Motivation
After a month using Educaplay, 75 university students said they were more motivated than with a regular class. 90% preferred it.
See studies of this kindResearch
What the research says about Educaplay
We didn't say it. 354 studies did. Researchers and teachers around the world have measured what happens when Educaplay enters the classroom. More than two in three are from the last two years. They agree: more motivation, better results.
Explore the studies
354
independent studies
68%
from 2025 and 2026
260
with data, not impressions
6
in Scopus / Web of Science
13
countries
Does gamification in the classroom work?
Short answer, from the research: yes, with nuance. Across 354 independent studies on Educaplay, gamified activities are linked to higher motivation, more participation and better results, in classrooms as different as rural Ecuador and Indonesian madrasas. It's not magic, and it doesn't replace good teaching. But the evidence points the same way, again and again. Below: what improves, where it falls short, and the studies themselves.
What improves, according to the studies
Of the 354 studies, 260 bring numbers. This is a sample, with the figure and the source. Open the finder to read the full studies.
Learning outcomes
In an Entrepreneurship class, the group that used Educaplay outperformed the control group. The difference was statistically significant. Not luck.
See studies of this kindLanguages
English vocabulary at a boarding school: from 55.71 to 94.48 on average in six sessions.
See studies of this kindMathematics
Geometry in 5th grade. Cognitive scores rose from 60% to 86.67% between before and after.
See studies of this kindInclusion
Four students with intellectual disabilities went from 75% achievement in the first round to 100% in the second.
See studies of this kindEngagement
In a 7th-grade English class, participation rose from 68% to 90% between cycles.
See studies of this kindLimitations
The same studies that measure gains also point out the tool's downsides. These are the ones that come up most.
It doesn't teach on its own. Educaplay brings the game; the learning depends on the lesson the teacher builds around it. Without a solid activity behind it, it stays a pastime.
The buzz doesn't always last. In one study, after the initial boost, interaction was moderate and use tailed off. Novelty on its own doesn't build a habit.
It needs a teacher comfortable with tech. The studies are clear: without some digital skill and prior training, the tool underperforms. It won't run itself.
It doesn't beat everything. In some head-to-head studies, Educaplay matches similar tools rather than beating them.
Gamification in numbers
Key figures from the studies on Educaplay, ready to cite.
- 354 independent studies analyze Educaplay in the classroom, and 68% were published in 2025–2026.
- 90% of university students preferred Educaplay over a traditional class (n=75).
- Participation rose from 68% to 90% between cycles in a 7th-grade English class.
- English vocabulary climbed from 55.71 to 94.48 in six sessions (n=42).
- In special education, learning achievement went from 75% to 100% between cycles (n=4).
- 233 university students: 78% enjoyed using it and 59% said it helped them learn.
- 6 of these studies are indexed in Scopus or Web of Science.
How it's used in the classroom
The studies don't talk about Educaplay on its own, but paired with ways of teaching you already know.
Assess by playing. An exam turned into a game, with instant feedback. It's the most common use and the one you notice first.
Compete in teams. The Teams-Games-Tournament format, common in primary school: shared practice and a good vibe.
Reinforce at home. Activities mark themselves, so they work for revision without you grading every attempt.
Flip the classroom. Prep the topic at home, practise in class.
Find the evidence you care about
Filter by subject, level, country or year. Find the studies that speak to your subject and read them yourself.
354 studies
Interactive Educaplay Activities to Foster Neurodevelopment in 4-Year-Old Children
A study published in 2026 in Código Científico Revista de Investigación (Ecuador) that proposes and evaluates a program of interactive activities in Educaplay to stimulate cognitive and psychomotor neurodevelopment in 4-year-old children. Using a pre-experimental pretest-posttest design and a mixed approach (10 children, 4 teachers, 18 sessions over 6 weeks), it recorded improvements in the six domains assessed (attention, working memory, spatial perception, logical reasoning, fine motor skills, and visuomotor coordination), with statistical significance (Wilcoxon, p = 0.005) and a jump from 48.7% to 91.3% of indicators achieved. It concludes that Educaplay, with teacher mediation, is a viable alternative for enriching early childhood education in resource-limited settings.
See studyAnalysis of the digital tool Educaplay in the teaching and learning of literacy among 8th-grade students at Perla del Pacífico School in Guayaquil
Research using a mixed methodology (qualitative and quantitative) that explores the possibilities of Educaplay as a digital tool to support the teaching-learning process of literacy in 8th-grade students of Basic Education at the Perla del Pacífico school (Guayaquil). It analyzes how its interactive activities can contribute to the development of reading and writing skills.
See studyAnalysis of the Use of Educaplay in the Digital Diagnostic Assessment of School Readiness in Children Aged 4–5
A qualitative case study published in 2026 in Edu Cendikia: Jurnal Ilmiah Kependidikan (Indonesia) on the use of Educaplay as a digital diagnostic assessment medium to identify the school readiness of 4-5 year-old children at the RA Baitussalam Toyamas kindergarten (Banyuwangi). Using observation, in-depth interviews, and Miles-Huberman-Saldaña analysis, it concludes that Educaplay transforms assessment into a systematic, interactive, and child-development-centered mapping, and coins the perspective of "digital assessment for learning," conditioned by teachers' pedagogical competence, institutional support, and collaboration with families.
See studyAnalysis of the Implementation of the Gotong Royong (Mutual Cooperation) Character with Educaplay Froggy Jumps Media in Civics Learning in Elementary School
A qualitative study published in 2026 in Pendas: Jurnal Ilmiah Pendidikan Dasar (Indonesia) that describes how Educaplay's Froggy Jumps game supports the development of the Indonesian cultural value of gotong royong (mutual cooperation) in Civic Education. Using observation, interviews, and documentation in class 4A of SDN Mulyorejo 1 in Surabaya (five groups of students), it observed the emergence of mutual help in discussions, cooperation in group work, and individual responsibility for tasks, as well as active engagement and positive interactions, and concludes that it is an effective alternative for cultivating this value in primary school.
no linkAnalysis of the Use of Educaplay Gamification as a Mathematics Learning Evaluation Tool: Exploring Student Responses
A qualitative study with a case study design that explores the response of 21 students at Universitas Negeri Makassar to the use of Educaplay gamification as an assessment tool in a foundations of mathematics course. The students respond positively: motivation, engagement, and comprehension increase, and anxiety toward conventional assessment decreases, although technical connection problems arise.
See studyAnalysis of the Use of Educaplay Interactive Learning Media in Increasing Primary School Students' Interest in Learning
An experimental quantitative study with a single-group pretest-posttest design and 22 primary school students that measures the effect of Educaplay on interest in learning. The questionnaire mean rose from 61.18 to 73.86 (+12.68 points), with a significance of 0.000 and a mean N-Gain of 58.21 (medium category), confirming a significant effect of Educaplay on students' interest.
See studyLearning Analytics Based on Educaplay and Kahoot as Teaching Aids for the Entrepreneurship and Management Course
An experimental quantitative study that confirms Educaplay and Kahoot significantly improve academic performance in Entrepreneurship and Management in the third year of high school. Student's t-test and Levene's test demonstrated statistically significant differences between the experimental group and the control group, with higher grades, greater consistency, and better knowledge retention in the group that used the gamified platforms.
See studyAnalyzing the Perceptions of First-Semester Students of the Bachelor's Degree in Foreign Languages with an Emphasis in English at UNAD Regarding the Use of Educaplay in the Virtual Learning Process
Qualitative research with 15 UNAD students that concludes more than 90% recognize the practical usefulness of the knowledge acquired with Educaplay in virtual English classes. The platform showed positive implications for learning grammar and greater participation in group activities, although limitations were identified for the development of listening comprehension and oral expression, recommending its planned and contextualized use.
no linkApplication of interactive digital tools in meaningful student learning
A study conducted at an educational institution in Mexico (2024) with the aim of evaluating the impact of interactive digital tools on meaningful learning. A quantitative methodology was used with a quasi-experimental design and the application of questionnaires. The sample consisted of 30 upper secondary level students. The results show an increase in participation and comprehension of content. It concludes that the use of interactive tools improves students' learning experience.
no linkApplication of the Educaplay Computing Technique as a Strategy for Learning Biomolecules in High-School Students at the Andrés F. Córdova School - Cañar, Ecuador
A quasi-experimental quantitative study that demonstrates the use of Educaplay (crosswords, interactive maps, and video quizzes) as a strategy contributes significantly to learning about biomolecules in first-year high school students. The experimental group reached a mean of 8.56/10 compared to 6.51/10 for the control group, and the research hypothesis was accepted (Z statistic).
See studyKahoot and Educaplay Educational Applications: Impact on Academic Performance in the Subject of History, Second-Year Unified General Baccalaureate (B.G.U.) Students
A mixed study with 21 students from a rural school in the Jipijapa Canton (Manabí, Ecuador) that concludes Kahoot and Educaplay are relevant tools for teaching History, as they integrate skills, abilities, and motivation. The students expressed interest in learning in a more playful and creative way, and teachers are recommended to create crosswords, word games, and spinning wheels to make classes more dynamic and innovative.
See studyLearning to Innovate Using Digital Tools Such as Kahoot, Educaplay, and Padlet with Basic Cycle Teachers at IPEM N°193
An intervention plan from Universidad Siglo 21 that concludes teacher training in digital tools is fundamental given that today's students are "digital natives." The work highlights that technologies are allies for capturing students' interest, and that collaborative work in in-person workshops, together with support from families, is key to the effective appropriation of digital content.
no linkMathematical learning through Educaplay: a case study of a high-school student with ADHD
A case study with a first-year high school student with attentional and learning difficulties (associated with ADHD) in Ecuador, using a design that combined an initial qualitative documentary analysis and a longitudinal quantitative approach; stimulation mathematics activities designed in Educaplay were applied, and the results showed a significant and sustained improvement in the student's mathematical performance.
See studyBoosting English Proficiency Through Educaplay Games: A Classroom Action Research Approach to Interactive Learning
Classroom action research (two cycles) with 28 7th-grade students at SMP IPK Muhammadiyah Delanggu (Merdeka curriculum) on the topic of describing people in English. Educaplay achieves a 22% improvement in vocabulary acquisition and 15% in grammar, and student participation rises from 68% to 90% between cycles.
See studyCanva & Educaplay: Interactive Media Collaboration to Improve Punctuation Skills of Grade 3 Primary Students
Development research using the ADDIE model involving 24 3rd-grade primary students that creates an interactive medium combining Canva and Educaplay to improve punctuation skills. The medium proved highly suitable (content validation 87.5%, language 92.5%, and media 89.5%; teacher response 90% and student response 92.5%) and effective, with a 28.33-point improvement in outcomes and an N-Gain of 0.4581 (medium category).
See studyFlipped classroom and playful assessment in the virtual teaching of Technical English and Research Methodology: the case of Educaplay, Quizizz and Kahoot
A university teaching experience that applies the flipped classroom and ludo-assessment in the Technical English and Research Methodology courses. Six theoretical videos were designed and self-assessment quizzes were created in Educaplay, Kahoot, and Quizizz, gathering at the end the students' evaluation of the proposal.
See studyClassroom and Educaplay as Pedagogical Allies to Strengthen Environmental Awareness
Pedagogical action research published in 2026 in the journal Trascendere (Colombia), with a mixed and descriptive approach, that implemented a teaching unit supported by Google Classroom and Educaplay to strengthen the environmental awareness of 24 sixth-grade students at I.E. Gabriela Mistral (Piñalito hamlet, Meta). The unit was structured in four blocks (living beings, pollution, environmental care, and the 3Rs) with interactive activities, teacher support, and family involvement; the pretest-posttest comparison showed progress in the objectives of each block and a contribution to the preservation of the local ecosystem.
See studyDesigning Educaplay on Fraction Material to Improve Primary School Students' Mathematical Problem-Solving Ability
An experimental study on an Educaplay-based learning medium (integrating text, audio, images, animation, and video with educational games) applied to the topic of fractions in primary school. The results show a significant increase in mathematical problem-solving ability in the experimental group compared to the control group.
See studyDeveloping an Engaging English Summative Test with Educaplay: A Game-Based Solution for the Fourth Grade of Islamic Primary School
Research and development (a seven-step R&D cycle) to create an interactive summative English test with Educaplay for 4th grade of Islamic primary school, tested with 28 students. The analysis in SPSS showed 12 valid items, a reliability of 0.765, and balanced difficulty, although 40% of the questions required revision; it highlights Educaplay's potential for creating motivating assessments.
See studyDevelopment of an Ethnoscience-Based Interactive Educaplay Game to Improve Students' Problem-Solving Skills
Research and development (R&D) using the Dick and Carey model that creates an interactive Educaplay game integrated with ethnoscience to improve problem-solving in primary school, tested with 4th-grade students (experimental group and control group through a pretest-posttest design). The product proved highly valid (media expert validity 98.96% and content validity 99.48%) and highly practical (student responses 92% and teacher responses 91%), with effectiveness measured by N-Gain.
See studyDevelopment of Educaplay-Based Educational Game Media in the IPAS Subject on Energy Around Us for Grade 3 SDN Bulang 1
Research and development (R&D) using the ADDIE model to create an Educaplay-based educational game about energy for 3rd grade of primary school at SDN Bulang 1 (Indonesia). The medium achieved high validity (92% from the content expert, 95% from the media expert) and practicality (100% teacher, 94.8% students), and the mean rose from 61.12 to 90.54 on the posttest.
