Gamification in Education: Iterative Development of Reading Bingo Quest to Support Students' Reading Habits
Keywords:
Gamification, Reading Habits, Digital Platform, Reading Bingo Quest, Educational Design Research
Abstract
Reading habits among students require learning environments that are engaging, structured, and responsive to their interests. Existing research has examined gamified reading and printed Reading Bingo separately, leaving a gap in digital platforms that integrate reading challenges, gamification, reflection, and progress monitoring. This study aimed to develop and examine the use of Reading Bingo Quest (RBQ), a gamification-based digital platform designed to support students’ reading habits. The study employed Educational Design Research (EDR) through three phases: analysis and exploration, design and construction, and evaluation and reflection. The evaluation involved two iterative cycles, with data collected using a 4-point Likert-scale questionnaire and analyzed descriptively across usability, user experience, motivation and engagement, and reading-habit support. The findings indicated positive student responses in both cycles, with the overall mean increasing from 3.72 in Cycle 1 to 3.80 in Cycle 2 and improvements across all evaluated aspects. Iterative refinement of RBQ’s reading challenges and gamification features was accompanied by more positive responses in the second cycle. These findings highlight the potential of gamification-based digital media to create an engaging and structured environment for supporting students’ reading habits and demonstrate the value of iterative EDR in developing digital learning media.
References
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Moyano-Barahona, Á. M., Espinosa-Pinos, C. A., & Amaluisa-Rendón, P. M. (2025). The Impact of Gamification on Reading Comprehension: Transforming Literacy Skills Among High School Students in Puyo, Ecuador (pp. 15–26). https://doi.org/10.1007/978-3-031-93746-0_2
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Parra-González, M.-E., Segura-Robles, A., Moreno-Guerrero, A.-J., & López-Belmonte, J. (2022). Elaboration and validation of the scale to measure the experience on gamification in education (EGAMEDU). Journal of Technology and Science Education, 12(1), 217. https://doi.org/10.3926/jotse.1505
Pranata Perangin-Angin, A., Tarigan, B., & Mono, U. (2022). Improving Student’s Listening Skill through Bingo Game: A Classroom Action Research at Fifth Grade Students in Sidomulyo. In LingPoet: Journal of Linguistics and Literary Research (Vol. 3, Number 3). http://talenta.usu.ac.id/lingpoet
Salleh, K. M., Sulaiman, N. L., Gloeckner, G., Ramli, R., & Al-Asfour, A. (2026). Analyzing Likert Scale type data and interpretation in TVET research: A guideline for the novice researcher. Architecture Image Studies, 7(1), 550–560. https://doi.org/10.62754/ais.v7i1.871
Sannathimmappa, M. B., Nambiar, V., & Aravindakshan, R. (2024). Engaging students through activity based bingo games in immunology course: Determining students’ perception and measuring its influence on academic performance. Journal of Education and Health Promotion, 13(1). https://doi.org/10.4103/jehp.jehp_2074_23
Schmidt, F. T. C., & Retelsdorf, J. (2016). A new measure of reading habit: Going beyond behavioral frequency. Frontiers in Psychology, 7(SEP). https://doi.org/10.3389/fpsyg.2016.01364
Schmitz, M.-L., Antonietti, C., Cattaneo, A., Gonon, P., & Petko, D. (2022). When barriers are not an issue: Tracing the relationship between hindering factors and technology use in secondary schools across Europe. Computers & Education, 179, 104411. https://doi.org/10.1016/j.compedu.2021.104411
Senthilkumaran, M., & Revathi, B. (2022). Development And Validation Of Reading Habits Inventory. In Journal of Positive School Psychology (Vol. 2022, Number 8). http://journalppw.com
Terhorst, Y., Philippi, P., Sander, L. B., Schultchen, D., Paganini, S., Bardus, M., Santo, K., Knitza, J., Machado, G. C., Schoeppe, S., Bauereiß, N., Portenhauser, A., Domhardt, M., Walter, B., Krusche, M., Baumeister, H., & Messner, E.-M. (2020). Validation of the Mobile Application Rating Scale (MARS). PLOS ONE, 15(11), e0241480. https://doi.org/10.1371/journal.pone.0241480
