THE IMPACT OF DIGITAL GAMIFIED CHARACTER ON ENGLISH LEARNING

Abstract

This quasi-experimental study investigated the impact of digital gamified characters on English language learning among 32 seventh-grade students at SMP Negeri 3 Lakbok. Utilising a one-group pretest-post-test design, the study compared students' English proficiency scores before and after a four-week intervention involving digital learning platforms featuring gamified characters. The findings revealed a statistically significant increase in English language proficiency from pretest (M = 62.50, SD = 8.99) to post-test (M = 78.25, SD = 7.21), t(31) = 10.45, p < 0.001. Qualitative feedback indicated heightened student enjoyment, motivation, reduced anxiety in language practice, and improved understanding of vocabulary and grammar through interactive characters and immediate feedback. These results suggest that integrating digital gamified characters effectively boosts English learning by fostering engaging and less intimidating learning environments. The study underscores the potential of this innovative pedagogical approach to enhance language acquisition in junior high schools, particularly within the Indonesian context.