Developing and Validating Gamified English Teaching Materials to Enhance Achievement in Indonesian Elementary Schools
Keywords:
Gamification; EFL materials; elementary education; instructional development; learning outcomes
Abstract
This study systematically investigates the design, validation, and effectiveness of gamified English teaching materials tailored for Grade 5 learners in Parepare, Indonesia, within the framework of a Research and Development (R&D) based on the Alessi & Trollip model, materials were developed in three phases: Planning (needs analysis), Design (module drafting), and Development (validation and pilot implementation). Sixty students across two schools participated in pre- and post-tests, expert validation (N=3), practicality surveys (teachers N=4; students N=60), classroom observations, and interviews. Experts rated content validity at 92%; practicality exceeded 85%; and paired-sample t-tests showed significant improvement from pre-test (M=61.35, SD=7.12) to post-test (M=80.21, SD=6.45), p<.001. These results confirm that integrating game elements such as points, badges, levels, and narrative quests can substantially enhance engagement and EFL achievement among young learners.
References
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Alsawaier, R. (2017). The effect of gamification on motivation and engagement. International Journal of Emerging Technologies in Learning, 12(1), 4–18. https://doi.org/10.3991/ijet.v12i01.6143
Branch, R. M. (2009). Instructional design: The ADDIE approach (Vol. 722). Springer. https://doi.org/10.1007/978-0-387-09506-6
Camfield, E. K. (2017). Mediating student resistance to gamified learning: A case study. International Journal for the Scholarship of Teaching and Learning, 11(2), Article 13. https://doi.org/10.20429/ijsotl.2017.110213
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
De La Cruz, K. M. L. (2021). Application of gamification in higher education in the teaching of English as a foreign language. International Journal of Language Learning and Applied Linguistics World, 13(4), 117–131. https://doi.org/10.36761/ijllalw.v13i4.921
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification." In Proceedings of the 15th International Academic MindTrek Conference (pp. 9–15). ACM. https://doi.org/10.1145/2181037.2181040
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). SAGE Publications.
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. In 2014 47th Hawaii International Conference on System Sciences (pp. 3025–3034). IEEE. https://doi.org/10.1109/HICSS.2014.377
Hsieh, S. W. (2017). Effects of storytelling-based instruction on EFL young learners’ motivation and achievement. Computer Assisted Language Learning, 30(3–4), 321–339. https://doi.org/10.1080/09588221.2017.1304966
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (2013). Cooperation in the classroom (9th ed.). Interaction Book Company.
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563–575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x
Loewen, S., Isbell, D. R., & Sporn, Z. (2019). The effectiveness of app-based language instruction for developing receptive linguistic knowledge and oral communicative ability. Foreign Language Annals, 52(3), 623–638. https://doi.org/10.1111/flan.12423
Nieveen, N., & Plomp, T. (2013). Educational design research – Part A: An introduction. Netherlands Institute for Curriculum Development (SLO).
Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32, 77–112. https://doi.org/10.1007/s10648-019-09498-w
Skinner, B. F. (1953). Science and human behavior. Macmillan.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
World Bank. (2018). Education in Indonesia: Spending more, learning less. World Bank. https://doi.org/10.1596/978-1-4648-1294-4
Zahara, R. (2023). Trends in global educational technology: Gamification analysis. Journal of Educational Trends, 15(1), 78–95. https://doi.org/10.53375/jet.2023.1578
Published
2025-06-24
How to Cite
Muhammad Asrul Sultan, Baso jabu, & Nurhikmah H. (2025). Developing and Validating Gamified English Teaching Materials to Enhance Achievement in Indonesian Elementary Schools. International Journal of Education, Vocational and Social Science , 4(03), 298-315. https://doi.org/10.63922/ijevss.v4i03.1986
Contact Person +6282139474255
Email : ijevss@citakonsultindo.or.id / editor.ijevss@gmail.com
