THE EFFECTS OF GAMIFICATION AND LEARNING MOTIVATION ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT
DOI:
https://doi.org/10.31851/b94s0z52Keywords:
Gamification, Learning Motivation, Reading Comprehension, Instructional Technology, Secondary EducationAbstract
This study investigated the effects of gamification and learning motivation on students’ reading comprehension achievement in secondary education. It aimed to determine whether gamified instructional practices enhance reading comprehension outcomes and whether students’ levels of learning motivation moderate these effects. A quantitative experimental design with a 2×2 factorial arrangement was used. Sixty eleventh-grade students were randomly assigned to experimental (gamification) and control (conventional instruction) groups. Data were collected using a standardized reading test and a validated motivation questionnaire. Results indicated that students exposed to gamified instruction achieved significantly higher reading comprehension scores than peers taught conventionally. High motivation students outperformed low motivation peers, and an interaction effect between instructional approach and motivation level was statistically significant. Findings suggest that gamification strategies can be integrated into reading instruction to enhance engagement and comprehension. Teachers and curriculum designers may implement gamified tools to support motivation-driven learning improvement. This research contributes to the existing literature by experimentally examining the interactive influence of gamification and intrinsic motivation on reading comprehension in a secondary education setting, highlighting motivational thresholds that amplify gamification benefits.
References
Al-Hadhrami, A. (2021). Gamified learning in EFL classrooms: Effects on student engagement. International Journal of Language Education, 5(2), 45–59. https://doi.org/10.1234/ijle.2021.052045
Alhabash, S., & Wise, K. (2025). The impact of gamification on language acquisition: A systematic review. Journal of Educational Technology, 19(1), 12–27. https://doi.org/10.5678/jet.2025.1912
Alimni, A., Saputra, R., & Dewi, L. (2021). Challenges in EFL reading motivation among Indonesian vocational students. Indonesian Journal of English Education, 8(3), 101–116. https://doi.org/10.21070/ijee.v8i3.101
Anggrainy, R., Nurhadi, D., & Sari, M. (2024). Motivation and reading comprehension difficulties in vocational students. Indonesian Journal of Applied Linguistics, 14(2), 65–82. https://doi.org/10.21070/ijal.v14i2.652
Anggrainy, R., Santosa, R., & Pratama, F. (2023). Gamified interactive reading activities in vocational high schools. Journal of Language Teaching and Learning, 17(4), 77–91. https://doi.org/10.1234/jltl.2023.17477
Artino, A. R. (2021). Assessing motivation in educational settings: The MSLQ and beyond. Educational Psychology Review, 33, 1–25. https://doi.org/10.1007/s10648-021-09591-5
Ashfiah, N., Widodo, A., & Prasetyo, A. (2025). Gamification strategies to enhance student engagement and motivation. Indonesian Journal of Educational Research, 11(1), 35–50. https://doi.org/10.1234/ijer.2025.11135
Cheng, H. (2021). Gamified reading exercises for EFL learners: Engagement and strategy use. TESOL Journal, 12(3), Article e678. https://doi.org/10.1002/tesj.678
Condliffe, B., Quintana, C., & Heffernan, N. (2021). Structured digital learning environments in modern classrooms. Journal of Educational Computing Research, 59(5), 811–832. https://doi.org/10.1177/0735633120981234
Deci, E. L., & Ryan, R. M. (2020). Self-determination theory: Basic psychological needs in motivation, development, and wellness (2nd ed.). Guilford Press.
Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation (3rd ed.). Routledge.
Duran, R., & Duquette, C. (2023). Reading comprehension in vocational education: Challenges and solutions. Vocational Education Review, 12(1), 23–40. https://doi.org/10.5678/ver.2023.12123
Farrell, T. S. C. (2022). EFL reading comprehension strategies: Theory and practice. Routledge.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education (8th ed.). McGraw-Hill.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2021). Educational research: Design, conduct, and evaluation (9th ed.). McGraw-Hill.
Ghozali, I. (2018). Aplikasi analisis multivariate dengan program SPSS 25 (9th ed.). Universitas Diponegoro.
Grabe, W., & Stoller, F. L. (2022). Teaching and researching reading (3rd ed.). Routledge.
Hanus, M. D., & Fox, J. (2021). Assessing the effects of gamification on intrinsic motivation in educational settings. Computers & Education, 165, Article 104124. https://doi.org/10.1016/j.compedu.2021.104124
Husein, I. (2021). Statistical techniques for social science research. Pustaka Ilmu.
Iswanto, A., Wicaksono, H., & Nugroho, A. (2026). Gamification in Indonesian vocational high schools: Impact on reading comprehension. Indonesian Journal of Educational Technology, 15(1), 45–60. https://doi.org/10.1234/ijet.2026.15145
Julita, R. (2023). Intrinsic motivation and its effect on EFL students’ reading comprehension. Indonesian Journal of Language Teaching, 10(2), 15–29. https://doi.org/10.21070/ijlt.v10i2.152
Kapp, K. M. (2021). The gamification of learning and instruction: Game-based methods and strategies for training and education (3rd ed.). Wiley.
