<![CDATA[General Background: Reading mastery represents a complex cognitive process requiring both vocabulary acquisition and background knowledge integration within foreign language learning. Specific Background: Many high school learners struggle to interpret contextual clues, deduce implicit meanings, and identify main ideas when processing descriptive materials. Knowledge Gap: Although digital platforms exist, the specific application of adaptive game-based systems for targeted reading mechanics remains underexplored in senior secondary settings. Aims: This pre-experimental study investigates the application of game-based reading tools on literary mastery among 35 learners at a public school in Sidoarjo. Results: Utilizing a one-group pre-test and post-test design evaluated via the Wilcoxon Signed Rank Test, the analysis demonstrated a significant progression in assessment scores. Learners showed substantial development in vocabulary retention, detailed information retrieval, and inferential reasoning, while digital leaderboards and immediate feedback stimulated active classroom participation. Novelty: The intervention distinctly utilizes an adaptive online framework to transform passive reading tasks into dynamic, data-driven cognitive exercises. Implications: Deploying this engaging pedagogical model provides language educators with a technological strategy to fulfill foundational literacy requirements and modernize instructional delivery. Highlights: Game-based platforms significantly raise assessment scores by providing immediate feedback and adaptive quizzes. Digital pedagogical interventions successfully develop vocabulary mastery and inferential reasoning capabilities. Leaderboards and gamified elements actively stimulate learner engagement during complex literary analysis tasks. Keywords: Game Based Learning, Reading Proficiency, Digital Pedagogy, Foreign Language Education, Wilcoxon Signed Rank Test]]>