See studyDifferences in Students' Creative Thinking Skills Between Those Taught Using Wordwall and Educaplay in Science Subjects
A quasi-experimental study with a nonequivalent groups pretest-posttest design in 7th grade at SMP Negeri 16 Mandai, with two experimental classes (Wordwall n = 32; Educaplay n = 31) analyzed by ANCOVA. No significant difference in creative thinking was found between the two media (p = 0.788), concluding that Wordwall and Educaplay are equally effective.
See studyDigital-Based Evaluation in Arabic Writing: Integrating Educaplay to Enhance Students' Writing Skills
A mixed-method study (observation, questionnaires, and pretest-posttest tests) with 40 10th-grade students that examines Educaplay as a digital assessment medium to improve Arabic writing. The results show a clear improvement in written performance (higher posttest scores), with advances in creativity, text organization, vocabulary, and grammatical accuracy, and positive student perceptions.
See studyDigital Gamification for Vocabulary Growth: Evaluating Educaplay for EFL Learners in a Boarding School Setting
A pre-experimental study with a single-group pretest-posttest design and 42 English as a foreign language (EFL) students at a boarding school that evaluates Educaplay for vocabulary acquisition over six sessions. Mean scores rose from 55.71 to 94.48, with high student motivation and satisfaction, suggesting that gamified tools like Educaplay effectively support vocabulary development in EFL contexts.
See studyUsing the Educaplay Platform to Teach Arabic Sounds and Vocabulary at the Beginner Level
A bibliographic study with a qualitative-descriptive approach and content analysis on the use of Educaplay to teach Arabic phonetics and vocabulary to beginners. It concludes that activities such as Matching Pairs, Froggy Jumps, and Memory facilitate recognizing and pronouncing sounds and acquiring and retaining vocabulary, as well as increasing motivation and autonomous learning, although it requires internet access and devices.
See studyEducaplay as an Interactive Digital Medium for Students' HOTS Thinking on Living Things Material
A quasi-experimental quantitative study with a single-group pretest-posttest design and 20 2nd-grade primary students that evaluates the effectiveness of Educaplay for improving higher-order thinking skills (HOTS) on living beings. A significant increase in the posttest was recorded (mean +41.1 points; p = 0.001; N-Gain 0.6867, medium-high category), indicating that Educaplay is effective for developing HOTS through interactive and contextual learning.
See studyEducaplay as a Didactic Resource to Strengthen the Learning of Natural Sciences in Upper Basic Students with Specific Educational Needs
A quasi-experimental quantitative study (pretest-posttest without a control group) with six students with special educational needs in upper basic education in Loja (Ecuador), using gamified Educaplay activities in Natural Sciences. The posttest (M=14) significantly exceeded the pretest (M=9.33) (t=5.30; p<0.05), with high levels of motivation and engagement.
See studyEducaplay como recurso digital para fortalecer la comprensión lectora en los estudiantes de octavo grado de la Unidad Educativa Nueva Tarqui
This study in Ecuador analyzed reading comprehension in eighth-grade students, showing adequate levels in literal comprehension (68-77%) but low levels in inferential (49-67%) and critical (55-71%) comprehension. Although students valued Educaplay positively, irregular use was detected. Gamified strategies with the tool were proposed to improve comprehension levels through active learning.
See studyEducaplay: A Teaching Resource for Improving Language and Literature Learning
Quantitative, applied, experimental, and correlational research with eighth-year Basic Education students at the "9 de Julio" Educational Unit, in which a didactic strategy based on Educaplay is developed to improve the learning of Language and Literature, focused on rhetorical figures (hyperbole, simile, metonymy, metaphor, and paradox).
See studyEducaplay and Its Impact on University Students' Motivation Compared with Traditional Learning
A cross-sectional descriptive study with a mixed approach that gathers 75 opinions from higher education students and 5 teachers to evaluate the impact of Educaplay on motivation compared to traditional learning. After a month of working with the tool, the posttest shows a high improvement in motivation with 90% acceptance, and teachers notice significant changes in knowledge assimilation.
See studyEducaplay: A Design for Improving Natural Sciences Learning in 10th Year
A study with a mixed approach (quantitative surveys plus classroom interviews and observations) that investigates the impact of Educaplay on the academic performance and motivation of tenth-year students in Natural Sciences (Biology and Chemistry). The results reveal that the platform improves performance and increases motivation and engagement, highlighting gamification and continuous feedback.
See studyEducaplay: A Multimedia Platform to Create Educational Activities
A didactic proposal that uses the Educaplay web platform to create interactive and gamified activities (interactive maps, crosswords, word searches) for first-year high school students in the computer science specialty, in order to promote active participation, motivation, and content reinforcement over traditional methods based on memorization.
See studyThe Effectiveness of Educaplay on the Digital Literacy of Grade 3 Primary Students in the Science (IPAS) Subject
A quasi-experimental quantitative study with a nonequivalent control group design on the digital literacy of 3rd-grade primary students on the topic of Indonesian landscapes (IPAS). Educaplay produces a significant increase in digital literacy in the experimental group (Wilcoxon p=0.000) and significant differences compared to the control group (Mann-Whitney U=173.000; p=0.000).
See studyEffectiveness of the Team Games Tournament Cooperative Learning Model on Student Learning Outcomes with the Help of Educaplay Media
A pre-experimental single-group study with pretest and posttest and 30 9th-grade students at SMPN 3 Malang on the topic of the impact of social media. The TGT cooperative model supported by Educaplay proved effective (t-test = 0.000 < 0.05; mean N-Gain 0.72, high category) for improving learning outcomes.
See studyEffect of Educaplay Media on Grade VIII Al-Qur'an Hadith Learning Outcomes at MTsN 4 Ngawi
An experimental quantitative study with a pretest-posttest design and a control group that examines the effect of Educaplay on learning outcomes in the Quran and Hadith subject in 8th grade. After the intervention, the difference was significant (Sig. 0.020 < 0.05), rejecting the null hypothesis.
See studyEffect of Using Educaplay Media in the Team Games Tournament (TGT) Model on Students' Learning Outcomes
A quasi-experimental study with a nonequivalent control group and 62 7th-grade students (purposive sampling) on the classification of living beings. The experimental class with TGT supported by Educaplay obtained a higher posttest mean (74.35) than the control (56.77), with significance < 0.001, indicating that Educaplay improves learning outcomes.
See studyEffectiveness of Educaplay in Improving Students' Written Assessment Scores in Values Education
A quasi-experimental quantitative study with 42 8th-grade students (experimental and control groups) in Values Education at Bulacan State University Laboratory High School, with Educaplay as a gamified teaching medium. It uses pretest/posttest and questionnaires based on UTAUT2 and the System Usability Scale to measure academic achievement, acceptance, and usability of the platform.
See studyEnhancing EFL vocabulary acquisition: The effectiveness of Educaplay
A mixed-methods study with a sequential explanatory design (pre/posttests, surveys, and focus groups) with seventh-grade English as a foreign language students, in which the experimental group carried out vocabulary activities in Educaplay four times a week for eight weeks, to measure vocabulary acquisition and its influence on motivation and engagement compared to a traditional approach.
See studyDidactic strategies for developing communicative skills, mediated with Educaplay, in seventh grade
Descriptive-correlational research with a mixed approach (pre- and post-surveys and interviews) on Educaplay-based teaching strategies to develop digital and communicative skills in seventh-grade Language and Literature students; the chi-square analysis (p = 0.012) showed a significant correlation between the use of Educaplay and the strengthening of digital skills, and more than 50% of students reported improvements in reading comprehension and spelling.
See studyExploration of Elementary School Students' Cognitive, Affective and Psychomotor Abilities Through Educaplay Interactive Media
A comparative pretest-posttest study on the use of Educaplay in learning about plane figures in 5th grade of primary school. Educaplay improved cognitive abilities (from 60% to 86.67%), affective abilities (from 81.84% to 88.08%), and psychomotor abilities (from 80.94% to 85.17%), as well as increasing student engagement and making the process more interactive.
See studyExploring the Effectiveness of Educaplay in Evaluating Arabic Vocabulary: Student and Teacher Perspectives
A descriptive qualitative study (Miles and Huberman analysis) with 40 students and 1 teacher from a laboratory Madrasah Aliyah of the State Islamic University of North Sumatra on the use of the Educaplay game to assess Arabic vocabulary. Most students show interest and perceive Educaplay as an effective medium for testing their abilities.
See studyThe Effectiveness of Using Educaplay Educational Games to Improve Arabic Grammar Skills of Junior High School Students
A pre-experimental quantitative study (single-group pretest-posttest) with 24 8th-grade students at MTs NU Ma'rifatul Ulum (Indonesia). The use of Educaplay educational games significantly improved the comprehension of Arabic grammar (paired T-Test p<0.05; N-Gain of 61.34, considered effective).
See studyStrengthening Digital Competencies in Basic General Education Teachers through the Implementation of Educaplay
A descriptive, non-experimental quantitative study with 13 teachers of General Basic Education at the Municipal Ecological School of Loja, with semi-structured interviews and pretest-posttest tests. After four practical workshops, 84% reached medium-high levels in mastering Educaplay and 85% showed willingness to incorporate it, evidencing a significant increase in digital competencies.
See studyStrengthening pedagogical practice in primary education through training in the use of Educaplay
A mixed study of descriptive scope with two surveys of 8 teachers that designs, using the ADDIE model, a teacher training workshop on digital resources based on Educaplay. At the end, the teachers felt more confident using the platform and recognized that it fostered greater student participation.
See studyGamification in the Classroom: Use of Educima and Educaplay in Chemical and Industrial Engineering Subjects
A classroom gamification experience that describes the use of the Educima and Educaplay platforms in Chemical and Industrial Engineering courses at the Universidad Politécnica de Madrid (Spain), presenting both tools as interactive digital resources for practicing concepts in a dynamic way.
See studyImplementation of a Contextual Teaching and Learning Model Assisted by Educaplay Media in the Civics (PPKn) Subject
A quasi-experimental study with a nonequivalent control group among 7th-grade students at SMPN 16 Mataram that evaluates the Contextual Teaching and Learning (CTL) model integrated with Educaplay in Civic Education (PPKn). The results (Asymp. Sig. 2-tailed = 0.019 < 0.05) confirm a significant effect of the Educaplay-supported model on academic performance.
See studyImplementation of the Educaplay Game as an Effort to Introduce Digital Literacy to Children Aged 5-6 at Pembina 4 State Kindergarten in Jambi City
An outreach activity with interactive observation and structured play that uses Educaplay to introduce digital literacy in 5-6 year-old kindergarten children, through listening to stories and responding, guessing images and initial letters, and composing words. The children followed the instructions enthusiastically; guessing images and visual symbols stood out, while composing letters varied among them.
See studyImplementation of Educaplay Learning Media in IPAS (Science) Instruction in Grade IV of SD Negeri Bunder II
A descriptive qualitative study (observation, interviews, and documentation) on the use of the interactive medium Educaplay in the IPAS (science) subject in 4th grade of primary school. The results show that Educaplay significantly increases student engagement and comprehension, with more interactive classes, although limitations in equipment and teacher preparation in digital technology are detected.
See studyImplementation of the Problem Based Learning model through Educaplay interactive game media to improve understanding of the concepts of unity and cohesion
Classroom action research in three cycles with 5th-grade primary students that applies the Problem Based Learning model supported by interactive Educaplay games to improve the comprehension of the concepts of unity and cohesion. Performance improved from 41.67% (cycle I) to 91.67% (cycle III).
See studyImplementation of Arabic-language learning with a contextual teaching and learning model using Educaplay media
A quasi-experimental quantitative study with a nonequivalent control group design among seventh-grade students (SMP Insan Amanah, Malang), with class VII-A as the experimental group and VII-B as the control, that evaluated whether the Contextual Teaching and Learning model combined with Educaplay improves performance in Arabic; the results showed a significant effect (Asymp. Sig. 2-tailed = 0.001).
See studyImplementation of an Educaplay-Based Gamification System as a Strategy to Improve the Learning Quality of PGSD (Primary Teacher Education) Students
A quantitative descriptive study with a survey approach and 40 participants (primary education teaching students) that describes a gamification system based on Educaplay. The results show a positive impact on the quality of learning, with increases in enthusiasm (90%), concentration (95%), cooperation (85%), and participation (90%).
See studyImplementation of Interactive Media Using Padlet Integrated with the Educaplay Platform in the Social Studies (IPS) Subject
A descriptive qualitative study at SMP 14 Malang (class 7.4) on the use of Padlet integrated with Educaplay as a final assessment in Social Sciences (IPS). The integration increases interactivity and student motivation, with Educaplay's Froggy Jumps game, and contributes to developing 21st-century competencies such as decision-making, critical thinking, and collaboration.
See studyImplementation of Video Quiz (Educaplay) Through Discovery Learning to Improve Learning Outcomes in Narrative Text
Classroom action research, in two cycles, with 8th-grade students (class VIII C) that applies Educaplay's video quiz within the discovery learning model to improve outcomes in narrative text in English. The student mean rose from 74.55 (pre-cycle, 60.61% achievement) to 85.76 (cycle II, 84.85% achievement), with a lower standard deviation, confirming the effectiveness of the integration.
