Nasha Shafira, Ummi Nur Laila Sulistyani

Gamifying report text reading: Implementing Wayground to improve vocational students’ comprehension

Introduction

Gamifying report text reading: implementing wayground to improve vocational students’ comprehension. Improve vocational students' English report text comprehension with Wayground, a gamified digital learning platform. Boost engagement, motivation, and literacy outcomes through interactive instruction.

Abstract

This article explores the integration of Wayground, a game-based digital learning platform, as a tool to enhance vocational high school students' comprehension of report texts in English language classrooms. The primary objective of this study is to analyze the pedagogical potential of Wayground in improving students’ reading comprehension, motivation, and active engagement through interactive and student-centered instruction. This research employs a qualitative theoretical approach grounded in literature review, synthesizing findings from recent scholarly sources related to gamification, reading instruction, and the Emancipated Curriculum in Indonesia. Reading report texts presents challenges for vocational students due to their factual, formal, and structured nature, often resulting in disengagement and low comprehension. Wayground offers a practical solution through gamified features—such as instant feedback, time limits, and competitive elements—that stimulate learners’ motivation and cognitive engagement. Furthermore, Wayground facilitates formative assessment and differentiation, supporting individualized learning pathways in line with constructivist principles and curriculum flexibility. The practical implications of this study suggest that integrating Wayground into English reading instruction can revitalize classroom dynamics and improve literacy outcomes in vocational settings. However, considerations such as digital infrastructure and teacher readiness must be addressed to ensure effective implementation. The findings of this study serve as a pedagogical guide for teachers seeking to leverage technology to promote deeper learning and engagement, particularly in reading-intensive lessons.

Review

The article, "Gamifying report text reading: Implementing Wayground to improve vocational students’ comprehension," presents a highly relevant and timely exploration into leveraging game-based learning to address a significant challenge within vocational education. The authors effectively identify the difficulties vocational students face with formal report texts, which often lead to disengagement and low comprehension, and propose Wayground, a game-based digital learning platform, as an innovative solution. The paper's primary objective of enhancing reading comprehension, motivation, and active engagement through gamified instruction is compelling, positioning this study as a valuable contribution to the fields of educational technology and English language pedagogy. The focus on practical application to revitalize classroom dynamics promises a tangible impact on literacy outcomes in specific educational settings. The research employs a qualitative theoretical approach, grounded in a comprehensive literature review that synthesizes insights from scholarly sources on gamification, reading instruction, and the Indonesian Emancipated Curriculum. This provides a robust conceptual framework for understanding Wayground's pedagogical potential, aligning its features with constructivist principles and supporting individualized learning pathways. The abstract clearly articulates how Wayground's specific gamified elements—such as instant feedback, time limits, and competitive elements—are designed to counter student disengagement and stimulate cognitive engagement. Furthermore, its capacity for formative assessment and differentiation demonstrates a comprehensive understanding of effective reading instruction. While a literature review provides a strong conceptual foundation, the article's theoretical nature means that the claims regarding improved comprehension and engagement are based on synthesis rather than empirical data from an actual implementation, which would be a logical next step. The practical implications of integrating Wayground are well-articulated, offering a valuable pedagogical guide for educators seeking to harness technology for deeper learning, especially in reading-intensive lessons. The authors are commendably realistic in acknowledging crucial considerations for successful implementation, specifically citing digital infrastructure and teacher readiness. These practical hurdles are vital to address and underscore the need for comprehensive support systems alongside technological adoption. Overall, this study provides a strong theoretical impetus for exploring gamified solutions in vocational education and sets a solid foundation for future empirical research to validate Wayground's impact in diverse classroom environments. It offers valuable conceptual insights for advancing technology-enhanced language learning.

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