Validity And Practicality of Gamification-Based Lectora Inspire Media: An Interactive Solution for Middle School Students' Mathematics Self-Efficacy
DOI:
https://doi.org/10.58524/oler.v5i2.876Keywords:
Digital learning media, Ana Yulianti, Sigit Nugroho, Dola Julianti, Oki CandraAbstract
Transition to digital learning environments in higher education has highlighted a disconnect between technological adoption and pedagogical effectiveness, particularly in supporting active engagement and learner confidence. Many digital tools focus on content delivery with limited interactivity, resulting in minimal feedback and insufficient support for students’ self-efficacy, a key predictor of persistence and performance. This research develops and evaluates an interactive gamified learning medium designed to strengthen instructional quality through structured feedback, challenge mechanics, and learner-centered interaction. Effectiveness is defined in three dimensions: improvement in learning outcomes, enhancement of self-efficacy, and perceived usability. Using a design and development research framework, the medium was validated by experts, pilot tested, and field tested with undergraduates. Data were collected using instruments on pedagogical quality, achievement, self-efficacy, and user experience. Results show high pedagogical validity, meaningful improvement in learning outcomes, and significant enhancement of self-efficacy compared with baseline conditions. Usability findings indicate strong perceptions of clarity, engagement, and support for independent learning. The study grounds design decisions in motivation and self-efficacy theory, and provides empirical evidence for designing pedagogically robust digital learning environments in higher education
References
Alemany, J., Val, E. D., & Garcia-Fornes, A. (2020). Assessing the effectiveness of a gamified social network for applying privacy concepts: An empirical study with teens. IEEE Transactions on Learning Technologies, 13(4), 777–789. https://doi.org/10.1109/TLT.2020.3026584
Almusharraf, A. I. (2024). An investigation of university students’ perceptions of learning management systems: Insights for enhancing usability and engagement. Education Sciences, 16(22), 10037. https://doi.org/10.3390/su162210037
AL-Qadri, A. H., Mouas, S., Saraa, N., & Boudouaia, A. (2024). Measuring academic self-efficacy and learning outcomes: The mediating role of university English students’ academic commitment. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), Article 35. https://doi.org/10.1186/s40862-024-00253-5
Alyoussef, I. Y. (2023). Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model. Helyion, 9(3), Article e14578. https://doi.org/10.1016/j.heliyon.2023.e14578
Aubrey, S., King, J., & Almukhaild, H. (2022). Language learner engagement during speaking tasks: A longitudinal study. RELC Journal, 53(3), 519–533. https://doi.org/10.1177/0033688220945418
Bergdahl, N. (2022). Engagement and disengagement in online learning. Computers & Education, 188, 104561. https://doi.org/10.1016/j.compedu.2022.104561
Biddix, J. P., & Bourke, B. (2025). Using formative assessment approaches to enhance rigor and quality in research. Quality & Quantity. https://doi.org/10.1007/s11135-025-02461-8
Campos, M., Peixoto, F., Bártolo-Ribeiro, R., & Almeida, L. S. (2022). Adapting as I go: An analysis of the relationship between academic expectations, self-efficacy, and adaptation to higher education. International Journal of Environmental Research and Public Health, 12(10), 658. https://doi.org/10.3390/educsci12100658
Carlton, J., Powell, P. A., Kirkcaldy, A., & Rowen, D. (2025). Determining the content validity of the EQ-5D-5L, EQ-5D-Y-3L, and CHU9D instruments for assessing generic child and adolescent health-related quality of life: A qualitative study. Health and Quality of Life Outcomes, 18(5), 523. https://doi.org/10.1007/s40271-025-00743-9
Chiu, T. K. F. (2023). Student engagement in K-12 online learning amid COVID-19: A qualitative approach from a self-determination theory perspective. Interactive Learning Environments, 31(6), 3326–3339. https://doi.org/10.1080/10494820.2021.1926289
Dehghanzadeh, H., Farrokhnia, M., Dehghanzadeh, H., Taghipour, K., & Noroozi, O. (2024). Using gamification to support learning in K-12 education: A systematic literature review. British Journal of Educational Technology, 55(1), 34–70. https://doi.org/10.1111/bjet.13335
Farley, I. A., & Burbules, N. C. (2022). Online education viewed through an equity lens: Promoting engagement and success for all learners. Review of Education, 10(3), e3367. https://doi.org/10.1002/rev3.3367
Farrow, R. (2023). The possibilities and limits of explicable artificial intelligence (XAI) in education: A socio-technical perspective. Learning, Media and Technology, 48(2), 266–279. https://doi.org/10.1080/17439884.2023.2185630
Fidan, S. S. (2025). Unpacking rigor and methodological consistency in sustainability-related case study research. Business Strategy and the Environment. Advance online publication. https://doi.org/10.1002/bse.70480
Fogel, A., de Sousa, D., Padrão, P., & Azevedo, J. (2021). Failures in game-based learning experiences sometimes win. In Proceedings of the European Conference on Games-Based Learning (ECGBL) (pp. 203–212).