See studyImplementation of Vocabulary Teaching Using the Educaplay Word Search Puzzle
A descriptive qualitative study with an Arabic teacher and seventh-grade students (MTsN 2 in Semarang) that describes the application of Arabic vocabulary learning through Educaplay's word search digital medium; through observation, interviews, and documentation it was found that the tool generates an interactive, collaborative, and participatory environment and increases motivation and group cooperation.
See studyImplementing the TaRL Approach Assisted by Educaplay Media for Improving Mentally Disabled Students' Learning Activities
Classroom action research (two cycles) with a descriptive quantitative approach and 4 students with intellectual disabilities in 5th grade at SLB PKK Gedeg Mojokerto, applying the TaRL approach supported by Educaplay. Learning activities increased significantly from cycle I (75%, mean 72.25) to cycle II (100%, mean 91).
See studyImplications of the Project-Based Learning Model with Educaplay Media on Exposition Text Writing Skills in Phase E
An experimental quantitative study with a single-group pretest-posttest design and 30 phase E (grade X) secondary students that evaluates the Project-Based Learning model with Educaplay in writing expository texts. The mean went from the "fair" category before the intervention to "good" after, accepting the alternative hypothesis (t-calculated > t-table, p=0.05).
See studyImpact of Educaplay on geometry learning: a quasi-experimental study with secondary-school students
A quasi-experimental study with eighth-grade secondary students that compares an experimental group with gamified Educaplay activities against a control group with conventional teaching on calculating the perimeter and area of regular polygons. The experimental group improved significantly, with a 33.08% increase in the accuracy of geometric concepts and 2.04 more points on average, as well as greater motivation and participation.
See studyInteractive Learning Media Based on Educaplay and Local Wisdom to Increase Interest in Learning Christian Religious Education
A quasi-experimental quantitative study at SMAN 3 Palangka Raya with an experimental class (Educaplay integrated with local wisdom) and a control class (conventional methods), measured with an interest questionnaire. Interest in learning Christian Religious Education increased from 49.35 to 63.30 in the experimental group compared to the slight change in the control group (51.75 to 53.80).
See studyThe Educaplay Tool for Didactic Reinforcement of Literacy in Elementary-Level Students
A mixed-approach study (quantitative and qualitative) at a rural school in Santa Elena (Ecuador) with 76 students in 2nd, 3rd, and 4th grade and three teachers, using Likert surveys and observation to evaluate reading comprehension and written production. The results showed a significant interest in improving literacy and highlighted Educaplay's potential as an educational technology.
See studyTGT Model and Educaplay: A Solution for Improving Indonesian Language Learning Outcomes in Grade V
Classroom action research (two cycles) with 24 fifth-grade primary students at SDN 2 Joho, combining the Teams Games Tournament (TGT) model with the Educaplay application in Indonesian language (imperative sentences). The average grade rose from 60.83 (33.33% passing) in cycle I to 77.08 (70.83% passing) in cycle II.
See studyTraining in integrating Quizizz and Educaplay to develop gamification-based interactive learning media
A teacher training project in which 14 teachers at SDN 3 Jerowaru received training to integrate the Quizizz and Educaplay platforms into the development of gamification-based interactive learning media; after the training, the average posttest score increased from 62.1 to 90.7, with a significant improvement in the teachers' competence, confidence, and motivation.
See studyTraining in creating digital interactive media with Educaplay to strengthen resilience values in early childhood and enhance teachers' skills
An outreach project using Participatory Action Research (training and mentoring, evaluated with a pretest and posttest) aimed at early childhood education teachers (HIMPAUDI of Bukit Kerman, Kerinci) to develop interactive media with Educaplay that strengthen children's resilience. Teacher knowledge rose from an average of 11 to 24, and recognition of Educaplay went from 10% to 90%.
See studyUse of Digital Technology: The Educaplay Platform in a Teaching-Assistance Program at SD Islam Hasanka Palangka Raya
An outreach project using Participatory Action Research (PAR) methodology with 23 first-grade primary students that uses Educaplay (interactive quizzes and riddles) to improve the teaching of Arabic. The results show an increase in student participation, motivation, and comprehension, and the assisting students gained pedagogical experience and digital competence.
See studyProblem-Based Learning Assisted by Educaplay Media to Improve Students' Critical Thinking Skills
A quantitative quasi-experimental study with a pretest-posttest control group design, in two eleventh-grade classes (MAN 2 Wonosobo) selected through purposive sampling, which determined the effect of the Problem Based Learning model assisted by Educaplay on critical thinking in the topic of thermal expansion; the experimental group obtained a higher average N-Gain than the control group, showing a positive effect.
See studyMentoring the SMAJEDUCAP English learning program: A Smart-Joyful Educaplay Platform based on Lesson Study in Trangkil District, Pati Regency
A community outreach project describing the mentoring of primary school teachers (an English teachers' working group) through interactive active-learning workshops on the SMAJEDUCAP platform based on Educaplay and Lesson Study, over four sessions. The participants succeeded in learning about and applying the program in their classrooms.
See studyApplying Educaplay with a small-group competition strategy to improve social skills in Grade III primary mathematics learning
Classroom action research (Kemmis and McTaggart model) with third-grade primary students combining Educaplay with a small-group competition strategy to improve social skills according to the CASEL framework. The average social skills score rose from 56.9% to 83.6% in the second cycle.
See studyApplying the Educaplay educational game to the IPAS topic of forms of energy to improve learning outcomes of third-grade primary students
Classroom action research with a pre-cycle and two cycles and 28 third-grade primary students, applying the Problem Based Learning model with Educaplay games on the forms of energy in IPAS. The results improved from 59.6% (pre-cycle) to 77.8% (cycle I) and 86.1% (cycle II).
See studyApplying the Educaplay educational game to improve Arabic language learning outcomes of Grade XI science students at MAS Al-Manar Medan
A quantitative pre-experimental study with a one-group pretest-posttest design and 25 twelfth-grade science students confirming that the Educaplay educational game significantly improves Arabic language outcomes (average from 40.36 to 71.16), along with motivation and participation.
See studyApplication of Educaplay-Based Interactive Learning Media to Improve Learning Outcomes of Grade IX Students at SMP Negeri 02 Sumber on Chemical Reactions and Their Dynamics
Classroom action research (two cycles) with 31 ninth-grade secondary students applying Educaplay-based interactive learning media on the topic of chemical reactions. Learning outcomes improved consistently, going from 12.9% in the pretest to 41.93% in the first cycle and 81% in the second cycle.
See studyApplication of Project-Based Learning Assisted by Educaplay to Improve Science (IPAS) Learning Outcomes of Third-Grade Students at MI Syekh Mubarok
A study with 68 third-grade students at MI/SD Syekh Mubarok, divided into an experimental group (Educaplay-based PjBL) and a control group (conventional teaching). The experimental group achieved a high gain index (0.75) versus the control group's low index (0.08), and the Mann-Whitney test (sig. < 0.05) confirmed that PjBL with Educaplay is more effective for improving comprehension in Science (IPAS).
See studyApplication of TGT Using Educaplay in an Effort to Improve Indonesian Language Learning Outcomes in Sixth-Grade Primary Students
Classroom action research organized in cycles (planning, application of the Teams Games Tournament model with Educaplay, observation, and reflection) at SDN Dukuh Kupang 1, with 27 primary students. It examines motivation and oral expression skills in the Indonesian Language subject through the cooperative TGT model supported by Educaplay.
See studyThe Effect of Game Based Learning (GBL) Assisted by the Educaplay Website on Digital Literacy and Learning Outcomes of Grade VII Students at SMP Negeri 2 Samarinda on Ecology and Indonesian Biodiversity
A quantitative quasi-experimental study with a pretest-posttest control group design and 64 seventh-grade secondary students, evaluating Game-Based Learning with the Educaplay website on ecology and biodiversity. The experimental group obtained better cognitive results (posttest 79.5 versus 68.8; N-gain 0.52) and significantly improved digital literacy (from 107.5 to 145.69), with differences confirmed by the t-test (p<0.05).
See studyThe Effect of the Educaplay Game on Learning Outcomes of Grade XI Students at SMA N 2 Ungaran, Semarang Regency
A quantitative survey-type study with 81 respondents (a Slovin sample from 429 eleventh-grade students) on Islamic religious education. It finds a significant influence of the Educaplay game on learning outcomes (sig. 0.00<0.05), explaining 55% of the variation.
See studyThe Effect of the Educaplay Educational Game on Students' Learning Outcomes and Interest in Mathematics at SMP Negeri 2 Sitolu Ori
A quantitative quasi-experimental study with a nonequivalent control group design and 50 eighth-grade students (24 experimental, 26 control) on numerical patterns in mathematics. The t-values for outcomes (4.304) and interest (2.289) exceed the table t-value (1.677), showing a significant effect of the Educaplay game.
See studyThe Effect of Implementing Gadget-Based Educaplay Educational Game Media on Essay-Writing Learning Outcomes
Quantitative experimental research with twelfth-grade students (social sciences) at SMA Negeri 1 Batu on essay writing. Mobile device-based Educaplay positively influences outcomes: the experimental class obtains an average of 89.14 versus 84.85 for the control class, with differences confirmed by a t-test.
See studyThe Effect of Quiz-Based Educaplay Media in the Indonesian Language Subject to Increase Learning Interest of Grade III Students at SD Negeri 69 Banda Aceh
A study on the use of quiz-based Educaplay in the Indonesian Language subject to increase learning interest among third-grade primary students at SD Negeri 69 Banda Aceh (Indonesia). No abstract with results is available; the focus is on student motivation and interest.
See studyThe Effect of Educaplay Media on the Sentence-Structure Construction Ability of Fourth-Grade Children with Intellectual Disabilities at SLBN 2 Yogyakarta
A quantitative study with a one-group pretest-posttest design and five fourth-grade students with mild intellectual disabilities from a special education center, on the ability to construct sentence structures. The Wilcoxon test showed a significant improvement after using Educaplay as an interactive medium.
See studyThe Effect of Educaplay Media on Students' Learning Motivation and Problem-Solving Skills in Islamic Religious Education and Character Studies
A quantitative quasi-experimental study with a nonequivalent control group design and 60 tenth-grade students at SMK Negeri 3 Sampang, with a motivation questionnaire and a problem-solving test analyzed by paired-samples t-test and MANOVA. Educaplay significantly influenced, both separately and jointly, motivation and problem-solving skills in Islamic Religious Education.
See studyThe Effect of Educaplay Interactive Media on Mathematics Learning Outcomes Among Fifth-Grade Students at SDN Lawangan Daya II
A quantitative pre-experimental study with a one-group pretest-posttest design and 32 fifth-grade primary students in mathematics. The Wilcoxon test gave Asymp.Sig 0.000<0.05, confirming a significant improvement between pretest and posttest and the effectiveness of Educaplay.
See studyThe effect of Educaplay interactive media on improving students' interest in learning mathematics in Grade IV at MI Ma'arif NU 5 Sekampung
A quantitative quasi-experimental study with a nonequivalent control group design and 21 fourth-grade primary students confirming that Educaplay significantly influences interest in learning mathematics (Sig. 0.001 < 0.05), improving attention, participation, and enthusiasm.
See studyThe Effect of Educaplay Learning Media on the Pancasila Education Learning Outcomes of Primary School Students
A quantitative study with a pretest/posttest design that examined the effect of the Educaplay learning medium on Pancasila Education learning outcomes in primary students (SDN Baru 06), where low results were attributed to conventional teaching models; the statistical analysis showed that Educaplay had an effect in the experimental class and contributed to improving learning and critical thinking.
See studyThe effect of the "Educaplay" learning medium on students' learning outcomes in the concept of energy sources and their transformations in Grade III at SDN Brumbungan Lor
A quantitative pre-experimental study with a one-group pretest-posttest design and 17 third-grade primary students confirming that Educaplay significantly improves learning outcomes on energy sources and their transformations (Sig. 0.000 < 0.05).
See studyThe Effect of Educaplay Learning Media on Grade VI Students' Activeness and Mathematics Learning Motivation
A quantitative study with a one-group experimental design (pretest-posttest) and 29 sixth-grade primary students at UPTD SDN Pejagan 1 Bangkalan, with questionnaires as the instrument. Educaplay significantly influences activity (average 27.24 to 31.28; p=0.000) and motivation (average 26.48 to 33.79; p=0.000) for mathematics.
See studyThe Effect of the Educaplay Interactive Learning Medium on the Learning Motivation of 11th-Grade Students in the PKK Subject
A quantitative survey study with 60 eleventh-grade students at SMKN 1 Bulango Utara, selected through simple random sampling and analyzed using simple linear regression. Educaplay explained 46.2% of learning motivation (R² = 0.462; t = 7.052; p = 0.000), confirming a significant influence of the interactive medium on motivation.
See studyThe Effect of the TGT Cooperative Learning Model Assisted by Educaplay Media on Civics Learning Outcomes for the 'Pancasila Within Me' Topic Among Fourth-Grade Elementary Students
A quantitative quasi-experimental study with a nonequivalent control group design and two fourth-grade primary classes (15 experimental, 17 control) on civic education (Pancasila). The cooperative TGT-type model supported by Educaplay produced a significant difference in learning outcomes (sig. 0.000<0.05).