Vázquez, J. S., Jaraíz-Cabanillas, F. J., Gutiérrez-Gallego, J. A., & Pérez-Parejo, R. (2021). Analysis of Reading Habits in Secondary Education in Extremadura. Revista Electronica de Investigacion Educativa, 23, 1–20. https://doi.org/10.24320/REDIE.2021.23.E19.3857
Wang, Z., Harun, J., & Yuan, Y. (2024). Enhancing Reading Instruction Through Gamification: A Systematic Review of Theoretical Models, Implementation Strategies, and Measurable Outcomes (2020-2024). Journal of Information Technology Education: Research, 23, 1–27. https://doi.org/10.28945/5394
Zur, S., Sunra, L., & Dollah, S. (2025). The role of reading logs in shaping students’ reading habits on extensive reading. English Learning Innovation, 6, 156–165. https://doi.org/10.22219/englie
Agustina, E., Ayriza, Y., & Aulia, M. F. (2024). The Relationship Between Reading Culture and Critical Thinking Skills of High School Students. Journal of Innovation in Educational and Cultural Research, 5(4), 615–623. https://doi.org/10.46843/jiecr.v5i4.2070
Al Ali, R., Al-Hassan, O., Al-Barakat, A., Alakashee, B., Kanaan, E., Alqatawna, M., Zaher, A., & Saleh, S. (2024). Effectiveness of Utilizing Gamified Learning in Improving Creative Reading Skills among Primary School Students. Forum for Linguistic Studies, 6(6), 816–830. https://doi.org/10.30564/fls.v6i6.7518
Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Ten Years of Gamification-Based Learning: A Bibliometric Analysis and Systematic Review. International Journal of Interactive Mobile Technologies, 18(7), 188–212. https://doi.org/10.3991/ijim.v18i07.45335
Dah, J., Hussin, N., Zaini, M. K., Helda, L. I., Ametefe, D. S., Aliu, A. A., Suqi, W., & Caliskan, A. (2023). Gamification Equilibrium: The Fulcrum for Balanced Intrinsic Motivation and Extrinsic Rewards in Electronic Learning Systems. International Journal of Serious Games, 10(3), 83–116. https://doi.org/10.17083/ijsg.v10i3.633
Funa, A. A., Gabay, R. A. E., & Ricafort, J. D. (2021). Gamification in Genetics: Effects of Gamified Instructional Materials on the STEM Students’ Intrinsic Motivation. Jurnal Pendidikan IPA Indonesia, 10(4), 462–473. https://doi.org/10.15294/jpii.v10i4.32143
Govorova, E., Benítez, I., & Cuesta, M. (2023). Strategies for Promoting Reading Competence: Teaching Practices and Enjoyment of Reading. Psicothema, 35(4), 340–350. https://doi.org/10.7334/psicothema2022.509
Hilya Aeni, L., Ghifari Faizatun Ni’mah, A., Alfina Cahyani, I., & Fatharani, M. (2025). Analisis Posisi Penggunaan Teknologi dalam Pembelajaran Berdasarkan PICRAT Matrix. Jurnal Pembelajaran Inovatif, 8(2), 86–103. https://doi.org/10.21009/JPI.082.11
Li, X., & Chu, S. K. W. (2021). Exploring the effects of gamification pedagogy on children’s reading: A mixed‐method study on academic performance, reading‐related mentality and behaviors, and sustainability. British Journal of Educational Technology, 52(1), 160–178. https://doi.org/10.1111/bjet.13057
Matyakhan, T., Chaowanakritsanakul, T., Andrew, J., & Santos, L. (2024). Implementing Gamification to Enhance Reading Engagement and Reading Comprehension of Thai EFL University Students. Language Education and Acquisition Research Network, 17(1), 212–239. https://so04.tci-thaijo.org/index.php/LEARN/index
McKenney, S., & Reeves, T. C. (2018). Conducting Educational Design Research. Routledge. https://doi.org/10.4324/9781315105642
Moyano-Barahona, Á. M., Espinosa-Pinos, C. A., & Amaluisa-Rendón, P. M. (2025). The Impact of Gamification on Reading Comprehension: Transforming Literacy Skills Among High School Students in Puyo, Ecuador (pp. 15–26). https://doi.org/10.1007/978-3-031-93746-0_2
Najib Awang Mohamad, A. (2025). Exploring Design-Based Research: Enhancing Methodologies for Educational Innovation. In Journal of Research Initiatives Journal of Research (Vol. 9, Number 1).
Nitiasih, P. K., Permana, I. G. Y., & Budiartha, L. G. R. (2022). Enhancing Students’ Reading Comprehension with Gamification of Local Wisdom Stories during Emergency Online Learning. Journal of Education Technology, 6(3), 515–520. https://doi.org/10.23887/jet.v6i3.472
O’Day, M. (2025, March 28). Reading Bingo Turns Pages and Builds Community at DoDEA School, Inspiring Lifelong Learners. Https://Www.Dodea.Edu/News/Articles/Reading-Bingo-Turns-Pages-and-Builds-Community-Dodea-School-Inspiring-Lifelong.
