A Meta-Analysis of Wordwall-Based Gamification for English Vocabulary Mastery in Indonesian EFL Contexts

Abstract

This study investigates the effectiveness of Wordwall-based gamification in improving English vocabulary mastery among Indonesian EFL learners. The primary method employed is a meta-analysis synthesizing ten empirical studies, encompassing a total of 286 participants from various educational levels across Indonesia. To strengthen and contextualize the meta-analytic findings, a supporting quantitative quasi-experimental study was also conducted using a one-group pretest-posttest design, in which the experimental group received instruction through Wordwall-based learning activities. This complementary design provides additional empirical evidence to better understand the impact of gamified digital learning on vocabulary development in Indonesian EFL contexts.. The findings revealed a significant increase in students’ vocabulary achievement after being taught through Wordwall. The average pretest score was 60.27, which improved to 79.54 in the posttest, resulting in an average gain of +19.27 points. Statistical results indicated a large effect size (Cohen’s d = 1.76), confirming that Wordwall-based gamified learning provides substantial benefits for vocabulary acquisition. These results demonstrate that interactive and game-oriented learning environments enhance students’ motivation, engagement, and long-term retention. The study’s conclusions align with Vygotsky’s social constructivism, Mayer’s cognitive theory of multimedia learning, and Deci and Ryan’s self-determination theory, which emphasize the importance of active participation and intrinsic motivation in the learning process. In the context of the Merdeka Belajar initiative, Wordwall serves as an effective digital medium for fostering student-centered and engaging English learning experiences in Indonesian EFL classrooms.