See studyThe Effect of the Game-Based Learning Model Assisted by Educaplay on Students' Mathematics Learning Outcomes
A quasi-experimental study with a nonequivalent control group pretest-posttest design and 82 eighth-grade students (41 per group) on probability in mathematics. Game-based learning with Educaplay achieved a posttest average of 75.12 versus 60.66 for the control group (t(80)=4.79; p<0.001; Cohen's d=1.06, large effect).
See studyThe Effect of the TGT-Type Cooperative Learning Model Assisted by Educaplay Media on IPAS Learning Outcomes in Grade V of SDN 060970 Bagan Deli
A quantitative quasi-experimental study (pretest-posttest with a nonequivalent control group) with 56 fifth-grade primary students in Bagan Deli (Indonesia). The experimental class obtained an average of 80.36 versus 70.53 for the control group, with a significant difference (Sig. 0.000) and a large effect size (Cohen's d = 1.206) for the TGT model with Educaplay in Science (IPAS).
See studyThe Effect of the Problem-Based Learning Model Assisted by Educaplay on Students' Learning Outcomes in Physics
A quasi-experimental study with a nonequivalent control group pretest-posttest design in eleventh-grade science students (two classes, experimental and control). The Problem Based Learning model supported by Educaplay yielded a calculated t of 2.341 > table t of 2.006, confirming a significant effect on physics learning outcomes.
See studyThe Effect of the Problem-Based Learning Model Assisted by Educaplay Media on Improving Students' Creative Thinking Ability and Learning Outcomes
A quantitative correlational study with 65 seventh-grade students (total sampling) that examines the relationship between learning interest and outcomes in Integrated Science. It finds a positive and significant relationship between interest and science learning outcomes.
See studyThe effect of the Self-Regulated Learning model assisted by Educaplay media on primary-school students' scientific thinking skills and self-discipline
A quantitative quasi-experimental study with a nonequivalent control group (experimental n=17, control n=15) in fourth-grade primary that confirms that Self-Regulated Learning supported by Educaplay significantly improves scientific thinking (88.88 vs. 71.67) and self-discipline (89.59 vs. 74.47), both with p=0.000.
See studyThe Effect of the Team Games Tournament Model Assisted by the Educaplay App on Students' Satisfaction with Science (IPAS) Learning
A quantitative quasi-experimental study with a nonequivalent control group design and 60 fourth-grade primary students at SD Negeri 17 Dauh Puri Denpasar. The Team Games Tournament model assisted by Educaplay has a significant effect (p=0.000) on satisfaction with IPAS learning, improving student participation and activity.
See studyThe Effect of the Team Games Tournament (TGT) Model Assisted by Educaplay Media on Mathematics Learning Outcomes of Grade III Students at SDN 204 Palembang
A quantitative study with a true experimental design (pretest-posttest with a control group) and 50 third-grade primary students in Palembang (Indonesia). The experimental group rose from 51.2 to 74.4 versus the control group (52.4 to 56.4), with a significant difference (Sig. 0.000), confirming the effect of the TGT model with Educaplay in mathematics.
See studyThe Effect of an Educaplay-Based Gamification Approach on the Science (IPAS) Learning Outcomes of Fifth-Grade Primary Students
A quasi-experimental study with a nonequivalent control group and 47 fifth-grade primary students at SD Negeri 2 Reno Basuki that compares gamification based on Educaplay against that based on Quizizz in Science (IPAS). The Educaplay approach showed a significant effect on learning outcomes (p = 0.000 < 0.05).
See studyThe effect of using Educaplay on the Indonesian language learning evaluation outcomes of fourth-grade students at SD YPK II Imanuel Serui
A quantitative pre-experimental study with a one-group pretest-posttest design and 30 fourth-grade primary students confirming that Educaplay as an interactive assessment medium significantly improves Indonesian language outcomes (average from 62.33 to 80.00; Sig. 0.000 < 0.05).
See studyThe Effect of Using Educaplay Media on Students' Learning Outcomes in IPAS (Chapter 1 Topic A) in Grade 3 of SDN 4 Parakannyasag
A quantitative pre-experimental study with a one-group pretest-posttest design and 28 third-grade primary students that analyzes the effect of using Educaplay on science learning outcomes (animals in the surrounding environment). The hypothesis test (t-test) yielded a significance of 0.00<0.05, confirming a significant effect on learning outcomes.
See studyThe Effect of Interactive Canva Media Assisted by Educaplay on Indonesian Language Learning Outcomes for Synonyms and Antonyms Among Fifth-Grade Students at SD Negeri 1 Beureunuen
A quantitative quasi-experimental study with a nonequivalent control group and 45 fifth-grade primary students (23 experimental, 21 control) on synonyms and antonyms in the Indonesian language. The experimental group using Canva supported by Educaplay rose from 59.3 to 85.4 (N-Gain 0.645, moderate) versus the control group (48 to 63.8; N-Gain 0.287, low).
See studyDevelopment of a learning evaluation using Educaplay on the topic of cooperative living patterns (gotong royong)
Research and development (R&D) using the ADDIE model that developed a learning assessment tool with Educaplay on the topic of cooperative coexistence (gotong royong), applied with 32 fourth-grade students (SD Pertiwi, Bogor); expert validation reached 80% to 98%, and responses from students (88%) and teachers (90%) indicated that the tool is highly suitable for use in primary education.
See studyDevelopment of the Educaplay educational game based on local wisdom for the topic of my roles and duties in the school and community environment
Research and development (R&D with the ADDIE model) with 23 fourth-grade primary students that develops an educational game in Educaplay based on local wisdom about roles and tasks in school and the community. The product reached a feasibility level of 96%, a highly suitable category.
See studyDevelopment of Educaplay media to improve pupils' vocabulary (mufrodat) in primary school
Research and development (R&D) using the ADDIE model that developed a game-based interactive learning medium on the Educaplay platform to improve the Arabic language skills of 20 fifth-grade primary students (MI Bustanul Mu'min, Kediri); the results showed a significant improvement in learning, with design validity of 89% and content validity of 84%.
See studyDevelopment of Educational Game Learning Media Based on Wordwall and Educaplay to Increase Learning Interest of Ninth-Grade Students at MTs Hidayatul Muhajirin
A research and development (R&D) study with the ADDIE model and 26 ninth-grade students on fiqh muamalah (Islamic religious education). Educational games based on Wordwall and Educaplay raised the average learning interest from 60 to 92 after their implementation.
See studyDevelopment of the Educaplay Game as an Enrichment Medium for the 'Income Tax Article 21' Subject in Grade XI Accounting at State Vocational High Schools in Surabaya
A research and development (R&D) study with the ADDIE model that develops a game with Educaplay as enrichment material on Income Tax (Article 21, calculation of the average effective rate), with 20 eleventh-grade vocational accounting students and expert validation. It responds to the fact that 93% of the students asked for more engaging enrichment resources.
See studyThe Use of Educaplay Games to Improve Student Learning Outcomes on the Topic of Indonesian Community Traditions
Classroom action research (two cycles) with third-grade primary students at SDN 2 Joho on the traditions of Indonesian society. After using the Educaplay games, the percentage of students reaching the minimum level (KKM) rose from 40.54% to 86.48%, and the class average grade went from 43.78 to 84.59.
See studyThe Use of Educaplay Media Based on Local Wisdom to Improve Students' Mathematics Learning Motivation
Classroom action research (two cycles, Kemmis and McTaggart model) with second-grade primary students at SDN 2 Cipeundeuy, using Educaplay with interactive activities anchored in local wisdom (contexts of beach life). Motivation for mathematics rose from 55% (low) in the pre-cycle to 67.66% (high) in cycle I and continued increasing in cycle II.
See studyThe Use of Educaplay Media to Improve Students' Learning Outcomes in the Indonesian Language Subject in Grade III at SDN Pakis V-372 Surabaya
Action research with a quantitative descriptive approach and 27 third-grade primary students in Surabaya (Indonesia), using Educaplay to make the Indonesian Language subject more enjoyable (intrinsic elements of the text). The proportion of students who passed rose from 55.56% in the pre-cycle to 70.37% in cycle I and 85.19% in cycle II.
See studyThe Use of Technology-Based Educaplay Interactive Media to Improve Social Studies Learning Outcomes of Grade V Students at SDN 158 Barru, Barru Regency
Action research with the 15 fifth-grade primary students of a school in Barru (Indonesia) using the Educaplay interactive medium in Social Sciences. Results improved from 60% (average 68, Sufficient category) in cycle I to 80% (average 77, Good category) in cycle II.
See studyImproving Students' IPAS Learning Outcomes Using TGT-Type Cooperative Learning Assisted by Educaplay in Grade VI of SDN Jajar Tunggal III Surabaya
Classroom action research in a primary school in Surabaya (Indonesia) that applies TGT-type cooperative learning with support from Educaplay in Science (IPAS). Content mastery went from 29% in the pre-cycle to 61% in cycle I and 86% in cycle II, showing a significant improvement in results.
See studyImproving Sixth-Grade Elementary Students' Learning Outcomes and Interest in the 'Six Continents' Topic Through the Educaplay Interactive Learning Platform
Action research over two cycles with 28 sixth-grade primary students on the topic of the six continents (IPAS/geography). The application of the interactive Educaplay platform raised the average grade from 62 to 82, with 89% mastery and 90% active participation.
See studyImproving Awareness of Pancasila Democracy Through the Cooperative Think-Pair-Share Model Assisted by Educaplay in Grade VII Students
A quasi-experimental study with a nonequivalent control group design (observation, test, questionnaire, and documentation) in seventh-grade students that applies the cooperative Think-Pair-Share model with support from Educaplay to increase awareness of Pancasila democracy in the citizenship subject. The experimental group improved from 55.83 (pretest) to 84.87 (posttest), a significantly greater increase than that of the control group (55.45 to 74.55).
See studyImproving the Process and Outcomes of IPAS Learning Using the Game Based Learning Method with Educaplay in Grade IV of SDN 127/II Sungai Arang
Classroom action research (two cycles) with 15 fourth-grade primary students that describes the improvement of the process and cognitive outcomes of science learning through Game-Based Learning with Educaplay. The use of the method improved content comprehension, with teacher observation scores rising from 74% in the first cycle to 88% in the second.
See studyProblem Based Learning (PBL) assisted by Educaplay: Effect on the critical thinking skills of Grade XI students at SMAN 2 Samarinda
A quasi-experimental study with a nonequivalent control group design and 26 students per group that evaluates the Problem Based Learning model supported by Educaplay on the critical thinking of twelfth-grade students. PBL with Educaplay had a significant effect (Sig. 0.028 < 0.05).
See studyA Didactic Proposal with Educaplay as Reinforcement to Improve Academic Performance in Natural Sciences
Research at an educational institution where eighth-grade students were not achieving Natural Sciences learning outcomes; a didactic proposal with Educaplay was designed and implemented to analyze changes in academic performance. Through surveys and interviews with students and teachers, perceptions about the activities were collected, pointing to prior difficulties with comprehension and study habits.
See studyHow to Learn Civil Law Through Gamification: The Experience with Educaplay
A chapter from the University of Alicante with 233 participating students, of whom 59.21% acknowledged that Educaplay helped them in their learning, 78% enjoyed using it in class, and 63% would like to apply it in other subjects. It concludes that Educaplay is a good learning tool, but it must be complemented with other methodologies, as it is not sufficient as the sole resource, proving especially valuable for maintaining attention in dual teaching during the pandemic.
no linkReading Comprehension in Middle School: A Didactic Intervention Using Educaplay and Kahoot from an Action-Research Approach
Action research at Telesecundaria 344 in Hidalgo (Mexico) that achieved a 20% increase in overall reading comprehension through a 12-session workshop with Educaplay and Kahoot. The pretest-posttest differences were statistically significant at the literal, inferential, and critical levels, demonstrating that it is possible to strengthen reading comprehension in the short term through ICT-mediated strategies in rural educational settings.
See studyCreation of Interactive Content Through the Educaplay Tool to Facilitate the Learning of Complex Concepts and Techniques
A teaching innovation project at the University of Salamanca that concludes that interactive content created with Educaplay (video quiz, interactive maps, mosaics, word wheel) effectively helps in fixing abstract concepts such as the "-omics" techniques. The Video Quizzes were the activity most highly rated by students, and the good reception has motivated their implementation in other undergraduate and master's subjects.
no linkImpact of Using the Educaplay Platform on Students' Learning Motivation in Social Studies in Fifth Grade of Elementary School
A descriptive qualitative study published in 2026 in Horizon: Indonesian Journal of Multidisciplinary on the responses and engagement of fifth-grade primary students at SD Negeri 7 in Ambon when using Educaplay in Social Sciences (IPS). Through observation, interviews, and documentation, it found positive responses on three fronts: attention and interest, active participation, and perseverance and concentration during class. It concludes that Educaplay fosters engagement and motivation, and that it is a viable interactive digital medium for making Social Sciences more engaging and student-centered.