García-López, I. M., Acosta-Gonzaga, E., & Ruiz-Ledesma, E. F. (2023). Investigating the impact of gamification on student motivation, engagement, and performance. Education Sciences, 13(8), 813. https://doi.org/10.3390/educsci13080813
Ghai, A., & Tandon, U. (2023). Integrating gamification and instructional design to enhance usability of online learning. Education and Information Technologies, 28(2), 2187–2206. https://doi.org/10.1007/s10639-022-11202-5
Hasmizan, N. H., Azman, M. N. A., Prestoza, M. J. R., & Othman, M. S. (2025). Design and development of mobile teaching aids using Go-based electronic games for teaching digital electronics in higher education. International Journal of Interactive Mobile Technologies, 19(3), 4–21. https://doi.org/10.3991/ijim.v19i03.51691
Ivanova, K., & Elsawah, S. (2022). Iterative refinement of multi-method OR workshop designs through boundary critique: An analytical framework and case studies in technology utilisation. Systemic Practice and Action Research, 35(3), 345–372. https://doi.org/10.1007/s11213-021-09576-7
Kotp, M. H., Bassyouny, H. A. A., Aly, M. A., et al. (2025). Game on or game over? Gamification from a 360-degree perspective… BMC Nursing, 24(1), 602. https://doi.org/10.1186/s12912-025-03253-z
Lee, B., & Ahmed-Kristensen, S. (2025). D3 framework: An evidence-based data-driven design framework for new product service development. Journal of Product Innovation Management, 164, 104206. https://doi.org/10.1016/j.compind.2024.104206
Liao, H., Su, R., Ptashnik, T., & Nielsen, J. (2022). Feeling good, doing good, and getting ahead: A meta-analytic investigation of the outcomes of prosocial motivation at work. Journal of Vocational Behavior, 148, 158–181. https://doi.org/10.1037/bul0000362
Liu, Q., Du, X., & Lu, H. (2023). Teacher support and learning engagement of EFL learners: The mediating role of self-efficacy and achievement goal orientation. Current Psychology, 42(4), 2619–2635. https://doi.org/10.1007/s12144-022-04043-5
Lu, J., Schmidt, M., Lee, M., & Huang, R. (2022). Usability research in educational technology: A state-of-the-art systematic review. Educational Technology Research and Development, 70(6), 1951–1992. https://doi.org/10.1007/s11423-022-10152-6
Luo, Z. (2022). Gamification for educational purposes: What are the factors contributing to varied effectiveness? Education and Information Technologies, 27(1), 891–915. https://doi.org/10.1007/s10639-021-10642-9
Mekheimer, M. (2025). Technological self-efficacy, motivation, and contextual factors in advanced EFL e-learning: A mixed-methods study of strategy use and satisfaction. Humanities and Social Sciences Communications, 12(1), 1–18. https://doi.org/10.1057/s41599-025-04947-0
Milani, A. T., Oktoviana, L. T., Sa’dijah, C., & Hafiizh, M. (2025). Development of algebra learning game media by integrating metaverse technology for interactive mathematics learning. AIP Conference Proceedings, 3446(1), 030878-1–030878-? https://doi.org/10.1063/5.0308788
Müller, C., Mildenberger, T., & Steingruber, D. (2023). Learning effectiveness of a flexible learning study programme in a blended learning design: Why are some courses more effective than others? International Journal of Educational Technology in Higher Education, 20(1), 10. https://doi.org/10.1186/s41239-022-00379-x
Nachtigall, V., Shaffer, D. W., & Rummel, N. (2022). Stirring a secret sauce: A literature review on the conditions and effects of authentic learning. Educational Psychology Review, 34(3), 1479–1516. https://doi.org/10.1007/s10648-022-09676-3
