<![CDATA[This study investigated the use of the Wayground gamification platform in Informatics learning by examining students' learning motivation and learning outcomes. A quantitative quasi experimental design was employed involving an experimental group receiving Wayground supported instruction and a control group receiving conventional instruction. The intervention was conducted over two instructional meetings, with each meeting lasting two lesson periods of 40 minutes. Data were collected using a learning motivation questionnaire and pretest and posttest instruments measuring students' Informatics learning outcomes. The instruments were validated and piloted before data collection. Data were analyzed using descriptive statistics, normality and homogeneity tests, independent samples t tests, and effect size analysis. The baseline comparison showed no statistically significant difference in pretest scores between the experimental and control groups, t(46) = −0.488, p = .628. The posttest analysis showed a statistically significant difference in learning outcomes, t(27.359) = −7.593, p < .001, with the experimental group achieving a higher mean score than the control group. A statistically significant difference was also found in learning motivation, t(44.383) = −5.692, p < .001. The experimental group obtained a mean motivation score of 91.74, compared with 71.25 for the control group. These findings indicate that Wayground supported instruction was associated with higher learning motivation and Informatics learning outcomes under the conditions of this study. The findings should be interpreted considering the short intervention period and nonrandomized group assignment.]]>
