<![CDATA[Background: English is now mandatory in Indonesian elementary schools, but vocabulary is still often taught through memorized lists from textbooks. Meanwhile, the curriculum emphasizes deep learning, yet interactive digital media that support both engagement and understanding remain scarce at this level. Aims: This study developed gamification media grounded in the deep learning approach, and examined their validity, practicality, and effectiveness for improving mastery of Parts of the Body vocabulary among fifth-grade elementary school students. Methods: Research and Development (R&D) was conducted using the 4D model of Thiagarajan, Semmel, and Semmel (1974). Participants were four experts and 26 fifth-grade students of SDN 5 Limboto, Gorontalo, Indonesia. Effectiveness was examined through a one-group pre-test-post-test design, using expert validation sheets, a student response questionnaire, and a vocabulary achievement test. Results: The media were rated highly valid, with validation scores of 87.06% (media expert), 87.37% (content expert), and 86.76% (deep learning teaching-module experts), giving an overall mean of 87.06%. Student responses placed the media in the highly practical category, and observed active participation averaged 87.94%. The class mean rose from 42.31 on the pre-test to 78.85 on the post-test, a gain of 36.54 points, with a normalised gain of 0.63 in the medium category; 24 of 26 students (92.31%) reached the minimum criterion of learning goals. Implications: Six web platforms (Baamboozle, Educaplay, Blooket, BookWidgets, Kahoot, and Canva) arranged across three phases offer primary English teachers a workable model in which game elements are assigned to distinct instructional functions rather than applied uniformly.]]>
