Alamanda Mutia Safitri, Novia Trisanti

Implementation of QR-based treasure hunt game to improve young students’ English vocabulary mastery

Introduction

Implementation of qr-based treasure hunt game to improve young students’ english vocabulary mastery. Boost young students' English vocabulary with an interactive QR-based treasure hunt game. This study shows significant mastery gains for 7th graders, enhancing engagement & learning.

Abstract

This study explores the effectiveness of a QR-based Treasure Hunt game in enhancing English vocabulary mastery among 7th grade students at a public junior high school located in Ungaran, a district in Semarang Regency, Central Java, Indonesia. Despite the growing interest in gamification and mobile-assisted learning, the use of QR codes specifically for vocabulary acquisition in EFL classrooms has received little scholarly attention—underscoring the need for targeted investigation in this area. Using a quasi-experimental design, students were divided into control and experimental groups, with vocabulary mastery assessed through pre-test and post-test evaluations. The control group, which followed traditional teaching methods, showed minimal vocabulary improvement, whereas the experimental group demonstrated significant gains after engaging with the QR-based gamified approach. The interactive nature of QR codes encouraged active participation, allowing students to scan, solve, and engage with challenges in a structured format. The findings confirm that gamified learning fosters engagement, reinforcing Cognitive Load Theory by breaking vocabulary learning into manageable, interactive components. While most students responded positively, observations revealed that some required additional guidance, highlighting the need for structured instructional support when implementing gamification. This study contributes to the field of educational technology, demonstrating the potential of gamification in language acquisition and student motivation. By integrating QR-based activities into EFL instruction, schools can modernize teaching practices, improving both learning outcomes and engagement. Future research should explore long-term retention, learner diversity, and expanded gamification models to further refine technology-enhanced vocabulary instruction.

Review

This study presents a timely and relevant investigation into the efficacy of a QR-based Treasure Hunt game for enhancing English vocabulary mastery among 7th-grade EFL students in Indonesia. Employing a quasi-experimental design with pre- and post-tests, the research effectively compares this innovative gamified approach against traditional teaching methods. The abstract clearly outlines a significant positive impact, with the experimental group showing substantial gains in vocabulary mastery, thereby highlighting the potential of integrating mobile technology into language education. This work addresses a notable gap in the literature regarding the specific application of QR codes for vocabulary acquisition, making a valuable contribution to the field of educational technology and language pedagogy. Among the strengths of this study is its clear theoretical grounding, linking the observed engagement and effectiveness to Cognitive Load Theory by demonstrating how the gamified approach breaks down learning into manageable, interactive components. The use of a quasi-experimental design, while having its inherent caveats, provides a structured framework for comparing outcomes between the innovative and traditional approaches. The findings reinforce the widely acknowledged benefits of gamification in fostering student engagement and motivation, particularly in an EFL context where active participation can be a challenge. Furthermore, the study's practical implications are well articulated, suggesting how schools can modernize teaching practices to improve both learning outcomes and student interest. While the study offers compelling evidence for the QR-based game's effectiveness, a few areas warrant consideration for future iterations or deeper discussion. The abstract mentions that some students required "additional guidance," which, while a realistic observation, could benefit from further exploration into its implications for universal implementation or differentiated instruction strategies. A more detailed description of the "traditional teaching methods" used by the control group would also enhance the comparative analysis. Furthermore, while the study effectively demonstrates short-term gains, the suggestion for future research to explore long-term retention and learner diversity is crucial. Expanding on how "engagement" was specifically measured beyond "active participation" could also strengthen the methodology. Overall, this research provides a strong foundation for future inquiries into technology-enhanced language learning.

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