See studyDevelopment of Multimedia Educational Activities with the Educaplay Tool for Fourth Year of Basic General Education
A degree thesis from UTMACH that develops educational activities with Educaplay in Language and Literature for the fourth year of EGB at the "Galo Plaza Lasso" School, using the PACIE methodology in Virtual Learning Environments (EVA). It concludes that multimedia activities improve reading, writing, and comprehension, raising the academic performance of students.
no linkDevelopment of Morphosyntax Content and Skills Through the Use of Software: Educaplay, JClic, Scratch, and Smart Board, for Strengthening Oral and Written Language in Fourth to Seventh Year Basic Education Students
A thesis from Universidad Tecnológica Israel that concludes that there is great difficulty in implementing digital tools such as Educaplay, JClic, Scratch, and Smart Board, since most schools do not have adequate technological equipment and teachers lack fundamental knowledge to apply Web 2.0 tools in the teaching-learning processes of morphosyntax.
no linkDevelopment of Educaplay Learning Media Based on Problem Based Learning in Elementary School Students' Science Learning
A development research study (ADDIE model) that concludes that Educaplay learning media based on PBL for natural sciences in fifth grade are highly valid (score 38.3), highly practical (90.48% and 85.71%), and effective (85.24), confirming that they can be successfully used in the science learning process in primary education.
See studyDesign of Educaplay Activities to Strengthen Mathematical Skills in Upper Basic Education Students at UE Provincia El Oro
Master's thesis from the Universidad Técnica del Norte concluding that activities designed in Educaplay strengthen the mathematical skills of students in Upper General Basic Education. The platform proves to be an innovative teaching resource that makes it possible to design interactive activities adapted to the mathematics curriculum, improving comprehension and academic performance.
no linkDesign of Gamification Strategies Using Educaplay for the Mathematics Teaching-Learning Process in Upper Basic General Education Students, Unidad Educativa "Ricardo Álvarez Mantilla"
Master's thesis from the Universidad Técnica del Norte concluding that gamification strategies using Educaplay have a positive impact on the teaching of mathematics, with results from observations and assessments of both processes and student outcomes providing a very favorable view of the platform's effectiveness in the teaching-learning process.
no linkDesign of Diagnostic Assessment Tools with Educaplay for the Mathematics Subject for High School Students, U.E. Luxemburgo
Master's thesis from the Universidad Técnica del Norte concluding that Educaplay enables a more effective diagnostic assessment than traditional methods across the three curricular blocks: Algebra and Functions, Geometry and Measurement, and Statistics and Probability. The platform improves feedback, makes it possible to identify areas for improvement, and facilitates personalized monitoring of mathematics learning in high school.
no linkDesign of a Didactic Proposal Through the Development of Educaplay and JClic Technological Tools for Academic Reinforcement in Applied English for Eighth-Grade Basic Education Students
Master's thesis from the PUCE concluding that the technological tools Educaplay and JClic improve academic performance in English reinforcement, having a positive effect on students' motivation and engagement. It recommends applying suitable technological tools to spark interest in self-directed learning inside and outside the classroom.
no linkDesign of a Didactic Sequence Integrating Educaplay as a Gamified Digital Resource to Enhance Reading Comprehension in Language and Literature in Eighth Grade
Master's thesis in Linguistics and Literature (Universidad Estatal de Milagro, Ecuador, 2025) that designs a teaching sequence with active methodologies and Educaplay to improve reading comprehension in the eighth year of Basic General Education at the Unidad Educativa Severo Espinosa. The diagnosis revealed limitations at the literal, inferential, and critical levels as well as low reading motivation; after implementing the interactive activities, progress was observed in identifying main ideas, making inferences, and exercising critical judgment. 84% of students perceive that Educaplay improves their reading comprehension and 100% of teachers consider that the tool contributes to it, although 70% admit not having received prior training.
no linkEducaplay: A Gamification Tool for Academic Performance in Virtual Education During the COVID-19 Pandemic
Experimental-exploratory research from the Universidad Técnica de Ambato with 70 basic education students concluding that students improved their academic performance with Educaplay, using the SAPIE methodology and the Technology Acceptance Model (TAM, Cronbach's Alpha: 0.842). Gamification resources motivate active participation and collaborative work, and the teacher is the one who generates their own resources based on students' needs.
See studyEducaplay as a Tool to Potentiate English Vocabulary Retention and Learning
Quasi-experimental study from the UTPL with 60 secondary students in Ecuador concluding that Educaplay is highly effective for English vocabulary retention (p-value: 4.86e-15, F-value: 49.000). Participants improved their vocabulary competence, increased their motivation, and the platform promoted a productive and interactive learning environment, although it warns that exclusive reliance on digital tools may not fully stimulate essential cognitive processes.
See studyEducaplay-Based Froggy Jump Learning Media to Improve Digital Literacy in Learning the Pancasila Principles
Design and development research (R&D with the ASSURE model) published in 2026 in Jurnal Pendidikan Dasar (Indonesia) that creates a Froggy Jump game in Educaplay about the principles of Pancasila to improve digital literacy in the fourth grade of primary school at SDN Kaligambir 02. In the pilot with 16 students (a one-group pretest-posttest design), the mean rose from 38.75 to 80.00 with an N-Gain of 0.709 (high category) and statistical significance (p = 0.000), so the medium was declared valid, viable, and innovative for Pancasila Education in the digital age.
See studyEducaplay as an Alternative for the Design of Online Activities
Exploratory-descriptive research from the Universidad Veracruzana with 19 students in the Bachelor's in Administrative Computer Systems concluding that Educaplay received a positive assessment in the categories of use, learning, and evaluation. 84.2% considered access to the tool easy, 89.4% stated that it has pedagogical activities that are easy to apply in any subject, and 84.2% want it incorporated into the academic program. The best-rated activities for learning were Test (84.3% positive) and Match (84.2% positive), consolidating Educaplay as a viable technological alternative because it is free, simple, and available.
no linkEducaplay as a Didactic Strategy to Strengthen the Teaching-Learning Process in First-Year High School Students
This quasi-experimental study was conducted with 140 of 217 first-year high school students at the Unidad Educativa "17 de Julio" in Ecuador. The results of the Wilcoxon test showed statistically significant differences (p < 0.001) in all areas evaluated, with Z values between -4.988 and -7.317. 97% of students reported greater participation and interest in classes, 93% considered the platform easy to use, and 93% indicated that it improves comprehension of academic content. It is concluded that Educaplay is an effective tool for strengthening the teaching-learning process.
See studyEducaplay as a Didactic Tool in High School Biology and Mathematics for the Curricular Integration of Education for Sustainable Development
Cross-sectional quasi-experimental quantitative study published in 2025 in Arandu UTIC (Ecuador) on the use of Educaplay to work on the curricular insertions of Education for Sustainable Development in high school Biology and Mathematics at the Unidad Educativa Fiscal Juan Montalvo in Guayaquil (1,200 students, 57 teachers). Using experimental and control groups, a survey, and an objective knowledge test, it compares the effects of the digital strategy on active and meaningful learning and on students' assessment of the tool, in favor of the group that used Educaplay.
See studyEducaplay as a Technological Tool in the Teaching-Learning Process of Language and Literature
Quantitative quasi-experimental study published in 2026 in the Journal of Science and Research (Ecuador) evaluating the effectiveness of Educaplay in improving performance in Language and Literature in upper basic education at the Unidad Educativa Nelson Vicente Izquierdo Naula. With a pretest, posttest, and surveys of 120 students, it recorded a notable jump in performance: 92.5% of students reached a high level of language skills compared to 10% previously, together with greater interest and motivation for the subject. It concludes that Educaplay strengthens meaningful, student-centered teaching.
See studyEducaplay as a formative assessment resource for mathematics learning in higher basic education
This study, published in 2024 in the journal 593 Digital Publisher CEIT, analyzes the use of Educaplay as a formative assessment resource in mathematics among upper basic education students in Ecuador. A quantitative methodology with a non-experimental design and a correlational approach was used, employing pretest and posttest surveys with a sample of 19 students. The setting corresponds to the Unidad Educativa "José Prócer Cuero y Caicedo" in the Ecuadorian Amazon. The results show a significant improvement in motivation, participation, collaborative learning, and exam preparation after implementing the platform, evidencing its effectiveness as an educational tool.
See studyEducaplay as a Formative Assessment Resource to Strengthen Mathematics Learning in Middle Basic Education
Preexperimental mixed-methods study published in 2026 in Tesla Revista Científica (Ecuador) evaluating the impact of a teaching guide with Educaplay on the learning of Mathematics from a formative assessment perspective in the seventh grade of the Escuela Gabriela Mistral. The proposal was structured with the ADDIE instructional model and validated by expert judgment using the Delphi method (96.8% approval); with 40 students and a Likert-type pretest-posttest questionnaire plus a teacher interview, the Student's t-test (p < 0.05) showed a highly significant improvement in performance and perception, with up to 100% favorable acceptance in key dimensions.
no linkEducaplay as a Didactic Resource for Strengthening Reading Comprehension in Students
This qualitative research, developed as a master's thesis at the Universidad Nacional de Educación (UNAE), was carried out at the CECIBEB "Federico Herbart" with sixth-grade students. An educational proposal titled "Leo para informarme y aprender con Educaplay" was designed and validated by experts with scores of 72/100 for internal consistency and 75/100 for external validation. Although the proposal was not implemented in the classroom, the experts considered that the activities designed in Educaplay have the potential to strengthen reading comprehension in basic education students.
no linkEducaplay as a Didactic Resource in the Teaching-Learning of Developmental Biology
This study, developed as a bachelor's thesis at the Universidad Central del Ecuador (UCE), was carried out with 90 students in the subject Developmental Biology. The results show that 86% of students consider Educaplay useful as a teaching resource, 72% of teachers use audiovisual material in their classes, but only 12% use Educaplay as an assessment tool. The focus groups confirmed that Educaplay's interactive activities stimulate learning and improve student participation in the subject.
no linkEducaplay as an Interactive Didactic Resource for Marketing Students
This feasible project was carried out at the Universidad de Carabobo, Venezuela, with a sample of 27 of 65 students in the subject Marketing. The diagnostic results revealed that 70% of students never use technological resources in class, 63% never reinforce content online, and 74% never take online assessments. However, 60% expressed a willingness to adopt digital tools. A three-phase implementation plan was proposed to integrate Educaplay as an interactive teaching resource in the subject.
no linkEducaplay como recurso didáctico para el fortalecimiento de la ortografía en sexto grado de Educación General Básica
This study in Ecuador was carried out with 59 students, teachers, and experts to analyze spelling proficiency. The results showed a low level of mastery, with frequent errors in graphemes and accentuation, and greater difficulty with complex texts. A teaching proposal based on interactive activities with Educaplay was designed and validated by experts to improve students' practice and motivation.
See studyEducaplay como recurso digital para fortalecer la comprensión lectora en estudiantes de octavo grado de la Unidad Educativa Nueva Tarqui
This study in Ecuador was carried out with a sample of 26 eighth-grade students. The results showed a good level of literal comprehension (73-77%) but weaknesses at the inferential (49-67%) and critical (55-71%) levels. Regarding the use of Educaplay, students rated its pedagogical application (82%) and the variety of activities (83%) positively, although moderate interaction (65%) and inconsistent use (60%) were detected. Strategies based on gamification and active learning were designed and validated by experts to improve reading comprehension through a planned integration of the tool.
See studyEducaplay como recurso interactivo para el fortalecimiento de las habilidades de los estudiantes de Lengua y Literatura
This study analyzes the use of Educaplay as an interactive resource to strengthen Language and Literature skills through a mixed-methods approach. The results show improvements in reading comprehension, grammar, vocabulary, and literary analysis, along with a significant increase in student motivation and participation. The platform is established as an effective pedagogical mediator that fosters more active, autonomous, and meaningful learning.
See studyEducaplay como recurso interactivo para el fortalecimiento de las habilidades lingüísticas en Lengua y Literatura
This study proposes the use of Educaplay to strengthen language skills in fifth-year students through a preexperimental design with a pretest and posttest. Difficulties were detected in reading comprehension, written expression, spelling, and motivation, which were addressed with interactive activities. The results show improvements in academic performance and greater student participation, together with a positive perception of the tool by students and the teacher.
See studyEducaplay in the Development of Spelling
Master's thesis in Educational Innovation and Leadership (Universidad Indoamérica, Ecuador, 2024) on the use of Educaplay as a teaching tool for the development of spelling, especially accentuation, at the Unidad Educativa Ecuatoriano Holandés. With a qualitative approach, field research, and documentary review (34 students and 4 Language and Literature teachers), it detects deficiencies linked to traditional methods and proposes teacher training workshops to create interactive, motivating activities tailored to the subject matter, aimed at a personalized and effective learning experience.
no linkEducaplay in the Development of Logical-Mathematical Skills for Fifth-Grade Students
Bachelor's degree thesis in Basic Education (Universidad Central del Ecuador, 2023) investigating the use of Educaplay in developing logical-mathematical skills in the fifth year of Basic General Education at the Unidad Educativa Fiscal 10 de Agosto in Quito (51 students and 4 teachers). With a mixed approach, a descriptive scope, and documentary and field research (survey, observation), the results highlight the platform's positive contribution to problem-solving, critical thinking, and understanding of mathematical concepts, with constant practice and immediate feedback as levers.
no linkEducaplay en el proceso de enseñanza de lengua y literatura: un estudio en docentes de cuarto grado
This study in Ecuador was carried out with a sample of 4 Language and Literature teachers using a mixed methodology. The results show infrequent use of Educaplay due to a lack of training and technical limitations, although teachers recognize its potential to improve teaching. As a solution, a teacher training workshop was designed and validated by experts with 100% acceptance to optimize its pedagogical use.
