Integrating Digital Storybooks and Gamified Quizzes for Vocabulary Mastery and Reading Comprehension

Sherlyanastasya Deby; Sri Wahyuni; Ririn Ambarini

doi:10.29408/veles.v10i2.34802

Authors

Sherlyanastasya Deby Universitas PGRI Semarang
Sri Wahyuni Universitas PGRI Semarang
Ririn Ambarini Universitas PGRI Semarang

DOI:

https://doi.org/10.29408/veles.v10i2.34802

Keywords:

vocabulay mastery, Reading Comprehension, digital storybooks, wayground, vocational school

Abstract

Despite the growing adoption of digital technologies in English as a Foreign Language (EFL) education, limited empirical evidence exists on how narrative-based learning and gamified assessment can be integrated to simultaneously strengthen vocabulary mastery and reading comprehension, particularly in vocational education. To address this gap, this study examined the effectiveness of integrating digital storybooks and gamified quizzes in supporting vocational high school students' vocabulary mastery and reading comprehension. A quantitative pre-experimental study employing a one-group pretest-posttest design was conducted with 30 eleventh-grade vocational students in Central Java, Indonesia. Students participated in learning activities that combined contextualized digital storybooks with gamified quizzes delivered through Wayground. Vocabulary mastery and reading comprehension were measured using a 20-item multiple-choice test administered before and after the intervention. As the data were not normally distributed, the Wilcoxon Signed-Rank Test was employed to compare students' pretest and posttest scores. The findings revealed a statistically significant improvement (Z = −4.810, p < .001), with the mean score increasing from 71.67 to 91.83, while all participants demonstrated positive learning gains without negative ranks or ties. These findings indicate that integrating contextualized narrative reading with gamified formative assessment promotes meaningful learning by encouraging active engagement, repeated vocabulary exposure, immediate feedback, and deeper text comprehension. The study contributes empirical evidence supporting the pedagogical value of integrating digital storybooks and gamified quizzes as an effective instructional approach for strengthening English reading instruction in vocational EFL classrooms.

Author Biographies

Sri Wahyuni, Universitas PGRI Semarang

Sri Wahyuni is a lecturer at the English Education Department of Universitas PGRI Semarang. Her research interests include English Language Teaching (ELT) and educational media.

Ririn Ambarini, Universitas PGRI Semarang

Dr. Ririn Ambarini, S.Pd., M.Hum. is a lecturer at the English Education Department of Universitas PGRI Semarang. Her research interests include Linguistics and English Language Teaching (ELT).

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