Exploring the Barriers and Motivation of Vocational Students in Using the Wordwall Platform for Basic Reading Learning
DOI:
https://doi.org/10.31849/rgfys585Keywords:
Wordwall, Vocational Education, Barriers, Motivations, Reading Learning, GamificationAbstract
This study examines the barriers and motivations of vocational students in using the Wordwall platform for basic reading learning. With the growing role of technology in education, this research focuses on understanding how interactive platforms like Wordwall impact students' reading comprehension and overall learning outcomes, particularly in vocational education settings. Using a descriptive quantitative approach, a questionnaire was administered to 20 vocational students at Politeknik Negeri Bengkalis. The study identifies the frequency and duration of Wordwall use, types of activities engaged with, and the motivational factors and barriers affecting its adoption. The results show that while Wordwall is perceived as an engaging and effective tool for improving reading skills, technical issues such as slow loading times, limited access to devices, and internet connectivity problems hinder its full utilization. Motivational factors, including autonomy, competence, and the ability to provide immediate feedback, were identified as key drivers for student engagement. The study concludes by offering recommendations for enhancing the platform's effectiveness, such as improving mobile and offline access, providing teacher support, and ensuring reliable infrastructure. By addressing these barriers, Wordwall's potential as a tool for basic reading learning in vocational education can be maximized.
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