Gamifying Vocabulary Learning: The Effectiveness of Digital Game-Based Learning in Motivating EFL Learners

This study examines the effectiveness of game-based learning in boosting motivation among EFL junior high school students in Yogyakarta, Indonesia, utilizing a Self-Determination Theory (SDT) framework. The research used a quasi-experimental method to assess the influence of digital game-based learning on student motivation. The research was conducted pre- and post-test in a single subject class. Data were gathered from 31 students through adapted Self-Regulation Questionnaires for Learning (SRQ-L), supplemented by semi-structured interviews to gain deeper insights into students' motivational experiences. This research revealed a notable enhancement in autonomous motivation relative to managed motivation, with students predominantly motivated by intrinsic reasons such as curiosity and the perceived value of English proficiency. Results from the Wilcoxon Signed Rank Test indicated statistically significant enhancements, suggesting that Blooket may enhance intrinsic motivation by providing engaging and interactive learning experiences. Digital game-based learning was also found to reduce external stresses, cultivating a conducive atmosphere for language acquisition. The study offers insights for incorporating Blooket into English as a Foreign Language (EFL) settings to enhance motivation and engagement.