J. Priyanto Widodo, Lailatul Musyarofah, Joko Slamet
Gamification-based instruction learning design can enhance students’ conceptual knowledge and academic achievement by reversing before-class and in-class activities. This strategy raises the issue of students having to learn independently, especially for self-directed learning (SDL), where students often struggle. To create a flipped classroom for these students who learn at their own pace, a gamified interactive e-book can be very useful. In order to gauge the strategy’s potential success, a pilot study was conducted in a General English (GE) classroom. We called the class of students who used the gamified interactive e-book the General English Flipped (GEF) classroom. After taking pre- and post-tests, GEF students demonstrated significant academic growth in their learning outcomes. The interview data on students’ motivation to learn also showed that the GEF students were more driven to do so. The gamification design framework specifies which gamification elements are most effective at increasing students’ engagement, productivity, enjoyment, and retention of knowledge. © 2025 Asociacion Mexicana de Maestros de Ingles MEXTESOL A.C. All rights reserved.
Universitas PGRI Delta Sidoarjo, East Java, Indonesia; Faculty of Letters, Universitas Negeri Malang, East Java, Malang, Indonesia