See studyEducaplay for Selective Listening Instruction: Students Benefits and Challenges in an EFL Classroom
Qualitative case study published in 2026 in the Journal of English Language and Education (Indonesia) exploring the benefits and challenges of using Educaplay in selective listening activities in English with 39 eighth-grade students at a school in Kuningan (West Java). Based on classroom observations, semi-structured interviews, and student reflections, it documents that Educaplay's interactive media generate engaging experiences that support listening comprehension (identifying specific information in spoken texts), one of the most difficult skills for those learning English as a foreign language.
See studyEducaplay para la enseñanza de las Ciencias Naturales en cuarto año de educación básica
This study was carried out at the Escuela General Básica "Machala", Ecuador, with a population of 24 fourth-year basic students and 4 teachers. The results showed that 100% of teachers know Educaplay, but none had received formal training; furthermore, only 50% used it in class and infrequently. Among students, correct answers went from 13, 14, and 12 in the traditional explanation to 20, 21, and 23 with Educaplay. As a result, a methodological proposal was developed and a positive effect was confirmed in the teaching of Natural Sciences, with high student acceptance.
See studyEducaplay para la mejora de la comprensión lectora en estudiantes de quinto grado de primaria
This study was carried out with a population of 145 fifth-grade students and 6 teachers at the Unidad Educativa Tumbaco, Ecuador. The initial diagnosis showed low performance in reading comprehension, with averages between 1.20 and 1.72, in addition to little use of digital resources by teachers. After applying a teaching strategy with Educaplay in the activity "La manzana de la discordia", the averages rose to a range of 2.42 to 3.68, and the chi-square test confirmed a significant effect (p = 0.000). As a result, it was validated that Educaplay improves reading comprehension, and it was recommended that teachers be trained in the design of digital activities.
See studyEducaplay para mejorar la competencia resuelve problemas de cantidad en estudiantes del cuarto grado de las instituciones educativas rurales del distrito de Cachora, 2023
This research was carried out in rural educational institutions in the Cachora district, Peru, with a census sample of 40 fourth-grade students. The starting problem was low performance in mathematics in rural contexts, where in the pretest 60% of students were at the beginning level and only 5% at the expected achievement level. After applying 12 sessions with Educaplay, in the posttest the beginning level dropped to 27.5%, while 20% reached expected achievement and 22.5% outstanding achievement. The results confirmed a significant improvement in the competence of solving quantity problems.
no linkEducaplay como medio digital interactivo para mejorar los resultados de aprendizaje de Ciencias Naturales sobre el magnetismo en la escuela primaria
This study was carried out with 30 fifth-grade students at SDN Banjaragung 3, in Jombang (Indonesia), to improve learning in Natural Sciences about magnetism. The problem detected was low academic performance and scarce student participation, with an initial mean of 64.40, below the expected minimum of 80. After the intervention with Educaplay, the final mean rose to 81.47, an improvement of 17.07 points. The results confirmed that Educaplay had a positive and significant effect on the understanding of concepts and on student performance.
no linkEducaplay. Un recurso educativo de valor para favorecer el aprendizaje en la Educación Superior
This article analyzes the value of Educaplay in Higher Education in the context of the pandemic and the shift from the in-person classroom to the virtual environment. The problem noted is that, although many institutions have technological infrastructure, these resources are not always used properly and part of the teaching staff still has little methodological experience in their use. As a result, the study values Educaplay as a useful, dynamic, and user-friendly tool that fosters interaction, motivation, and learning, provided there is adequate preparation and planning on the part of the teacher.
no linkEducaplay: una herramienta de gamificación para el rendimiento académico en la educación virtual durante la pandemia covid-19
This study analyzed the use of Educaplay among 70 Basic Education students during virtual education in the pandemic. The starting problem was the need to replace traditional methodologies with digital resources that would improve motivation, participation, and academic performance. The results showed high acceptance of the use of Web 3.0 tools: 83.10% stated that they often use them to learn, 87.14% agreed that teachers should create their own resources, and 60% considered that Educaplay was completely useful in virtual classes. The study concludes that Educaplay fosters collaborative work and helps improve students' academic performance.
See studyEducaplay: Una herramienta digital interactiva para fomentar la Educación Ambiental
This study was carried out with 33 third-year high school students and 6 teachers at the Unidad Educativa Dr. Luis Célleri Avilez, in Ecuador, to strengthen environmental education through Educaplay. The results showed that 63.6% of students improved their understanding of environmental concepts, 60.6% enjoyed the interactive activities, and 57.6% increased their interest in environmental education. In addition, after the intervention, the percentage of students with the top grade rose from 6% to 52%. The study concludes that Educaplay fosters active learning, improves academic performance, and strengthens students' commitment to environmental issues.
See studyEducaplay y aprendizaje del inglés en estudiantes de un instituto
This study was carried out with 161 students in the heavy equipment maintenance program of a higher institute in Peru to analyze the relationship between Educaplay and the learning of technical English. The problem identified was the difficulty of learning specialized English vocabulary due to the scarcity of specific teaching materials and the importance of this language in handling heavy machinery manuals and systems. The results showed a positive and significant relationship between Educaplay and the learning of technical English, as well as with text comprehension and production. The study concludes that Educaplay helps improve students' technical English skills.
See studyEducaplay and Its Impact on the Learning of Secondary School Students at the Puebloviejo Educational Unit
Bachelor's degree thesis in Computer Science Pedagogy (Universidad Técnica de Babahoyo, Ecuador, 2025) analyzing the influence of Educaplay as a collaborative learning platform on the academic performance and digital competencies of third-year high school students at the Unidad Educativa Puebloviejo. With a descriptive study, a mixed approach, and a non-experimental cross-sectional design (surveys and interviews with students and teachers), it finds that Educaplay fosters active participation, increases motivation, strengthens collaborative work, and improves content comprehension and cognitive and digital skills.
no linkEducaplay and Its Impact on the Cognitive Skills of Fourth-Grade Students in the Subject of Language
Master's thesis in Education with a specialization in Pedagogy in Digital Environments (Universidad Bolivariana del Ecuador, 2024) studying the contribution of Educaplay to the development of cognitive skills in Language and Literature in the fourth year of basic education at the Unidad Educativa Victoria Vásconez Cuvi. With a descriptive mixed-methods study (a sample of 76 students, surveys of teachers, students, and families, and classroom observation), it concludes that playful activities in Educaplay effectively contribute to students' reading comprehension, written expression, and creativity.
no linkDidactic Use of the Educaplay Platform in the Design of an Advertising and PR Campaign: A Perspective Towards Educational Inclusion
University experience published in 2024 in Razón y Palabra (Spain) in which 37 Advertising and Public Relations students at the Universidad de Málaga designed an alternative communication campaign on the circular economy (Beneko center) using Educaplay, working cooperatively and inclusively. The 7-question survey showed that 72% knew about the circular economy before the course, 91% believe that future business models will rely on it, and 65% are regular users of this type of establishment. One of the few studies on Educaplay in Spanish higher education and in communication.
See studyEfectividad del juego Educaplay para mejorar la capacidad de numeración en estudiantes de educación secundaria
This study was carried out with two groups of eighth-grade secondary students in Indonesia: 30 in the experimental class and 31 in the control class. The starting problem was students' low numeracy level and the need to apply more motivating strategies in mathematics. The results showed that the class that worked with Educaplay achieved a high improvement, with a mean N-gain of 0.773, compared to 0.2541 in the control class, and a final mean of 83.46 versus 50.69. The study concludes that Educaplay was effective in improving the numeracy skills of secondary students.
no linkEffectiveness of Educaplay Media in Improving the Ability to Recognise Hijaiyah Letters in Children Aged 3–4
Preexperimental quantitative study (one-group pretest-posttest) published in 2026 in Murhum: Jurnal Pendidikan Anak Usia Dini (Indonesia) on the effectiveness of Educaplay for the recognition of hijaiyah letters (the Arabic alphabet) in 12 children aged 3-4 at the KB Zumrotul Wildan early childhood school (Jepara). The mean went from 50.00 to 78.75 points (+28.75), with a significant Wilcoxon test (p < 0.001). Its novelty is applying Educaplay to Islamic education in early childhood, and it concludes that it is an innovative and effective digital alternative for Islamic early childhood schools.
See studyEffectiveness of Educaplay Interactive Media in Increasing Elementary School Students' Learning Activeness: A Systematic Review
Systematic literature review published in 2026 in Pendas: Jurnal Ilmiah Pendidikan Dasar (Indonesia) analyzing 14 scientific articles (2020-2025) on the effect of Educaplay on the active participation of primary school students. It concludes that its use consistently improves engagement (more participation, interaction, questions, and time on task) thanks to interactive quizzes, educational games, and gamified dynamics that create a more engaging learning environment. It is one of the first evidence syntheses focused specifically on Educaplay.
no linkEffectiveness of Educaplay-Based Learning Media in Improving Students' Learning Interest and Participation in Islamic Religious Education
Two-cycle classroom action research published in 2026 in Paedagogie (Indonesia) with 35 eighth-grade students at SMP Negeri 225 in West Jakarta, on the effectiveness of Educaplay (quizzes, puzzles, video quizzes, and word games) in Islamic Religious Education. The gradual and structured implementation drove up the indicators: students with high interest went from 17.1% to 68.6% and highly participatory students from 14.3% to 71.4%. It concludes that Educaplay creates an interactive and pleasant environment that boosts active engagement in the subject.
See studyEffectiveness of Learning with the Educaplay Application on Learning Motivation in Islamic Religious Education
Quantitative quasi-experimental study (nonequivalent groups) published in 2026 in Edutech: Jurnal Inovasi Pendidikan Berbantuan Teknologi (Indonesia) evaluating whether Educaplay improves motivation in Islamic Religious Education at the SMK IT ICERA Babatan vocational school (Lampung). With a validated motivation questionnaire and an independent Student's t-test, it found significant differences between the experimental and control groups (t = 4.244; p = 0.000), especially in the perception of the relevance of the content. It recommends adopting educational game media to enliven religion classes and connect them with real life.
See studyEffectiveness of Using Educaplay to Improve Second-Grade Students' Mathematics Learning Outcomes
Quantitative study (one-group pretest-posttest) published in 2026 in Jurnal Media Akademik (Indonesia) on the effectiveness of Educaplay for learning multiplication in the second grade of primary school at SDN Arosbaya 5 (Madura), with 34 students. The mean rose from 62.06 to 80.59 points and the Wilcoxon test yielded significance (p = 0.000), concluding that Educaplay creates a more engaging and interactive environment that demonstrably improves outcomes in early mathematics.
no linkEfectividad del uso del medio Educaplay sobre los resultados de aprendizaje de estudiantes de quinto grado en el tema del pantun
This study was carried out with 50 fifth-grade students at SDN 152 Cigagak, in Indonesia, to compare Educaplay with conventional media in the learning of the pantun. The problem detected was that the teaching of the Indonesian language continued to rely on non-interactive resources, which limited student participation and outcomes. The results showed significant differences between the two groups: the final mean of the experimental class was 75.40 compared to 65.60 in the control class, and the improvement was moderate with Educaplay (60.65%) versus low in the control group (29.48%). The study concludes that Educaplay was effective in improving student learning, especially in identifying the elements of the pantun.
no linkEfectividad del aprendizaje basado en proyectos (PJBL) con apoyo de Educaplay para mejorar la alfabetización del alumnado en la asignatura de Lengua Indonesia en 10.º curso de SMAN 1 Cigugur
This study was carried out with 64 tenth-grade students at SMAN 1 Cigugur, in Indonesia, to improve literacy in the Indonesian Language subject through the PJBL model supported by Educaplay. The problem detected was students' low literacy level, despite a daily reading time that was not being used properly. The results showed a significant improvement in the experimental class: the mean went from 69.63 in the pretest to 78.28 in the posttest, while in the control class the posttest was 66.50. The study concludes that the PJBL model with Educaplay support was effective in improving students' literacy.
See studyEffectiveness of Educaplay Game-Based Learning with the CTL Approach to Improve Students' Mathematical Communication Skills
Development research (R&D, ADDIE model) published in 2026 in Emteka: Jurnal Pendidikan Matematika (Indonesia) that creates a gamified mathematics medium in Educaplay integrated with the Contextual Teaching and Learning (CTL) approach to work on relations and functions with 28 eighth-grade students. The medium was validated as suitable and the effectiveness test raised the mean from 51.92 to 76.82 (N-Gain 0.56, moderate category), with improvements especially in visual representation and mathematical expression, and room for improvement in written communication.
See studyEfectividad de los juegos de Educaplay en la comprensión cognitiva del alumnado en el aprendizaje de matemáticas en segundo grado de SDN Bugih 3 Pamekasan
This study was carried out with 30 second-grade students at SDN Bugih 3 Pamekasan, in Indonesia, to evaluate the effect of Educaplay on mathematics learning. The problem identified was the need to improve students' cognitive understanding of addition and subtraction content through more motivating and interactive strategies. The results showed a significant improvement between the pretest and the posttest, and the N-Gain analysis reached a mean of 82.33%, placed in the high category. The study concludes that Educaplay was effective in increasing students' motivation, participation, and conceptual understanding in mathematics.
