The Effectiveness of Gamified Word Cards on Vocabulary Mastery among Vocational School Students Majoring in Automotive Technology
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DOI:
https://doi.org/10.32665/intens.v3i2.7201Keywords:
Vocabulary Mastery, Gamified Word Cards, Vocational School, Game-Based LearningAbstract
This study examined the effect of gamified word cards on the vocabulary mastery of vocational school students majoring in automotive technology, two research questions were proposed; does the use of gamified word cards significantly improves vocational students' vocabulary mastery, and what is the distribution of students' daily test scores across the gamified word cards activity treatment. This study employed a quantitative research approach using a one-group pre-experimental design. The sample consisted of 26 vocational students majoring in automotive technology. The data were collected through a pre-test, post-test, and daily tests. Furthermore, the data were analyzed used Wilcoxon Signed-Rank Test and descriptive statistics. The results indicated a substantial increase from pre-test (M = 27.31) to post-test (M = 72.88), supported by the Wilcoxon Signed-Rank Test which confirmed a statistically significant improvement (Z = −4.200, p < .001), demonstrating that the use of gamified word cards significantly improved students' vocabulary mastery. The highest daily test mean score was recorded in the third treatment session with the game called ShowDown! (M = 86.15). These findings suggest that gamified word cards are an effective vocabulary learning medium for automotive technology vocational students, particularly in settings where mobile phone use is prohibited
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