THE EFFECTIVENESS OF GAMIFIED TECHNOLOGY ON MANDARIN LEARNING MOTIVATION AND CONTINUITY IN PYP

Abstract

This study examines the effectiveness of gamified technology (Technology G) in supporting students’ interest and continuity in learning Mandarin at a primary school implementing the International Baccalaureate (IB) Primary Years Programme (PYP). A post-test only non-equivalent control group design was used, involving 70 Grade 3–5 students divided into experimental and control groups. Data were collected using a validated Likert-scale questionnaire and analyzed using Microsoft Excel.  Five hypotheses were tested: (1) differences in mean scores of learning interest, (2) differences in mean scores of learning continuity, (3) relationships between gender and ethnicity with learning interest, (4) relationships between gender and ethnicity with learning continuity, and (5) the effect of learning interest on learning continuity. The analysis showed that the first four hypotheses were not statistically significant (p  > 0.05). The mean score of learning interest in the experimental group was 41.36% (SD = 8.29), while the control group scored 39.56% (SD = 11.24). For learning continuity, the experimental group scored 29.94% (SD = 6.36), and the control group 27.85% (SD = 9.36). However, learning interest significantly influenced learning continuity (p < 0.01; F = 8.821). These findings suggest that learning interest—as a form of intrinsic motivation—plays a crucial role in sustaining Mandarin learning. Although the short intervention period and limited focus on interactive quiz activities did not produce statistically significant effects, gamified learning strategies that nurture internal motivation and align with inquiry-based learning and learner agency principles remain pedagogically relevant in the PYP context.

Penelitian ini mengkaji efektivitas teknologi gamifikasi (Teknologi G) dalam mendukung minat dan keberlangsungan belajar Bahasa Mandarin pada sekolah dasar yang menerapkan kurikulum International Baccalaureate (IB) Primary Years Programme (PYP). Penelitian menggunakan desain post-test only non-equivalent control group dengan 70 murid kelas III-V SD yang dibagi ke dalam kelompok eksperimen dan kontrol. Data dikumpulkan melalui kuesioner skala Likert yang telah divalidasi, dan dianalisis menggunakan Microsoft Excel. Lima hipotesis diuji dalam penelitian ini: (1) perbedaan rata-rata minat belajar, (2) perbedaan rata-rata keberlangsungan belajar, (3) hubungan antara jenis kelamin dan etnis dengan minat belajar, (4) hubungan antara jenis kelamin dan etnis dengan keberlangsungan belajar, dan (5) pengaruh minat belajar terhadap keberlangsungan belajar. Hasil analisis menunjukkan bahwa empat hipotesis pertama tidak signifikan (p value > 0,05). Rata -rata minat belajar kelompok eksperimen adalah 41,36 % (SD = 8,29), sedangkan kontrol 39,56% (SD = 11,24).  Rata-rata keberlangsungan belajar pada kelompok eksperimen adalah 29,94 % (SD = 6,36), dan kontrol 27,85 % (SD = 9,36). Namun, terdapat pengaruh signifikan minat belajar terhadap keberlangsungan belajar Bahasa Mandarin (p value < 0,01; F = 8,821). Temuan ini menegaskan bahwa minat belajar—sebagai bentuk motivasi intrinsik—memiliki peran penting dalam keberlangsungan belajar Bahasa Mandarin.  Meskipun durasi intervensi yang singkat dan pendekatan terbatas pada kuis interaktif belum menghasilkan pengaruh signifikan secara statistik, strategi pembelajaran berbasis gamifikasi yang terintegrasi dengan prinsip inquiry-based learning dan learner agency tetap relevan dalam konteks PYP.