DIGITAL TECHNOLOGY AND GAME-BASED LEARNING: PRE–POST CHANGES IN ENGLISH PROFICIENCY, MOTIVATION, AND ENGAGEMENT AMONG INDONESIAN HIGH SCHOOL EFL STUDENTS
Abstract
Research on digital game-based EFL learning often examines language achievement or engagement separately, leaving limited evidence about how proficiency, motivation, and engagement change together in secondary classrooms. This study examined pre–post changes associated with curriculum-aligned digital and game-based learning among 60 Grade XI students aged 16–17 years. A mixed-methods pre-experimental one-group pre-test–post-test design was used during an eight-week, 16-session intervention integrating Quizizz, Kahoot!, Wordwall, and locally adapted educational games. Data included proficiency tests, motivation and engagement questionnaires, classroom observations, semi-structured interviews, and platform analytics. Mean English proficiency increased from 64.18 to 76.52, t(59) = 11.27, p < .001, d = 1.46; motivation and engagement increased from 3.14 to 4.02, t(59) = 11.93, p < .001, d = 1.54. Qualitative findings indicated greater enjoyment, lower learning anxiety, stronger peer interaction, and increased awareness of errors through immediate feedback. Given the absence of a comparison group, these findings indicate substantial pre–post gains rather than causal effects. The study contributes an explanatory classroom mechanism in which curriculum alignment, feedback, repeated practice, interaction, and teacher mediation jointly support engagement and language practice.
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