Advancing Japanese kaiwa proficiency through web-based gamification

Abstract

Japanese language learning at the senior high school level remains challenged by students’ limited mastery of kana writing and kaiwa (speaking) skills, both of which require coordinated psychomotor performance in handwriting and pronunciation. Existing web-based learning media rarely integrate gamification with learning analytics to support these skills. This study aimed to develop and evaluate a web-based gamified learning platform integrated with learning analytics to improve students’ kana mastery and kaiwa skills. The study adopted the Lee and Owens instructional development model, consisting of analysis, design, development, implementation, and evaluation phases. A purposive sample of 34 Grade XI students participated in a one-group pre-test–post-test implementation. Data were collected through expert validation, learning achievement tests, and the System Usability Scale (SUS). Expert validation indicated that the developed media achieved very high validity across instructional strategy, content, media, and assessment instruments (Aiken’s V = 0.878–0.925). Wilcoxon signed-rank tests revealed significant improvements across all learning dimensions (p < .01), with a high overall normalized gain (0.76) and a large overall effect size (0.87). The greatest improvements were observed in psychomotor-oriented outcomes, particularly kana writing and kaiwa performance, supported by automated feedback and repetitive guided practice. The usability evaluation produced a SUS score of 69.03, indicating marginally acceptable usability while highlighting opportunities to improve interface organization, navigation, and multimedia interaction. These findings suggest that integrating gamification with learning analytics can effectively support psychomotor-oriented Japanese language learning, although further studies employing controlled experimental designs are needed to strengthen causal inference and generalizability.