Melola Discovery

← Melola Discovery

Jurnal SINTA 2

Improving JavaScript Learning Engagement with Gamification Techniques

Journal of ICT Research and Applications (JICTRA) · Vol. 20 No. 1 (2026) · pp. 38–54

DOI
10.5614/itbj.ict.res.appl.2026.20.1.3
ISSN
2338-5499, 2337-5787
Published
2026-06-30
Publisher
DRI - ITB
Language
eng

Abstract

JavaScript is highly demanded in modern development, but traditional learning methods often fail to engage students. To address this, this study designed and developed a responsive, gamified web-based JavaScript learning application using the ReactJS library. The application integrates gamification elements such as dashboards, learning modules, challenges, points, levels, ranks, and achievements to enhance learning engagement. The application’s usability and acceptance were evaluated using the Technology Acceptance Model (TAM) through a survey involving 35 participants. The evaluation yielded a Perceived Usefulness score of 90.00% and a Perceived Ease of Use score of 89.71%, resulting in a high overall average score of 89.85%. These results indicate that respondents strongly agree that the application is highly useful for escalating learning motivation and is easy to use. While the TAM results confirm high user acceptance and demonstrate that gamification effectively eases the JavaScript learning process, our future research will incorporate objective cognitive assessments to definitively measure its absolute pedagogical effectiveness.

Keywords

Collaboration network of the authors

2 authors · 1 co-authorship link

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Multimedia Nusantara University
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journals.itb.ac.id/index.php/jictra/oai, first harvested 26 Okt 2026, last seen 26 Okt 2026.
Original metadata (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en-US">Improving JavaScript Learning Engagement with Gamification Techniques</dc:title>
	<dc:creator>Wendyanto, Wendyanto</dc:creator>
	<dc:creator>Istiono, Wirawan</dc:creator>
	<dc:subject xml:lang="en-US">gamification</dc:subject>
	<dc:subject xml:lang="en-US">Javascript learning</dc:subject>
	<dc:subject xml:lang="en-US">ReactJS library</dc:subject>
	<dc:subject xml:lang="en-US">technology acceptance model</dc:subject>
	<dc:subject xml:lang="en-US">web application</dc:subject>
	<dc:description xml:lang="en-US">JavaScript is highly demanded in modern development, but traditional learning methods often fail to engage students. To address this, this study designed and developed a responsive, gamified web-based JavaScript learning application using the ReactJS library. The application integrates gamification elements such as dashboards, learning modules, challenges, points, levels, ranks, and achievements to enhance learning engagement. The application’s usability and acceptance were evaluated using the Technology Acceptance Model (TAM) through a survey involving 35 participants. The evaluation yielded a Perceived Usefulness score of 90.00% and a Perceived Ease of Use score of 89.71%, resulting in a high overall average score of 89.85%. These results indicate that respondents strongly agree that the application is highly useful for escalating learning motivation and is easy to use. While the TAM results confirm high user acceptance and demonstrate that gamification effectively eases the JavaScript learning process, our future research will incorporate objective cognitive assessments to definitively measure its absolute pedagogical effectiveness.</dc:description>
	<dc:publisher xml:lang="en-US">DRI - ITB</dc:publisher>
	<dc:date>2026-06-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journals.itb.ac.id/index.php/jictra/article/view/25239</dc:identifier>
	<dc:identifier>10.5614/itbj.ict.res.appl.2026.20.1.3</dc:identifier>
	<dc:source xml:lang="en-US">Journal of ICT Research and Applications; Vol. 20 No. 1 (2026); 38-54</dc:source>
	<dc:source>2338-5499</dc:source>
	<dc:source>2337-5787</dc:source>
	<dc:source>10.5614/itbj.ict.res.appl.2026.20.1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journals.itb.ac.id/index.php/jictra/article/view/25239/7423</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2026 Journal of ICT Research and Applications</dc:rights>
</oai_dc:dc>