Digital game-based learning: A catalyst for EFL self-efficacy among Indonesian vocational students
Article Sidebar
Main Article Content
Abstract
While student engagement often is unstable in vocational EFL settings, Digital Game-Based Learning (DGBL) offers a dynamic solution through its interactive framework. This study evaluates how the Wayground platform serves as a catalyst for boosting self-efficacy among Indonesian vocational students. Using a pre-experimental one-group pretest-posttest design, we observed 36 tenth-grade students majoring in Pharmaceutical Engineering at SMK Negeri 1 Sampang (Academic Year 2025/2026). Data collection relied on an EFL self-efficacy questionnaire paired with authentic Wayground activity logs. Statistical analysis was conducted using the Paired-Samples T-test, which indicated a significant increase in self-efficacy (t(35) = -17.955, p < 0.001) with a large effect size (Cohen's d = 2.99). The findings indicate that the use of Wayground-based DGBL is associated with a substantial increase in vocational students' EFL self-efficacy. These results suggest that gamified learning environments may offer a promising pedagogical alternative for fostering self-efficacy among vocational EFL students
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The journal allows the author(s) to hold the copyright without restrictions.Â
References
Alogiliy, M. A. (2024). The Impact of Self-Efficacy on Academic Achievement Mediated by Learning Motivation and Moderated by Socioeconomic Status Among Jordanian EFL Students. Theory and Practice in Language Studies, 14(12), 3871–3879. https://doi.org/10.17507/tpls.1412.22
Alsswey, A., & Malak, M. Z. (2024). Effect of using gamification of “Kahoot!” as a learning method on stress symptoms, anxiety symptoms, self-efficacy, and academic achievement among university students. Learning and Motivation, 87, 101993. https://doi.org/10.1016/j.lmot.2024.101993
Anam, S., & Stracke, E. (2020). The role of self‐efficacy beliefs in learning English as a foreign language among young Indonesians. TESOL Journal, 11(1). https://doi.org/10.1002/tesj.440
Bakan, U., Han, T., & Bakan, U. (2022). Learner perceptions and effectiveness of using a massively multiplayer online role-playing game to improve EFL communicative competence. Knowledge Management and E-Learning, 14(3), 286–303. https://doi.org/10.34105/j.kmel.2022.14.016
Bandura, A. (1997). Self Efficacy in Changing Societies. Cambridge University Press.
Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents.
Cabrera-Solano, P. (2022). Game-Based Learning in Higher Education: The Pedagogical Effect of Genially Games in English as a Foreign Language Instruction. International Journal of Educational Methodology, 8(4), 719–729. https://doi.org/10.12973/ijem.8.4.719
Chen, C.-A., Hsieh, C.-W., & Chen, D.-Y. (2021). Can Training Enhance Public Employees’ Public Service Motivation? A Pretest–Posttest Design. Review of Public Personnel Administration, 41(1), 194–215. https://doi.org/10.1177/0734371X19872244
Chen, Y., Zhang, L., & Yin, H. (2022). A Longitudinal Study on Students ’ Foreign Language Anxiety and Cognitive Load in Gamified Classes of Higher Education. Sustainability (Switzerland). https://doi.org/10.3390/su141710905
Chu, S., Hwang, G., Chien, S., & Chang, S. (2023). Incorporating teacher intelligence into digital games: An expert system‐guided self‐regulated learning approach to promoting EFL students’ performance in digital gaming contexts. British Journal of Educational Technology, 54(2), 534–553. https://doi.org/10.1111/bjet.13260
Dahalan, F., Alias, N., & Shaharom, M. S. N. (2024). Gamification and Game Based Learning for Vocational Education and Training: A Systematic Literature Review. Education and Information Technologies, 29(2), 1279–1317. https://doi.org/10.1007/s10639-022-11548-w
Eltahir, M. E., Alsalhi, N. R., Al-Qatawneh, S., AlQudah, H. A., & Jaradat, M. (2021). The impact of game-based learning (GBL) on students’ motivation, engagement and academic performance on an Arabic language grammar course in higher education. Education and Information Technologies, 26(3), 3251–3278. https://doi.org/10.1007/s10639-020-10396-w
Jia, W., Pack, A., Guan, Y., Zhang, L., & Zou, B. (2025). The influence of game-based learning media on academic English vocabulary learning in the EFL context. Computer Assisted Language Learning, 38(5–6), 1341–1365. https://doi.org/10.1080/09588221.2023.2276800
Jurado Enriquez, E. L., Tasayco Barrios, S., & Juarez de Tipacti, J. E. (2025). Google and Kahoot teaching resources for learning English in times of pandemic. Mextesol Journal, 49(2), 1–11. https://doi.org/10.61871/mj.v49n2-10
Kazu, İ. Y., & Kuvvetli, M. (2023). A triangulation method on the effectiveness of digital game-based language learning for vocabulary acquisition. Education and Information Technologies, 28(10), 13541–13567. https://doi.org/10.1007/s10639-023-11756-y
Khaldi, A., Bouzidi, R., & Nader, F. (2023). Gamification of e-learning in higher education: a systematic literature review. Smart Learning Environments, 10(1), 10. https://doi.org/10.1186/s40561-023-00227-z
