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All Journal International Journal of Learning and Education Educational Technology in Developing Countries
Irhamuddin
Al-Azhar University, Cairo, Egypt
Education Other

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Gamified Literacy Applications and Reading Proficiency Among Struggling Primary Learners in Indonesia: A Cluster Randomized Controlled Trial Arief Ardiansyah; Irhamuddin; Muhammad Odi Tondi Nasution
Educational Technology in Developing Countries Vol. 1 No. 1 (2026): Educational Technology in Developing Countries (ETDC)
Publisher : Jambi Tuah Tengganai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/etdc.v1i1.63

Abstract

Foundational literacy among Indonesian primary learners remains critically low, with PISA 2022 reading scores far below OECD averages, yet rigorous evidence on gamified digital interventions in this context is sparse. This cluster-randomized controlled trial evaluated whether a structured, gamified literacy application (LiterasiKu) improved reading proficiency and for whom the effects were largest. We randomly assigned 24 schools (950 Grade 2–3 students) across three West Java districts to either 16 weeks of daily 30-minute LiterasiKu sessions integrated into regular instruction or standard Kurikulum Merdeka teaching. Three-wave Early Grade Reading Assessment data (baseline, midline, endline) were analyzed using hierarchical linear models with school random effects. The intervention produced medium-to-moderate effects on oral reading fluency (d = 0.58), phonemic awareness (d = 0.52), and reading comprehension (d = 0.47). Growth trajectory analyses showed sustained gains without attenuation across 16 weeks, countering novelty-driven explanations. Exploratory subgroup analyses revealed larger effects for lowest-quartile learners (d = 0.74 for fluency), suggesting equity potential, though regression-to-the-mean and floor effects remain alternative accounts. Implementation fidelity averaged 87.3% with modest teacher training. The findings demonstrate that culturally adapted gamified packages can deliver meaningful literacy gains within existing LMIC primary school timetables. However, without an active digital comparator, attribution to gamification mechanics remains unresolved. Future dismantling trials should isolate gamification from adaptive personalization components, followed by cost-effectiveness analyses before scaling decisions are made.
Short-Video Addiction, Academic Burnout, and Sleep Quality: Testing a Serial Mediation Model with Emotion Regulation as a Protective Factor Massuhartono; Irhamuddin; Ananda Hana Yuri
International Journal of Learning and Education Vol 1 No 2 (2025): International Journal of Learning and Education (IJLE)
Publisher : NAJAHA

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Abstract

Short-video platforms now occupy a large share of student leisure time, yet the psychological route linking compulsive viewing to impaired sleep remains poorly specified. This study tested a serial mediation model in which short-video addiction predicts sleep quality through emotion regulation and then academic burnout, treating emotion regulation as a protective resource. A cross-sectional survey collected complete responses from 375 undergraduate students aged seventeen to twenty-five, who reported on twenty-eight Likert items alongside behavioural sleep indicators. Confirmatory factor analysis established the four-factor measurement structure, and the serial mediation model was estimated with 10,000 bootstrap resamples. Short-video addiction predicted poorer sleep quality directly (β = −0.228) and through three indirect routes that were all significant. Academic burnout carried the largest specific indirect effect (β = −0.132), the emotion regulation route carried β = −0.053, and the serial route running through regulation and then burnout carried β = −0.045. Indirect transmission accounted for 50.3 per cent of the total effect of −0.458, and the model explained 39.6 per cent of the variance in sleep quality. Emotion regulation operated as a mediator rather than as a buffer, since its interaction with short-video addiction was not significant. Interventions should therefore target regulatory capacity and academic workload rather than screen time alone.
Co-Authors Ananda Hana Yuri Arief Ardiansyah Massuhartono Muhammad Odi Tondi Nasution