See studyEl desafío de la innovación, la percepción y adaptación de los docentes secundarios al uso de Genially y Educaplay en sus prácticas pedagógicas
This study was carried out at the Unidad Educativa Fiscal "24 de Mayo" in Quito, Ecuador, with a sample of 60 teachers between 30 and 55 years old. The problem detected was the low integration of digital tools such as Genially and Educaplay, due mainly to a lack of training, time limitations, and insufficient technological infrastructure. The results showed that 54.4% report mastery of these tools, 58.2% use them at an intermediate level, and 63.2% use them monthly; in addition, 44.6% consider them useful for learning and 48.2% quite useful. The study concludes that, although teachers recognize their value for improving student motivation and comprehension, continuous training and better technological provision are still necessary to achieve a more effective integration.
See studyEl recurso didáctico digital Educaplay en el desarrollo de la expresión oral de los estudiantes de tercer grado, paralelos A y B, de Educación General Básica, de la Unidad Educativa “González Suárez” en el cantón Ambato
This study was carried out with 39 third-grade students at the Unidad Educativa González Suárez, in Ambato, Ecuador, to analyze the use of Educaplay in oral expression. The problem detected was low participation and the need to strengthen oral communication in a virtual context. The results showed a very positive assessment of the resource: 94.9% completed the activities and 92.3% stated that Educaplay improved their communication. The study concludes that Educaplay fosters participation and stimulates oral expression in primary school students.
no linkThe Educational Software Educaplay as a Didactic Resource to Optimize the Learning Process of Writing in Second-Year Basic Education Children at Nueva Era Educational Unit in Ambato
This research was carried out at the Unidad Educativa Nueva Era in Ambato, Ecuador, to analyze how Educaplay optimizes the learning of writing in children in the Second Year of Basic Education. An exploratory and descriptive methodology was applied with students and teachers. The results showed that Educaplay fosters meaningful learning and stimulates motor skills. As a product, a methodological guide for the teachers was developed. It is concluded that it is an effective tool for enriching the teaching of writing in the early school years.
no linkThe Use of the Gamification Tool Educaplay and Its Impact on the Development of Mathematical Skills
This research, carried out at the Universidad Estatal de Milagro, Ecuador, evaluates the influence of the gamification tool Educaplay on the development of mathematical skills in Basic General Education students. A qualitative, descriptive, documentary-design methodology was applied, based on a literature review. The results show that Educaplay fosters motivation thanks to its multimedia resources and enhances the understanding of concepts and problem-solving. It is concluded that it is an effective tool for improving academic performance and building meaningful learning in mathematics.
no linkDidactic Strategy Supported by Genetic App and Educaplay Portal for the Understanding of Human Genetics in Natural Sciences 8°
This research, carried out at the Institución Educativa Técnica Modelia in Ibagué, Colombia, proposes a teaching strategy based on the App Genética and the Educaplay portal to improve the understanding of human genetics. It worked with 35 eighth-grade students under a quantitative descriptive model, applying a pre-test and post-test. The results show that these tools spark interest and foster meaningful learning. It is concluded that they bring a new dynamic to natural science classes.
no linkPedagogical Strategy for the Use of the Educaplay Tool in Learning the English Language
This study, carried out at the Unidad Educativa Batalla de Pichincha in Quinindé, Ecuador, proposes a pedagogical strategy based on Educaplay and the use of music for learning English in 144 third-year high school students. A quantitative, correlational, and experimental approach was applied, validated with SPSS. The results were satisfactory across the four language skills. It is concluded that Educaplay is an effective tool for strengthening skills in English proficiency.
no linkDidactic Strategies Supported by the Digital Tool Educaplay to Improve Reading Comprehension in First-Cycle Accounting and Auditing Students
Curricular Integration Project in Educational Psychology (Universidad Nacional de Loja, Ecuador, 2026) that designs teaching strategies with Educaplay (crosswords, matching, quizzes) to improve the reading comprehension of first-cycle university students in Accounting and Auditing. With a descriptive cross-sectional quantitative-qualitative approach (surveys of students and interviews with teachers), it found limited knowledge and use of the tool and low levels of reading comprehension, and it proposes an intervention with interactive activities to work on the literal, inferential, critical, and creative dimensions. It is one of the few studies of Educaplay in higher education.
no linkTeaching Strategies Based on the Use of Educaplay for Neurological Development in Preschoolers
Descriptive mixed-methods study published in 2026 in Código Científico Revista de Investigación (Ecuador) that applies teaching strategies with Educaplay to strengthen the neurological development of 30 preschoolers (census sampling). After four gamified sessions of auditory recognition, motor coordination puzzles, logical sequencing, and a multisensory activity, the percentage of children with difficulties in some dimension dropped from 60% to 26.7%, with mean improvements above the expected 30%. It concludes that gamified platforms with pedagogical mediation foster neuroplasticity and a more effective school adaptation in vulnerable contexts.
See studyDidactic Strategies Mediated by the Educaplay Platform for the Teaching-Learning Process of Social Sciences in Fifth Grade of Primary School at Diego Montaña Cuellar IED School
This research, carried out at the Colegio Diego Montaña Cuellar IED in Colombia, proposes teaching strategies mediated by Educaplay to strengthen the teaching of social sciences in fifth-grade students. A methodology based on design-based research (DBR) was applied with a pre-test and post-test using an interactive map, word search, and test. The post-test results showed superior performance compared to the traditional method. It is concluded that Educaplay fosters meaningful and playful learning in the area of social sciences.
no linkStrategies to Strengthen Reading Comprehension Through the Use of Educaplay
Descriptive and propositional mixed-methods study published in 2026 in Reincisol (Ecuador) on reading comprehension in the fifth year of Basic General Education at the Unidad Educativa Teodoro Wolf. The diagnosis with 36 students placed 61.11% at a low level, with difficulties at the inferential and critical levels, which supported a teaching proposal in Educaplay with three activities (a Cloze text, a video quiz, and a critical crossword) aimed at the literal, inferential, and critical levels. Expert judgment favorably rated its feasibility, relevance, and novelty, always with teacher mediation, formative assessment, and curricular planning.
See studyTeacher Training in Educaplay for the Generation of Meaningful Teaching Resources in Technical High School
This study, carried out at the Unidad Educativa Dr. Antonio Andrade Fajardo in Vinces, Ecuador, proposes a teacher training strategy in Educaplay for the generation of meaningful teaching resources in the Technical High School. A descriptive and propositional mixed approach was applied to 18 teachers and 8 experts, using a questionnaire and a semi-structured interview. The results revealed a disconnect from the potential of digital technologies and insufficient training. It is concluded that theoretical-practical workshops in Educaplay are essential for transforming teaching practice and improving educational quality.
See studyStrengthening the addition of natural numbers with the EDUCAPLAY tool in first grade students of the Eduardo Cote Lamus educational institution in the municipality of La Esperanza, department of Norte de Santander
Degree project presented at the UNAD in 2022 whose purpose was to design a pedagogical plan to strengthen the addition of natural numbers using the EDUCAPLAY tool. A qualitative, observational methodology was applied with first-grade students at the Eduardo Cote Lamus educational institution, in La Esperanza, Norte de Santander. The results showed high receptiveness and participation of students in learning addition through the digital platform.
no linkStrengthening the acquisition and retention of English vocabulary through interactive digital activities (Educaplay, Wordwall and flashcards) in fourth-semester students of the Bachelor's Degree in Foreign Languages with an Emphasis on English at UNAD
Formative research exercise presented at the UNAD in 2025 whose objective was to strengthen the acquisition and retention of English vocabulary through interactive digital activities such as Educaplay, Wordwall, and flashcards. A qualitative approach was applied with fourth-semester students in the Bachelor's in Foreign Languages with an Emphasis on English. The results showed more active, autonomous, and contextualized vocabulary learning in virtual environments.
no linkStrengthening Reading Comprehension Through the Implementation of the LearningApp and Educaplay Platforms to Generate Meaningful Learning in Ninth-Grade Spanish Language Teaching
Master's thesis in Digital Resources Applied to Education (University of Cartagena, Colombia, 2025) that implements the LearningApp and Educaplay platforms to strengthen reading comprehension and generate meaningful learning in Spanish Language with ninth-grade students at the Navarro Educational Institution, in a rural area of Cali. The work designs, applies, and evaluates interactive teaching sequences supported by both platforms as a response to the reading difficulties detected in the rural classroom.
no linkStrengthening reading comprehension through the digital educational resource "Educaplay" in second grade of the Camilo Torres District Educational Institution of Barranquilla
Master's project presented at the University of Cartagena in 2021, whose objective was to strengthen the reading comprehension of second-grade students at the Camilo Torres District Educational Institution of Barranquilla through the Educaplay digital educational resource. A qualitative approach was applied with a pedagogical intervention in a virtual learning environment. The results, obtained by comparing the diagnostic phase with the final phase, showed significant progress in the students' reading levels and motivation.
no linkStrengthening Communicative Competences Through Game-Based Learning with the Educaplay Tool in Sixth-Grade Students
Master's thesis in Digital Resources Applied to Education (University of Cartagena, Colombia, 2025) that addresses low reading and writing performance through game-based learning with Educaplay in sixth-grade students at the Ciudadela Educativa del Magdalena Medio Educational Institution. The team designed and implemented gamified activities to strengthen communication skills, evaluating their impact on reading, writing, and student motivation in an educational context with socioeconomic challenges.
no linkStrengthening English Competences Through the Educaplay Tool in Seventh-Grade Students
Master's thesis in Digital Resources Applied to Education (University of Cartagena, Colombia, 2026) that designs and implements an intervention with Educaplay to strengthen the English skills of seventh-grade students. The work starts from a diagnosis of the subject's difficulties, builds interactive activities on the platform, and assesses their effect on student performance and attitude toward the language, within the line of University of Cartagena master's work on digital resources in the classroom.
no linkGamification with Educaplay: transforming math learning in fifth grade
Article published in Revista Centro Sur (Vol. 9 No. 4, 2025) by researchers from the Technical University of Ambato (Ecuador), whose objective was to analyze the influence of Educaplay on the development of logical-mathematical skills in fifth-grade students at the Fray Bartolomé de las Casas Educational Unit in the Salasaka parish. A pre-experimental pretest-posttest design with a mixed approach was applied to 28 students through activities such as Froggy Jumps, video quiz, and memory. The results showed statistically significant progress (mean from 3.61 to 8.18), demonstrating that Educaplay is an effective strategy that enhances logical-mathematical skills.
See studyGamification in Educaplay as a teaching strategy to strengthen mathematics learning in general basic higher education
Article published in the journal Código Científico (Vol. 6 No. 2, 2025) by researchers from the Bolivarian University of Ecuador, whose objective was to propose gamification in Educaplay as a teaching strategy to strengthen mathematics learning at the Ciudad de Gonzanamá Educational Unit. A mixed approach with a descriptive scope was applied with 56 ninth-year students and 5 experts. The results validated the strategy as viable for strengthening learning of the topic of Special Products.
See studyGamification in the algebra teaching process: an experience with Educaplay
Article published in the Revista Interdisciplinaria de Humanidades, Educación, Ciencia y Tecnología (UNEFM, Venezuela) in 2021 by researchers from the Catholic University of Cuenca (Ecuador), whose objective was to analyze how Educaplay can contribute to the algebra learning process in eighth-year students at the "Mariscal Antonio José de Sucre" Educational Unit. An explanatory research design was applied with data analysis using SPSS and the Student's t-test. The results showed that the incorporation of Educaplay improved the level of knowledge assimilation, and a methodological guide for teachers was proposed.
See studyGamification and the development of autonomy in Fifth-Grade students: a pedagogical Proposal using Educaplay
Quasi-experimental research with a pretest-posttest applied to 30 fifth-grade students in Language and Literature. Gamified activities with Educaplay were implemented to foster self-regulated learning. The results showed significant improvements in academic performance and in the development of autonomy, confirming Educaplay as an effective resource in primary education.
no linkGenially and Educaplay for reading reinforcement
Quasi-experimental study with experimental and control groups in basic education students that evaluated the impact of Genially and Educaplay on reading skills. After the intervention, the experimental group (EG) reached a mean of 8.45 compared to 7.56 for the control group (CG). Surveys showed increased interest in reading (53.6%) and reading confidence (46.4%). It is concluded that these tools foster more motivating learning and reinforce reading skills.
no linkThe Educaplay Tool for Learning Spelling
Master's thesis in Education, Technology, and Innovation (Carchi State Polytechnic University, Ecuador, 2026) that proposes interactive activities in Educaplay to reinforce spelling in sixth grade of General Basic Education (EGB) at the Gran Colombia Educational Unit of Tulcán. With a mixed exploratory approach (survey of 50 students and interviews with teachers), 85% perceive Educaplay as an effective and innovative tool for spelling and 80% value its accessibility; the proposal includes word-decryption games, matching, error detection, crosswords, word searches, and "spelling adventures" with an evaluation rubric.
no linkEducaplay multimedia tool as a teaching resource in the teaching process - chemistry and general physics learning
Non-experimental research carried out with 22 second-semester students of Biology, Chemistry, and Laboratory at the National University of Chimborazo. Activities with Educaplay and objective tests were applied to measure learning, using the Student's t-test for dependent samples. It was concluded that the Educaplay multimedia tool boosts the learning of general chemistry and physics.