OECD. (2023). PISA 2022 Results (Volume I). OECD Publishing. https://doi.org/10.1787/53f23881-en
Oktaviani, V., Bunau, E., & Gatot Sutapa Yuliana, Y. (2024). Improving Students’ Vocabulary In Descriptive Text By Using The Bingo Game. Journal on Education, 07(01), 5238–5246.
Parra-González, M.-E., Segura-Robles, A., Moreno-Guerrero, A.-J., & López-Belmonte, J. (2022). Elaboration and validation of the scale to measure the experience on gamification in education (EGAMEDU). Journal of Technology and Science Education, 12(1), 217. https://doi.org/10.3926/jotse.1505
Pranata Perangin-Angin, A., Tarigan, B., & Mono, U. (2022). Improving Student’s Listening Skill through Bingo Game: A Classroom Action Research at Fifth Grade Students in Sidomulyo. In LingPoet: Journal of Linguistics and Literary Research (Vol. 3, Number 3). http://talenta.usu.ac.id/lingpoet
Salleh, K. M., Sulaiman, N. L., Gloeckner, G., Ramli, R., & Al-Asfour, A. (2026). Analyzing Likert Scale type data and interpretation in TVET research: A guideline for the novice researcher. Architecture Image Studies, 7(1), 550–560. https://doi.org/10.62754/ais.v7i1.871
Sannathimmappa, M. B., Nambiar, V., & Aravindakshan, R. (2024). Engaging students through activity based bingo games in immunology course: Determining students’ perception and measuring its influence on academic performance. Journal of Education and Health Promotion, 13(1). https://doi.org/10.4103/jehp.jehp_2074_23
Schmidt, F. T. C., & Retelsdorf, J. (2016). A new measure of reading habit: Going beyond behavioral frequency. Frontiers in Psychology, 7(SEP). https://doi.org/10.3389/fpsyg.2016.01364
Schmitz, M.-L., Antonietti, C., Cattaneo, A., Gonon, P., & Petko, D. (2022). When barriers are not an issue: Tracing the relationship between hindering factors and technology use in secondary schools across Europe. Computers & Education, 179, 104411. https://doi.org/10.1016/j.compedu.2021.104411
Senthilkumaran, M., & Revathi, B. (2022). Development And Validation Of Reading Habits Inventory. In Journal of Positive School Psychology (Vol. 2022, Number 8). http://journalppw.com
Terhorst, Y., Philippi, P., Sander, L. B., Schultchen, D., Paganini, S., Bardus, M., Santo, K., Knitza, J., Machado, G. C., Schoeppe, S., Bauereiß, N., Portenhauser, A., Domhardt, M., Walter, B., Krusche, M., Baumeister, H., & Messner, E.-M. (2020). Validation of the Mobile Application Rating Scale (MARS). PLOS ONE, 15(11), e0241480. https://doi.org/10.1371/journal.pone.0241480
Vázquez, J. S., Jaraíz-Cabanillas, F. J., Gutiérrez-Gallego, J. A., & Pérez-Parejo, R. (2021). Analysis of Reading Habits in Secondary Education in Extremadura. Revista Electronica de Investigacion Educativa, 23, 1–20. https://doi.org/10.24320/REDIE.2021.23.E19.3857
Wang, Z., Harun, J., & Yuan, Y. (2024). Enhancing Reading Instruction Through Gamification: A Systematic Review of Theoretical Models, Implementation Strategies, and Measurable Outcomes (2020-2024). Journal of Information Technology Education: Research, 23, 1–27. https://doi.org/10.28945/5394
Zur, S., Sunra, L., & Dollah, S. (2025). The role of reading logs in shaping students’ reading habits on extensive reading. English Learning Innovation, 6, 156–165. https://doi.org/10.22219/englie
Published
2026-09-29
How to Cite
Hilya Aeni, L., Alfina Cahyani, I., Fatharani, M., & Ghifari Faizatun Ni’mah, A. (2026). Gamification in Education: Iterative Development of Reading Bingo Quest to Support Students’ Reading Habits. International Journal of Education, Vocational and Social Science , 5(04), 2063-2081. https://doi.org/10.63922/ijevss.v5i04.6701
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Email : ijevss@citakonsultindo.or.id / editor.ijevss@gmail.com
