STUDENTS’ SATISFACTION IN ENGLISH LEARNING THROUGH WAYGROUND: A QUANTITATIVE STUDY IN INDONESIAN JUNIOR HIGH SCHOOL
DOI:
https://doi.org/10.31851/s5gx4887Keywords:
English learning, EFL learning, student satisfaction, Wayground, gamified learningAbstract
This study investigates students’ satisfaction with English language learning facilitated through the Wayground application in an Indonesian Islamic junior high school context. Specifically, it examines students’ levels of satisfaction across four key dimensions: perceived usefulness, perceived ease of use, system quality, and overall learning experience among eighth-grade learners. Employing a descriptive quantitative approach, the study involved 33 participants selected through a total sampling technique. Data were gathered using a 20-item questionnaire developed based on the Technology Acceptance Model (TAM) and the Information Systems Success Model, and subsequently analyzed using descriptive statistical methods. The results indicate that students report consistently high levels of satisfaction across all measured dimensions. The Wayground application is viewed as beneficial, user-friendly, and effective in enhancing students’ engagement, motivation, and overall learning experiences in English language instruction. The findings offer valuable insights for English teachers, instructional designers, and educational policymakers seeking to integrate gamified digital learning platforms into EFL classrooms, particularly at the junior high school level. Furthermore, this study enriches the existing body of literature by providing empirical evidence on learners’ satisfaction with the Wayground application within the context of Indonesian Islamic junior high schools, an educational setting that remains underrepresented in previous research.
References
Ajaka, L. (2019). EFL: An exploration of the novel aspects of learning and using English as a foreign language. Centre for Applied Linguistics Research Journal, 10. https://doi.org/10.60149/WCAU2014
Al-Fraihat, D., Joy, M., Masa’deh, R., & Sinclair, J. (2020). Evaluating e-learning systems success: An empirical study. Computers in Human Behavior, 102, 67–86. https://doi.org/10.1016/j.chb.2019.08.004
Al-Khalidi, I. (2021). Using the Triple E framework as an instructional design tool for the assessment of technology integration in a variety of TESOL contexts. Asian ESP Journal, 17(2), 47–72.
Al-Khresheh, M. H. (2025). The cognitive and motivational benefits of gamification in English language learning: A systematic review. The Open Psychology Journal, 18. https://doi.org/10.2174/0118743501359379250305083002
Alegre, E. M. (2023). Technology-driven education: Analyzing the synergy among innovation, motivation, and student engagement. International Journal of Membrane Science and Technology, 10(2), 1477–1485. https://doi.org/10.15379/ijmst.v10i2.1507
Ali, Q., Abbas, A., Raza, A., Khan, M. T. I., Zulfiqar, H., Iqbal, M. A., Nayak, R. K., & Alotaibi, B. A. (2023). Exploring students’ perceived effectiveness of online education during the COVID-19 pandemic: Empirical analysis using structural equation modeling (SEM). Behavioral Sciences, 13(7). https://doi.org/10.3390/bs13070578
Amador, V. B., Broisin, J., Arteaga, J. M., & Mendoza, J. E. G. (2016). Extension of IEEE LOM standard for describing educational interactive application: An accessibility approach. IEEE Latin America Transactions, 14(8), 3847–3855. https://doi.org/10.1109/TLA.2016.7786372
Andoniou, C. (2024). Technology integration and digital transformation in post-COVID-19 hybrid education. In Technical and Vocational Education and Training (Vol. 38, pp. 303–315). Springer. https://doi.org/10.1007/978-981-99-6909-8_27
Badjie, O., & Velankar, Y. (2023). Problem-based learning: A catalyst for teacher and student motivation in K–12 schools. In 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE 2023). IEEE. https://doi.org/10.1109/TALE56641.2023.10398301
Belinda. (2025). The use of Kahoot games application to improve vocabulary mastery of the eighth-grade students. 13(1), 935–944.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.
Darsih, E., & Asikin, N. A. (2020). Mobile-assisted language learning: EFL learners’ perceptions toward the use of mobile applications in language learning. English Review: Journal of English Education, 8(2). https://doi.org/10.25134/erjee.v8i2.2999
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
DeLone, W. H., & McLean, E. R. (2003). The DeLone and McLean model of information systems success: A ten-year update. Journal of Management Information Systems, 19(4), 9–30. https://doi.org/10.1080/07421222.2003.11045748
Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton, J., & Li, J. (2020). The impact of gamification in educational settings on student learning outcomes: A meta-analysis. Educational Technology Research and Development, 68(4), 1875–1901. https://doi.org/10.1007/s11423-020-09807-z
Jaya, A., Hartono, R., Wahyuni, S., & Yulianto, H. J. (2025). From silent to supreme: The transformative power of project-based learning on language learners. Multidisciplinary Reviews, 8(8), 2025258. https://doi.org/10.31893/multirev.2025258
Karoui, C. (2025). Determinants of students’ satisfaction using e-learning platforms: The technology acceptance model approach. Journal of Ecohumanism, 4(2), 2167–2188. https://doi.org/10.62754/joe.v4i2.6614
Lim, T. M., & Yunus, M. M. (2021). Teachers’ perception towards the use of Quizizz in the teaching and learning of English: A systematic review. Sustainability, 13(11), Article 6436. https://doi.org/10.3390/su13116436
Malik, R. (2023). Impact of technology-based education on student learning outcomes and engagement. In Proceedings of the 17th INDIACom: 2023 10th International Conference on Computing for Sustainable Global Development (pp. 784–788).
