<![CDATA[This study evaluated whether gamified e-modules integrating problem-based learning (PBL) could enhance students’ critical thinking skills and academic achievement in vocational accounting education. This quasi-experimental study at Vocational High School 1 Patumbak, Indonesia, involved 69 participants divided into two cohorts: 35 learners in the experimental treatment and 34 in the control group. To evaluate the impact on individual dependent variables, researchers used Multivariate Analysis of Covariance (MANCOVA), followed by Analysis of Covariance (ANCOVA) to assess each outcome variable. The MANCOVA results indicated a statistically significant multivariate effect of the instructional approach on the combined outcomes of critical thinking and academic achievement (Wilks’ Λ = 0.479, F(2, 64) = 34.804, p < 0.001, partial η² = 0.521). Substantial differences were also found in students' critical thinking abilities () and learning outcomes (). The experimental group achieved higher adjusted mean scores in critical thinking (82.99 vs. 73.25; Cohen’s d = 0.94) and academic achievement (83.77 vs. 74.59; Cohen’s d = 1.02), indicating large standardized differences. The study’s novelty lies in integrating gamification, PBL, and electronic modules in vocational accounting education. These results highlight the value of technology-enhanced, problem-based instruction in fostering analytical thinking and accounting achievement. They offer practical guidance for developing interactive, application-oriented learning while emphasizing the need to validate outcome distinctiveness and replicate findings across diverse educational settings.]]>
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