<![CDATA[This quantitative non-experimental comparative study examined the reading comprehension performance of 112 eleventh-grade students at an Indonesian public senior high school based on their prior exposure to Interactive Flat Panel-based gamified vocabulary learning. Before data collection, students in XI P8 and XI P9 had participated in six instructional sessions conducted over three weeks, in which gamified vocabulary activities were integrated with analytical exposition, hortatory exposition, and discussion texts (n = 56). In contrast, students in XI P6 and XI P7 had not received the same instructional exposure (n = 56). During data collection, all participants completed the same researcher-developed 30-item reading comprehension test under comparable assessment conditions. Descriptive statistics and a two-tailed Mann–Whitney U test were employed. Students with prior exposure obtained higher scores (M = 87.13, SD = 9.92; Mdn = 88.00) than those without prior exposure (M = 61.25, SD = 17.10; Mdn = 55.50). The score distributions differed significantly, U = 361.50, z = −7.03, p < .001, with a large rank-biserial correlation, |rᵣᵦ| = .769. Because exposure was not randomized and was associated with intact class membership, the findings indicate a substantial group difference related to prior exposure rather than a causal effect of Interactive Flat Panel use.]]>
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