Metwally, A. A. (2025). Digital technology in EFL education: Students’ emotional and cognitive reflections from Blackboard discussions. International Journal of Information and Education Technology, 15(9), 1939–1951. https://doi.org/10.18178/ijiet.2025.15.9.2394
Nadolny, L., Valai, A., Cherrez, N. J., Elrick, D., Lovett, A., & Nowatzke, M. (2020). Examining the characteristics of game-based learning: A content analysis and design framework. Computers & Education, 156, Article 103936. https://doi.org/10.1016/j.compedu.2020.103936
Noviasmy, Y. (2025). English language needs assessment for economics students: An ESP analysis. Journal of English Language Teaching and Applied Linguistics, 6(1), 140–155. https://doi.org/10.56185/jelita.v6i1.860
Noviasmy, Y., Dalle, A., & Hasanah, N. (2023). Applying Quizizz application as an assessment tool. Inspiring: English Education Journal, 6(1), 12–22. https://doi.org/10.35905/inspiring.v6i1.4835
Parusheva, S., Bankov, B., & Kasabova, G. (2024). Interactive tools in learning management systems: Trends in their use. In World Conference on Internet of Things: Applications & Future (pp. 411–422).
Prabowo, A., Thohari, A. H., & Kurniawan, D. E. (2019). Development of interactive learning application for vocational high school. In Proceedings of the 2019 2nd International Conference on Applied Engineering (ICAE 2019). IEEE. https://doi.org/10.1109/ICAE47758.2019.9221674
Rajavel, D., & Kushalkar, R. (2014). Clicker: Device-independent student response system developed for classroom and remote learning to provide instant response and feedback. In Proceedings of the IEEE 6th International Conference on Technology for Education (T4E 2014) (pp. 62–65). IEEE. https://doi.org/10.1109/T4E.2014.4
Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w
Sugiyono. (2019). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.
Sujiati, R., Jaya, A., Rosmiyati, E., & Noviati. (2023). EFL teachers’ attitudes and experiences on the implementation of multiliteracies. Esteem Journal of English Education Study Programme, 7(1), 85–96. https://doi.org/10.31851/esteem.v7i1.12653
Temel, T. (2024). The effect of gamification with Web 2.0 tools on EFL learners’ motivation and academic achievement in online learning environments. SAGE Open. https://doi.org/10.1177/21582440241247928
Temel, T., Grubješić, I., Ivanjko, T., & Hajdek, M. (2026). Gamification and course satisfaction in English for specific purposes: A self-determination theory perspective. Education Sciences, 16(4), 629. https://doi.org/10.3390/educsci16040629
Thakur, S. (2019). A study of student satisfaction in different universities covering the area of Delhi NCR. International Journal of Scientific and Technology Research, 8(11), 3289–3310.
Van Ginkel, S., Ruiz, D., Mononen, A., Karaman, C., de Keijzer, A., & Sitthiworachart, J. (2020). The impact of computer-mediated immediate feedback on developing oral presentation skills: An exploratory study in virtual reality. Journal of Computer Assisted Learning, 36(3), 412–422. https://doi.org/10.1111/jcal.12424
Wang, Y.-C., & Hsu, L. (2020). Shall we go to the MALL? Students’ perceptions of a business English learning app. International Journal of Information and Education Technology, 10(2), 110–116. https://doi.org/10.18178/ijiet.2020.10.2.1348
Wedari, L. K., Fatihah, A. N., & Rusmanto, T. (2022). Zoom application acceptance in online learning: An analysis with the technology acceptance model. International Journal of Information and Education Technology, 12(9), 821–830. https://doi.org/10.18178/ijiet.2022.12.9.1690
Yu, Z. (2023). Learning outcomes, motivation, and satisfaction in gamified English vocabulary learning. SAGE Open. https://doi.org/10.1177/21582440231158332
Zhao, H. (2024). Design of English viewing, listening, and speaking mobile teaching software based on an interactive digital media algorithm. Journal of Intelligent & Fuzzy Systems, 46(2), 3505–3515. https://doi.org/10.3233/JIFS-233741
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Maharani Maharani, Yessicka Noviasmy, Zulfah Fakhruddin, Nurul Hasanah
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.
