participants hailing from
Blooket, according to the questionnaires and interviews. The find-
a private university in Vietnam. Therefore, it is encouraged that
ing of this study aligns with the research of Tran and Thai [23], who
this form of research is conducted on a larger population in various
found that students were generally interested in utilizing Blooket as
settings in the future. In addition, the amount of time allotted was
it could attract students’ attention and boost participation. Regard-
extremely limited; consequently, it is suggested that a study on
ing behavioral intention to use the system, based on data analysis
teachers’ beliefs regarding the Blooket application be conducted to
of the questionnaire and interview, most of the students intended
determine whether teachers’ and students’ beliefs are aligned dur-
to utilize Blooket in the future. This result is in line with the find-
ing the process of teaching and learning English grammar. Further-
ing of Tran and Thai [23]. Concerning perceived usefulness, both
more, few studies have been conducted on Blooket; consequently,
the survey and interview results indicated that most students sup-
researchers should conduct more research using Blooket to have a
posed that using Blooket in grammar classes was beneficial. This
clear view of the application.
can be explained by the fact that, compared to traditional gram-
mar classes, using Blooket is a more effective method to engage
students. Consequently, students were able to enhance their aca- ACKNOWLEDGMENTS
demic performance. This result is in accordance with the research The authors deeply appreciate the assistance and contribution of
of Kuzma [24] and Tran [25]. Likewise, regarding perceived ease all participants, colleagues, and supervisors in this study.
of use, both questionnaires and interviews revealed that students
believed Blooket to be simple to use in their grammar classes. Nine REFERENCES
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