https://ejournal.staialhikmahpariangan.ac.id/Journal/index.php/JIIET <p style="text-align: justify;"><strong>Journal International Inspire Education Technology (JIIET)</strong> is a scientific journal published by Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. Journal International Inspire Education Technology is specifically publishing journal articles in the field of innovation in education and classroom instruction especially those at an early age level, primary education, and higher education. Journal International Inspire Education Technology is regularly published three times a year (April, August, and December). For new article submission <a href="https://ejournal.staialhikmahpariangan.ac.id/Journal/index.php/JIIET/login" target="_blank" rel="noopener">Here</a></p> Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. en-US Journal International Inspire Education Technology 2830-1021 https://ejournal.staialhikmahpariangan.ac.id/Journal/index.php/JIIET/article/view/1370 <p>The increasing integration of digital technology into educational settings has encouraged the use of gamification and game-based learning as alternative approaches to improve students' learning experiences. While game-based learning is widely recognized for its potential to increase student engagement and motivation, its specific impact on academic achievement remains an important area of investigation. This study aims to assess the impact of game-based learning on student motivation and academic achievement. A mixed-methods approach was employed, combining quantitative surveys and achievement tests with qualitative interviews to examine students' learning experiences. The experimental group participated in learning activities that integrated game-based elements, while the control group participated in conventional learning activities. The results indicated that students in the experimental group experienced greater improvements in motivation and academic achievement compared to students in the control group. The post-intervention results showed higher levels of learning interest, participation, confidence, and academic performance among students who participated in game-based learning activities. The qualitative findings also indicated that game-based learning created a more interactive and enjoyable learning environment and encouraged students to participate more actively in classroom activities. These findings suggest that gamification can support student motivation and academic achievement when game elements are integrated appropriately into the learning process. The study contributes to the discussion of technology-supported education by providing empirical evidence regarding the potential of game-based learning to create more engaging and effective learning environments.</p> Dodi Setiawan Copyright (c) 2026 Dodi Setiawan https://creativecommons.org/licenses/by-sa/4.0 2026-10-23 2026-10-23 5 5 1 10 10.55849/jiiet.v5i5.1370