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Effectiveness is assessed using Kirkpatrick’s first two levels: reaction and learning. A quasi-experiment with 260 first-year undergraduate students compares experimental and control groups through pretests, learning activities, and posttests. 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To see the effectiveness of the proposed application, the first two levels of the Kirkpatrick model have been carried out, namely reaction and learning evaluation. A quasi-experiment was conducted involving 260 first-year undergraduate students, divided into an experimental group and a control group, who underwent a pretest, learning activities, and a posttest. First, the reaction level utilized a 38-item questionnaire to measure usability, game experience, and interactive learning perception, with strong correlations (r > 0.5) and high internal consistency (alpha = 0.964) confirming the validity and reliability of the data and revealing positive student attitudes through descriptive statistics. Second, the evaluation of the learning level encompassed pretest and posttest scores from 60 questions. This analysis employed the Mann-Whitney U test with an Asym. Sig. (2-tailed) value of 0.001, indicating a significant difference in learning outcomes. The experimental group showed a higher mean score gain (pretest = 65.94; posttest = 82.94) compared to the control group (pretest = 71.50; posttest = 77.66) . These findings underscore the efficacy of the gamified approach in enhancing Indonesian language learning.  \nKeywords: virtual language lab, gamified learning, quiz game, online learning, language learning.  \nIntroduction  \nOver the years, most prior studies have generally accepted that practical experiences have positively supported students in gaining comprehensive knowledge and skills through a\"learning by doing\" approach (Jara et al., 2011; Seifan et al., 2020; Woodfield et al., 2005) . From an academic point of view, practical experiences are primarily conducted in laboratories, allowing students to improve their understanding of theories and concepts through actual phenomena. Virtual laboratories are computer-based simulations presented in either two or three dimensions (Reeves & Crippen, 2021) . These simulations place the students in a virtual version of a physical laboratory, allowing them to interact with virtual equipment and materials remotely (Budai & Kuczmann, 2018) . The use of virtual laboratories has emerged in many prior studies to support students’ practice before, during, and after practical sessions (Altalbe, 2019; Dalgarno et al., 2009) . Nowadays, mobile technology has gained significant popularity as a prominent platform with the potential to incorporate laboratory activities through a range of applications (Sophonhiranrak, 2021) . The use of smartphones, tablets, and similar devices can simulate all kinds of practical activities and possibly com","cbCaipcjaGdGT81z","https://ap.wps.com/l/cbCaipcjaGdGT81z","pdf",1524931,24,"English","# Introduction\n## Background of virtual laboratories and mobile learning\n## Motivation and engagement challenges\n## Gamification in virtual laboratory approaches\n# Abstract\n## Study objective and approach\n## Kirkpatrick reaction and learning evaluation","[{\"question\":\"What is the main purpose of the proposed gamified mobile virtual laboratory?\",\"answer\":\"It is designed for mobile platforms to support online Indonesian language learning using quiz-based content that increases interaction and engagement.\"},{\"question\":\"How was the system evaluated in the study?\",\"answer\":\"Effectiveness was measured using Kirkpatrick model levels for reaction and learning, using questionnaires and pretest/posttest performance data.\"},{\"question\":\"What statistical evidence shows the learning improvement?\",\"answer\":\"Learning-level results used the Mann–Whitney U test, yielding an Asym. Sig. (2-tailed) value of 0.001, indicating a significant difference in outcomes between groups.\"}]","Gamified Mobile Virtual Laboratory for Indonesian Language Learning | PDF"]