Nachtigall, V., Shaffer, D. W., & Rummel, N. (2024). The authenticity dilemma: Towards a theory on the conditions and effects of authentic learning. European Journal of Psychology of Education, 39(4), 3483–3509. https://doi.org/10.1007/s10212-024-00892-9
Ng, L.-K., & Lo, C.-K. (2022). Flipped classroom and gamification approach: Its impact on performance and academic commitment on sustainable learning in education. Sustainability, 14(9), 5428. https://doi.org/10.3390/su14095428
Qiao, S., Yeung, S. S., Zainuddin, Z., Ng, D. T. K., & Chu, S. K. W. (2023). Examining the effects of mixed and non-digital gamification on students’ learning performance, cognitive engagement and course satisfaction. British Journal of Educational Technology, 54(1), 394–413. https://doi.org/10.1111/bjet.13249
Rasiban, L. M., Putu Gede Ismaya Triwikram, I., Sudjiati, N., & Sugihartono. (2025). Integrating game-based learning and cognitive strategies in Kanji instruction: A case study of “Kanji Journey” RPG for Japanese JLPT N5 learners. Journal of Engineering Science and Technology, 20(4), 990–1011.
Rosidah, C. T., Azmy, B., Irianto, A., Rosi, A. M., & Islami, S. A. (2025). Integrating augmented reality and deep learning in an interactive STEAM-based digital storybook to enhance elementary school students’ science literacy. Journal of Cultural Analysis and Social Change, 10(3), 1620–1628. https://doi.org/10.64753/jcasc.v10i3.2636
Saleh, S., El Arnaout, N., Sabra, N., El Dakdouki, A., El Iskandarani, K., Chamseddine, Z., Hamadeh, R., Shanaa, A., & Alameddine, M. (2025). Evaluating the impact of engaging healthcare providers in an AI-based gamified mHealth intervention for improving maternal health outcomes among disadvantaged pregnant women in Lebanon. Frontiers in Digital Health, 7, Article 1574946. https://doi.org/10.3389/fdgth.2025.1574946
Schmidt, M., & Huang, R. (2022). Defining learning experience design: Voices from the field of learning design & technology. TechTrends, 66(2), 141–158. https://doi.org/10.1007/s11528-021-00656-y
Selwyn, N. (2024). Digital degrowth: Toward radically sustainable education technology. Learning, Media and Technology, 49(2), 186–199. https://doi.org/10.1080/17439884.2022.2159978
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
Staneva, A., Ivanova, T., Rasheva-Yordanova, K., & Borissova, D. (2023). Gamification in education: Building an escape room using VR technologies. In MIPRO Proceedings (pp. 678–683). https://doi.org/10.23919/MIPRO57284.2023.10159923
Wong, J. T., & Hughes, B. S. (2023). Leveraging learning experience design: Digital media approaches to influence motivational traits that support student learning behaviors in undergraduate online courses. Journal of Computing in Higher Education, 35(3), 595–632. https://doi.org/10.1007/s12528-022-09342-1
Published
Issue
Section
License
Copyright (c) 2025 Putri Wahyuni, Ana Yulianti, Sigit Nugroho, Dola Julianti, Oki Candra
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Online Learning in Educational Research is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Online Learning in Educational Research agree to the following terms:
Copyright Retention: Authors retain the copyright of their work without any restrictions.
Publishing Rights: Authors retain the right to publish and distribute their work without any restrictions.
License Agreement: By publishing with Online Learning in Educational Research, authors agree that their work will be licensed under the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA). This license allows others to share and adapt the work, provided that appropriate credit is given, any changes are indicated, and the new creations are licensed under the same terms.
