Changing the way learners engage with knowledge



Improve retention through mobile gamification

  • Connector.

    Quitch is a gamified mobile learning platform that helps teachers and trainers improve learning engagement and outcomes by motivating learners in a fun and accessible way.

  • Connector.

    The first truly mobile learning platform, Quitch enables learning providers to easily add and edit learning content as gamified quizzes pushed out to students on a mobile app, anytime, anywhere.

  • Connector.

    Peer-reviewed studies reveal Quitch has improved student retention by 12% and student performance by 7%.


Quitch applies game elements in education, training and professional development contexts to make learning fun and motivating. Learners can compete against themselves or challenge their classmates or colleagues to a battle of wills through rewards and feedback loops.

•      ‘Push to pocket’ notifications
•      Timed questions
•      Points for successful answers
•      Competitive leaderboards
•      Achievement badges
•      Progression trees

Meet students and trainees where they’re at. Quitch enables learners to easily (mobile) and conveniently (when they want) review and test their understanding of course material.

Quitch uses ‘push to pocket’ notifications to send timed questions, messages and reminders as a pop-up on students’ mobile devices. Users don’t have to be in the app or using their devices to receive them.


Quitch provides real-time data and analytics based
performance, accuracy, engagement and completion which
allows educators to see how learners are progressing, identify
at-risk students and intervene early.

Quitch is the first mobile online learning platform to be proven in a higher education environment. Built from the ground up in a university setting, Quitch offers a frictionless, intuitive user experience underpinned by human-centred design principles, and rigorous student and teacher research.

Our awards


Start Up Of The Year

Education Technology

Innovation in Accounting

Education Award

Innovation Of The Year

What our users say


  • “One of the issues we had was lack of engagement and not being able to assess students’ involvement in an ongoing manner. ‘Geotechnical Engineering’ covers a wide range of topics in soil mechanics from theory to design. Quitch has given us the capacity to engage students more effectively and see how they progress with their understanding of topics. It is easy to use for students and at-hand at any time.”

    Dr Mahdi Miri Disfani – Academic, Infrastructure Engineering
    University of Melbourne

  • “We used Quitch with the full time MBA cohort at UWA for the first time in 2017. The engagement was fantastic with 90% of the cohort using the resource extensively. Students really enjoyed the convenience of it being accessible on mobile devices.”

    Phil Hancock – BCom MCom W.Aust., FCPA, ACA
    Associate Dean – The University of Western Australia

  • “I use Quitch with my 1st year accounting students and they love it. It is completely voluntary and no marks attached and I still have over 150 students from a class of 220 participate. The students love it when I show the leader board in class an award a chocolate frog to the weekly leader!”

    Dr Robyn Davidson – Associate Head, Teacher and Learning.
    The University of Adelaide Business School – Accounting & Finance

  • “Kaplan Singapore is always looking for ways to engage students, seeing them take ownership of their learning inside and outside the four walls of the classroom. We also seek the means to enable teachers a pathway towards digital transformation of their craft. The Quitch team similarly starts with these learning and teaching goals in mind then adds the technology later, which differentiates it from other learning apps. We especially like that the insights of students and teachers are central to the design thinking at Quitch. These insights have led to a Mobile Learning tool that: aligns with students’ behaviours and experiences with Smartphones; capitalises on the peer-to-peer learning opportunities of a gamified curriculum; and allows teachers to participate through an accessible back-end infrastructure, which also delivers analytics with which teachers can tailor their lesson plans to suit individual students’ learning needs.”

    Chris Harris, Executive Dean – Schools, Senior Director, Industry Relations.
    Kaplan Singapore