Educational gamification is one example of game-based learning that has been applied in the teaching and learning process. Students can effectively practice their skills and connect lessons to real-life problems. However, there is still limited usage of gamification in teaching and learning in schools. The study's goals were to determine how well students performed in Physics when learning in traditional classrooms versus gamified classrooms, how excited the students were about learning Physics, how they felt about the experience, and whether they thought it was enjoyable to be in a gamified classroom. A quasi-experimental design was used to collect the data. 54 Form 4 students were in the treatment group, which took a game-based test, and the control group, which took a paper-and-pencil test. Only the experimental group received a set of questionnaires. The data from both results were recorded and analysed using SPSS version 25. The data obtained from the independent sample t-test concludes that students in the gamified classroom have a higher mean score (mean = 5.78) compared to traditional learning (mean = 4.63). A paired sample t-test on students' enthusiasm before and after using Quizizz showed that gamification significantly improved their enthusiasm, with a p-value less than 0.05. Additionally, it can be argued that Quizizz supports students' attitudes towards learning Physics, as 13 out of 15 questions had a p-value less than 0.05. Interestingly, there was no difference in mean attitude in using Quizizz in terms of gender, p-value = 0.196. The descriptive analysis reveals that the students in the treatment group had a positive perception of using Quizizz for Physics questions. Initially, most students selected strongly agree and agree. The findings suggest that the gamified test enhanced their performance, attitude, and enthusiasm and fostered a competitive learning environment.

Physics is evaluated as one of the most challenging subjects among students in the science field during their high school years and becomes more difficult in college or foundation level. Due to various factors incorporated in this study, which investigates the relationship between foundation students’ motivation and self-regulated learning toward physics subjects, certain students are unable to receive exceptional results or perform poorly. The study's target group encompassed all foundation students enrolled in physics courses from two Malaysian institutions. The survey adapted from Tuckman's model was used as the instrument for data collection and was created via Google Forms using a 3-Likert scale. This study focuses on students’ perspectives, motivation, and self-regulated learning practices for physics subjects. A total data of 262 respondents was successfully obtained and transferred to IBM Statistics (Statistical Package for the Social Sciences) Version 28 for analysis. A conclusive and agreeable result of students' perspectives from the survey is that students themselves must give their best effort to comprehend physics with a very high mean of 2.8740. The greatest mean of 2.6870 for students' motivation indicated that the lecturer's support was a driving force behind their desire to learn. However, the greatest mean value of 2.6794 was found for self-regulated learning suggesting that even if students dislike the subject of physics, they still need to put in a lot of effort to get decent grades. The final findings showed a strong positive correlation, (r = .634*) and (p = .000) between students' perspectives and cognitive strategy used among students towards physics subjects. Moderate positive correlations were obtained for both correlations between motivation and cognitive strategy used (r = .464*) and (p = .000).