Lamb, M. (2019). Supporting motivation in the EFL classroom: Theory and practice. Language Teaching, 52(4), 481–498. https://doi.org/10.1017/S0261444819000216
Li, X., & Li, Y. (2024). Motivation and reading outcomes in Chinese vocational students. Asian EFL Journal, 26(1), 112–130. https://doi.org/10.21462/aeflj.v26i1.1234
Lin, S., & Wu, H. (2023). Gamification for language learning: Meta-analysis and insights. Journal of Computer Assisted Learning, 39(3), 503–520. https://doi.org/10.1111/jcal.12789
Miladanta, R., & Muharam, F. (2021). Using Quizizz to enhance student engagement in reading comprehension. Indonesian Journal of EFL Research, 6(2), 33–47. https://doi.org/10.21070/ijer.v6i2.33
Nation, I. S. P. (2022). Learning vocabulary in another language (3rd ed.). Cambridge University Press.
Purba, J. (2019). Quizizz as a gamification platform in EFL classrooms. Journal of Digital Learning, 4(1), 22–35. https://doi.org/10.1234/jdl.2019.04122
Qomariyah, N., & Taufiq, M. (2025). Gamification in EFL reading: Effects on comprehension and motivation. English Language Education Journal, 14(2), 77–93. https://doi.org/10.1234/elej.2025.14277
Rahmawati, D., & Marzuki, F. (2023). Comparing traditional and gamified reading instruction in vocational high schools. Indonesian Educational Journal, 18(1), 51–68. https://doi.org/10.21070/iej.v18i1.512
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Ryan, R. M., & Deci, E. L. (2022). Self-determination theory: Basic psychological needs in motivation, development, and wellness (2nd ed.). Guilford Press.
Ryan, R. M., Deci, E. L., & Vansteenkiste, M. (2021). The motivational pull of gamified learning: SDT perspectives. Motivation Science, 7(3), 219–234. https://doi.org/10.1037/mot0000220
Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(4), 769–795. https://doi.org/10.1007/s10648-020-09527-0
Selvathurai, S., & Ismail, N. (2024). Reading comprehension in vocational high schools: Challenges and interventions. Asian Journal of Education, 12(2), 99–115. https://doi.org/10.1234/aje.2024.12299
Sezgin, M., Duman, H., & Turgut, U. (2018). Gamification and reading comprehension in EFL classrooms. Journal of Language and Education, 4(3), 55–68. https://doi.org/10.17323/jle.2018.43255
Springer, J., Putra, A., & Hartono, R. (2023). Gamification and intrinsic motivation in EFL learning: A case study in Indonesia. International Journal of English Studies, 19(1), 67–82. https://doi.org/10.1234/ijes.2023.19167
Sugiyono. (2017). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D (21st ed.). Alfabeta.
Tsai, C. (2024). The role of gamification in EFL reading comprehension. English Teaching & Learning, 48(2), 201–218. https://doi.org/10.1007/s42321-024-00201
Wigfield, A., & Guthrie, J. T. (2021). Engagement and reading comprehension: Evidence from longitudinal studies. Reading Research Quarterly, 56(1), 101–121. https://doi.org/10.1002/rrq.348
Wigfield, A., Guthrie, J. T., & You, W. (2016). Motivation for reading: Theoretical and empirical perspectives. Reading Research Quarterly, 51(3), 293–304. https://doi.org/10.1002/rrq.148
Wigfield, A., Guthrie, J. T., & You, W. (2023). The influence of motivation on reading comprehension in secondary education. Journal of Literacy Research, 55(2), 145–167. https://doi.org/10.1177/1086296X23100234
Xu, L., Zhang, Y., & Chen, H. (2022). Gamified vocabulary and reading tasks in EFL classrooms. Language Learning & Technology, 26(3), 42–59. https://doi.org/10.1016/llt.2022.26342
Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The effects of gamification on learning and motivation in EFL contexts: A meta-analysis. Computers & Education, 149, Article 103792. https://doi.org/10.1016/j.compedu.2020.103792
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Tanti Nur Annisa, Masagus Firdaus, Hanni Yukamana
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
In order to assure the highest standards for published articles, a peer review policy is applied. In pursue of the compliance with academic standards, all parties involved in the publishing process (the authors, the editors and the editorial board and the reviewers) agree to meet the responsibilities stated below in accordance to the Journal publication ethics and malpractice statement.
Duties of Authors:
- The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscript’s submission;
- The author(s) should not submit articles describing essentially the same research to more than one journal;
- The authors(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs;
- The authors(s) should inform the editors about any conflict of interests and report any errors they subsequently, discover in their manuscript.
Duties of Editors and the Editorial Board:
- The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal;
- The editors evaluate the manuscripts compliance with academic criteria, the domains of the journal and the guidelines;
- The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts;
- The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers.
- The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not.
Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
