Designing A Context-Responsive Gamified Digital English Module for Primary School Learners: An Addie-Based Development Study

Abstract

This study aimed to develop and evaluate a gamified digital English module for Grade 5 learners. Using the ADDIE framework, it was conducted at UPTD SDN Demangan 1 Bangkalan, East Java, Indonesia. Data were collected through needs analysis, expert assessment, classroom observation, teacher responses, and student responses. Needs analysis involved focus group discussions, interviews, and document analysis. One material/content expert assessed curriculum alignment, content accuracy, depth, language quality, presentation, and pedagogical suitability, while one media/module expert assessed visual presentation, design, navigation, interactivity, gamification, and ease of use. Expert assessments were analyzed descriptively because each domain was assessed by one expert. The material/content expert awarded 141/150 points (94.00%), while the media/module expert awarded 142/150 (94.67%). Classroom implementation reached 93.42%, teacher responses 94.00%, and student responses 93.60%. The module integrated curriculum-aligned English content with interactive activities, audio resources, challenges, points, badges, levels, and rewards. The findings provide preliminary descriptive evidence that the module was considered appropriate by the experts and was practically usable in the classroom context.