<![CDATA[Reading and writing literacy in primary education requires instruction that is not only interactive but also explicitly aligned with literacy competencies. This study evaluates Educandy-based gamification as a digital medium for supporting reading and writing skills, addressing the limited evidence on Educandy beyond language practice and general learning outcomes. A quantitative approach with a pre-experimental one-group pretest-posttest design was employed. Participants were 20 fifth-grade students at SD Janjimanaon, South Tapanuli, who received two 60-minute intervention sessions. Data were collected through pretests and posttests and analyzed using the Shapiro-Wilk test, paired-samples t-test, Cohen’s d, and N-gain. Mean reading scores increased from 62.05 to 70.95, while writing scores increased from 61.90 to 69.85. The changes were significant for reading, t(19) = 4.541, p < .001, d = 1.02, and writing, t(19) = 3.910, p < .001, d = 0.87. However, N-gain values of 0.23 and 0.21 indicated low gains. The study provides initial evidence of simultaneous changes in reading and writing through Educandy-based gamification, while demonstrating that statistical significance does not necessarily indicate substantial improvement. The findings underscore the importance of aligning game design with literacy objectives. The absence of a control group limits causal attribution and warrants further testing with larger samples and longer interventions.]]>
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