Liu, X., Alotaibi, K. A., & Hashemifardnia, A. (2025). Serious Game‐Based Learning: Its Impact on Happiness, Motivation, Self‐Compassion, and Vocabulary Development in EFL Learners. European Journal of Education, 60(1). https://doi.org/10.1111/ejed.70030
Mantooth, R., Usher, E. L., & Love, A. M. A. (2021). Changing classrooms bring new questions: environmental influences, self-efficacy, and academic achievement. Learning Environments Research, 24(3), 519–535. https://doi.org/10.1007/s10984-020-09341-y
Mauroner, O. (2019). Gamification in Management and Other Non-Game Contexts—Understanding Game Elements, Motivation, Reward Systems, and User Types. Open Journal of Business and Management, 07(04), 1815–1830. https://doi.org/10.4236/ojbm.2019.74125
Menggo, S., Jama, K. B., Adnyani, N. L. P. S., & Krismayani, N. W. (2025). Indonesian English as a Foreign Language Learners’ Interpersonal Communication: Profiles and Challenges. LLT Journal: A Journal on Language and Language Teaching, 28(1), 242–256. https://doi.org/10.24071/llt.v28i1.8670
Octaberlina, L. R., Muslimin, A. I., & Rofiki, I. (2022). An Investigation on the Speaking Constraints and Strategies Used by College Students Studying English as EFL Learners. International Journal of Learning, Teaching and Educational Research, 21(9), 232–249. https://doi.org/10.26803/ijlter.21.9.14
Pan, Y., Shao, X., & Shakibaei, G. (2025). Influence of digital game-based learning on social collaboration, problem-solving skills, and motivation: An integrative approach of expectancy-value theory and flow theory. Learning and Motivation, 90, 102123. https://doi.org/10.1016/j.lmot.2025.102123
Patrick, R. (2019). Comprehensible Input and Krashen’s theory. Journal of Classics Teaching, 20(39), 37–44. https://doi.org/10.1017/S2058631019000060
Purwati, D., Ubaidillah, M. F., & Restall, G. C. (2023). “Sorry, I Can’t Speak”: English Teachers’ Challenges of Teaching EFL Speaking in an Indonesian Vocational High School Sector. Mextesol Journal, 47(1), 1–9. https://doi.org/10.61871/mj.v47n1-1
Rayyan, M., Abusalim, N., Alshanmy, S., Abu Awwad, F. M., & Alghazo, S. (2024). Enhancing Academic Performance through Blended Learning: A Study on the Relationship between Self-Efficacy and Student Success. International Journal of Interactive Mobile Technologies (IJIM), 18(19), 52–67. https://doi.org/10.3991/ijim.v18i19.49835
Resnick, B. (2023). Theory of Self-Efficacy. In Middle Range Theory for Nursing. Springer Publishing Company. https://doi.org/10.1891/9780826139276.0010
Schunk, D. H., & DiBenedetto, M. K. (2021). Self-efficacy and human motivation (pp. 153–179). https://doi.org/10.1016/bs.adms.2020.10.001
Setyowati, R., Oktaviani, I., Hastuti, I., Nurnaningsih, N., Paki, R., & Jerniati, J. (2025). Gauging the Interactive Language Learning to improve English Communication Skills Among Vocational High School Students. World Journal of English Language, 15(4), 251. https://doi.org/10.5430/wjel.v15n4p251
Sirojuddin, M. Y. A. (2024). Integrating Heutagogy and Self-efficacy: Study on Bahtsul Masail-based Learning Design. Journal of Pesantren and Diniyah Studies, 2(1), 127. https://doi.org/10.54471/rjps.v2i1.1572
Stamenkov, G. (2023). Recommendations for improving research quality: relationships among constructs, verbs in hypotheses, theoretical perspectives, and triangulation. Quality & Quantity, 57(3), 2923–2946. https://doi.org/10.1007/s11135-022-01461-2
Tecedor, M. (2024). Digital Storytelling: Changing Learners’ Attitudes and Self-efficacy Beliefs. Applied Linguistics, 45(1), 65–87. https://doi.org/10.1093/applin/amad002
Teng, M. F. (2024). Understanding Anxiety, Self-Efficacy, and Motivation in Online English Learning. Teaching English as a Second or Foreign Language--TESL-EJ, 27(4). https://doi.org/10.55593/ej.27108int
Teng, M. F., Wang, C., & Wu, J. G. (2023). Metacognitive Strategies, Language Learning Motivation, Self-Efficacy Belief, and English Achievement During Remote Learning: A Structural Equation Modelling Approach. RELC Journal, 54(3), 648–666. https://doi.org/10.1177/00336882211040268
Wulandari, B. A., Piscioneri, M., & Ikram, W. (2021). Examining Studentsâ€TM Challenges in Oracy in Academic Context Classes. International Journal of Language Education, 598–615. https://doi.org/10.26858/ijole.v5i1.16002
Yu, J., & Abdullah, R. (2025). Motivating Left-Behind Vocational Students in English Learning through Game-Based Listening Activities: The Interaction between Self-Esteem and Listening Comprehension Skills. Forum for Linguistic Studies, 7(1). https://doi.org/10.30564/fls.v7i1.7509
Zhao, H. (2022). A Study on the Correlation Between Psychological Anxiety, Self-Efficacy, and Foreign Language Learning Achievement. International Journal of Neuropsychopharmacology, 25(Supplement_1), A63–A64. https://doi.org/10.1093/ijnp/pyac032.087
Zhuang, J. (2023). Boosting Self-motivation in English Language Learning: The Role of Learning Methods and Self-efficacy. Educational Administration: Theory and Practice, 29(3), 318–339. https://doi.org/10.52152/kuey.v29i3.749