See studyImpact of Educaplay as an e-learning tool on the learning of ninth grade students
Mixed non-experimental study with 95 students and 10 teachers of the ninth year at the Juan XXIII Educational Unit (Tena, Ecuador). After implementing Educaplay, improvements were observed in motivation, participation, and comprehension, confirming it as a viable tool for educational innovation in rural contexts.
no linkImpact of Educaplay on the motivation of learning fundamental basic operations in mathematics in EGB students at the Juan Montalvo school
Quasi-experimental study with a quantitative approach applied to General Basic Education (EGB) students (ages 6-12) at the Juan Montalvo school. A questionnaire validated with Cronbach's Alpha (0.934) on a Likert scale was used. The results showed a mostly positive perception of Educaplay, highlighting enjoyment of the tool and improvement in mathematical skills, confirming its effectiveness in fostering intrinsic and extrinsic motivation.
See studyImpact of the Canva and Educaplay platforms on the formative assessment of Social Studies for students in seventh grade of general basic education
Quasi-experimental study with a mixed approach conducted with 56 students and 4 teachers of the seventh year in Social Studies. Through a pretest-posttest, surveys, and interviews, the impact of Educaplay and Canva was evaluated. The results showed significant improvement in performance, motivation, and comprehension, although challenges were identified in implementation time and teacher training.
See studyImpact of the teaching-learning process through the implementation of Educaplay in the subject of Mathematics
Study with a mixed approach applied to 20 seventh-grade students at the "Francisco Mejía Villa" Public EGB School, with a pretest-posttest and interviews with teachers. After implementing Educaplay, academic performance increased by 25.5% in average grades, favoring participation and engagement. Challenges were identified in technological resources and teacher training.
See studyImplementation of Educaplay as a Digital Tool to Improve the Development of Literacy Skills in Third Grade
Master's thesis in Digital Resources Applied to Education (University of Cartagena, Colombia, 2025) that implements Educaplay as a pedagogical strategy to strengthen literacy in third grade at the Tierra Bomba Ethno-educational Institution, in the island zone of Cartagena. With a qualitative descriptive approach and participatory action research, it designed interactive sequences and exercises that notably improved reading fluency, textual comprehension, and writing accuracy, in a community marked by adverse socioeconomic and environmental factors, also noting limitations in technological access.
no linkImplementation of Educaplay as an Interactive Resource to Strengthen the Teaching-Learning Process of Language and Literature in 5th Grade EGB Students
Mixed research with a pre-experimental design (pretest-posttest without a control group) applied to 25 fifth-year EGB students and one Language and Literature teacher. After implementing activities with Educaplay, a significant improvement was evident in reading comprehension, written expression, and spelling, as well as a notable increase in student motivation and participation.
See studyImplementation of educaplay and genially as digital educational tools to streamline the evaluation process
Qualitative research with an action-research design (Kemmis model) carried out at the Profesora Gloria María Calcaño Polytechnic (Nagua, Dominican Republic). A training plan of ten interventions on Educaplay and Genially for formative assessment in secondary education was designed. The results showed that teachers strengthened their techno-pedagogical skills and that students participated with greater motivation, performance, and comprehension, modernizing the assessment processes.
See studyImplementation of the EducaPlay tool in the teaching and learning processes of first grade primary mathematics
Teaching proposal aimed at first-grade students at the U'wa Tutukana Sinaiaka Indigenous educational center for teaching mathematics through ICT. Four class sessions were held with activities in EducaPlay for the recognition, counting, and writing of natural numbers from 1 to 100. Despite technological limitations, the activities proved enriching for both the teacher and the students.
no linkImplementation of Educaplay-Based Gamification as an Innovative Learning Medium in Islamic Religious Education and Character Building
Qualitative descriptive study published in 2026 in An Najah: Jurnal Pendidikan Islam dan Sosial Keagamaan (Indonesia) on gamification with Educaplay to teach abstract theological content (Qadha and Qadar) at SMP Negeri 04 in Purwokerto. Through observation, interviews, and documentation, it shows that the Match Up and Froggy Jumps activities transformed the classroom into a dynamic and participatory space, increased emotional involvement, and helped distinguish the concepts of muallaq and mubram destiny, generating a "joyful learning" experience that reinforces religious values.
no linkImplementation of EducaPlay Media to Instil a Communicative Character in Eighth-Grade Students
Qualitative descriptive study published in 2024 in Arima: Jurnal Sosial dan Humaniora (Indonesia) on the use of Educaplay in Social Sciences to cultivate communicative character in class VIII-E at SMPN 2 Bae (Kudus). It concludes that the platform sustains interactive and collaborative learning in which students practice effective communication, teamwork, and respect for others' opinions, and that interactive media bring clarity, ease, and appeal to the transmission of content.
no linkImplementation of interactive learning media based on digital games (Educaplay) in Pancasila Education learning to grow the activeness of fifth grade students at SD Negeri 5 Tonja Denpasar
Qualitative descriptive study conducted over two months at SD Negeri 5 Tonja Denpasar (Indonesia) with fifth-grade students. Educaplay was applied in the Pancasila Education subject through questionnaires, crosswords, and thematic games. The results showed a significant increase in student participation, motivation, and responsible attitude, confirming the effectiveness of Educaplay despite technical limitations such as internet access.
See studyImplementation of the PELITA Model and Educaplay Media to Improve Elementary Students' Critical Thinking and Problem-Solving Skills
Classroom action research published in 2026 in Walada: Journal of Primary Education (Indonesia) that combines the PELITA model with Educaplay activities to improve critical thinking and problem-solving in mathematics with 20 primary school students. The results reached the criteria of "very good" in teaching activity, "almost all students very active," "very skilled" in critical thinking, "very capable" in problem-solving, and "complete" in learning outcomes, proposing the combination as a sustainable innovation for the mathematics classroom.
no linkImplementation of the Teams Games Tournament (TGT) Learning Model Assisted by Educaplay Media in IPAS Learning for Third Grade Elementary School
Qualitative descriptive study with a phenomenological design carried out at SDN Klagenserut 01 (Indonesia) with 14 third-grade students. The Teams Games Tournament (TGT) model supported by Educaplay was applied for teaching IPAS (ecosystems). The results showed more active, enjoyable, and participatory learning, with improvements in conceptual understanding, social skills, cooperation, and responsibility, despite limitations in time and digital skills.
no linkImplementation of Educaplay Media as an Arabic Conversation Learning Innovation
Qualitative descriptive study carried out at the Madinatul Ulum Mumbang Islamic school (Indonesia) with 14 students in the Arabic program. The "Dialogue Game" feature of Educaplay was implemented using the Kitab Muhawaroh. The results showed greater interactivity, motivation, and vocabulary mastery, with completion times of 2 to 9 minutes. It is concluded that Educaplay is effective as a complementary innovative method in pesantren, provided there is teacher training and infrastructure.
See studyIncidence of Educaplay as a gamified strategy in the teaching of metacognition techniques in language and literature for upper elementary school
Experimental study with a mixed approach applied to eighth-, ninth-, and tenth-year students at the "Mena del Hierro" Private Educational Unit (Quito, Ecuador). Three metacognition techniques, "Word Search," "Self-reflection," and "Summary Ideas," were evaluated through Educaplay as a gamified strategy. The posttest results showed significant improvements in the three techniques, confirming their effectiveness in Language and Literature.
See studyIncidence of Educaplay on the learning of geometry in eighth grade at the "Mitad del Mundo" Educational Unit
Degree project with a mixed approach applied to eighth-year students at the Mitad del Mundo Educational Unit (Quito, Ecuador) between September 2023 and April 2024. Through pedagogical tests and surveys, the impact of Educaplay and gamification on the learning of geometry was evaluated. The results showed an increase in motivation, comprehension, and academic performance, confirming the usefulness of interactive digital tools.
no linkInfluence of Educaplay on the construction of meaningful learning in the area of language and literature among 7th grade students at the Abdón Calderón educational unit, Quito 2025
Quasi-experimental study with a single-group pretest-posttest design applied to seventh-grade EGB students at the "Abdón Calderón" Educational Unit (Quito, Ecuador). Through the non-parametric Wilcoxon test, significant differences were determined after the intervention with Educaplay. The students showed positive perceptions and improvements in comprehension, interest in reading, and writing, confirming the positive effect of the platform in Language and Literature.
no linkInfluence of the use of the Educaplay platform on the development of text comprehension and production skills in the English area in 1st year secondary students of a private educational institution in Lima
Master's thesis with a quantitative approach and a quasi-experimental design (control and experimental groups) applied to first-year secondary school students at a private institution in Lima. A checklist, questionnaires, interviews, and a pretest-posttest were used. The experimental group increased its results after working with Educaplay, while the control group, using traditional methods, decreased its performance in comprehension and production of texts in English.
no linkScience Comics and Educaplay Associated With Cognitive Gains in Science Learning
Systematic literature review following the PRISMA 2020 guidelines that analyzed publication trends and synthesized findings on the use of science comics and the Educaplay quiz platform in relation to cognitive outcomes of science learning during the period 2021-2025, based on 22 eligible articles.
See studyT-Wave (Trigonometric Wave Adventure): Using the Educaplay Froggy Jumps game as a learning medium for special angles in trigonometry
Design and development research (R&D with the ADDIE model) that develops T-Wave, a learning medium based on the Froggy Jumps game of Educaplay, to teach the notable angles of trigonometry in the first year of high school (phase E). The study seeks to assess its feasibility, appeal, and effectiveness.
See studyThe Effect of Using Educaplay on Learning Activity and Grades in Arabic Language Lessons at Ma'had Al-Hijrah
Classroom action research with seventh-grade students at Al-Hijrah that evaluates the effectiveness of Educaplay in the Arabic language, collecting data through observation, interviews, and questionnaires. Scores improved significantly, from 25% before the intervention to 83% in the second cycle, thanks to the platform's interactive features.
See studyThe Educaplay Interactive Platform for the Learning of Mathematics in Populations with Special Educational Needs
Quasi-experimental single-group pretest-posttest study at the "Carmen Teresiano" school in San José de Cúcuta (Colombia) that implements pedagogical strategies based on Educaplay for mathematics learning in students with special educational needs. The posttest showed an increase in task execution, demonstrating the effectiveness of the intervention plan.
See studyThe Effect of a Game-Based Learning Model Using Educaplay on Elementary School Students' IPAS (Science) Learning Outcomes
Quasi-experimental study with a nonequivalent control group design and 41 fourth-grade primary students (21 control, 20 experimental) on the learning of Indonesian cultural heritage with a game-based learning model supported by Educaplay. The results (t = 5.139 > 2.023; p = 0.00; N-Gain 0.70, 70.94%, high category) confirm a significant and sufficiently effective impact on learning outcomes.
See studyThe Effect of Educaplay-Assisted Online Assessment on Student Learning Motivation in Sanskrit Lectures in the Undergraduate Hindu Religious Education Study Program
Quasi-experimental study with a nonequivalent control group pretest-posttest design in third-semester students of the Hindu Religious Education degree, in Sanskrit classes. Online assessment assisted by Educaplay raised the mean of the experimental group (69.2 to 79.8) compared to the control group (67.3 to 69.7), with a significant difference in motivation (p=0.000).
See studyThe Effect of Educaplay on Learning Interest in Science (IPAS) at a Private Madrasah Ibtidaiyah
Pre-experimental quantitative study with 25 fourth-grade students at a private madrasah ibtidaiyah, on the IPAS (science) subject. It finds a positive and significant relationship between the use of Educaplay and interest in learning (R=0.607, strong correlation; F=13.416, sig. 0.001), with Educaplay contributing 36.8% of the interest.
See studyThe Effect of the Educaplay-Assisted Problem Based Learning Model on Students' Mathematical Problem-Solving Ability in SPLDV in Class X of SMA Negeri 1 Medan
Experimental quantitative study with a single-group pretest-posttest design and 30 high school students that evaluates a Problem-Based Learning model assisted by Educaplay in solving systems of linear equations with two variables. The mean rose from 41.7 to 67.1, with a significant difference (p<0.001) and a very large effect size (4.55).
See studyThe Effect of the Unscramble Words Feature in Educaplay on Seventh Grade Students' Understanding of Sentence Patterns at SMPN 13 Padang
Pre-experimental quantitative study (single-group pretest-posttest) with 32 seventh-grade students at SMPN 13 Padang (Indonesia). After six sessions with the Unscramble Words feature of Educaplay, scores improved in a statistically significant way in the comprehension of English sentence patterns.
See studyThe effectiveness of Problem Based Learning assisted by Educaplay on Pancasila Education learning outcomes of elementary school students
Quasi-experimental study with a nonequivalent control group and fifth-grade primary students that confirms that the Problem-Based Learning model with Educaplay significantly improves outcomes in Pancasila Education (t-test 0.000 < 0.05; N-Gain of 66% in the experimental group versus 39% in the control group).
See studyThe Implementation of Student-Centred Learning in the Merdeka Curriculum Through the Use of Educaplay
Qualitative descriptive study with a case study design (participant observation, expert validation, and documentation) that analyzes student-centered learning in the Merdeka curriculum through Educaplay in Pancasila Education in high school. The instruments developed reached an average validation of 98.75% (excellent), and features such as the interactive slideshow, the matching game, and froggy jumps increased student participation.
See studyThe Influence of the Teams Games Tournament Learning Model Using Educaplay Media on Elementary School Students' Understanding of Landscape Concepts
Quantitative study with a single-group pretest-posttest design and 27 third-grade primary students at SDN 008 Samarinda Ilir (Indonesia), which combines the TGT model with Educaplay in Social Sciences. The mean rose from 55 to 69.44, supporting the improvement in understanding of landscape concepts and in motivation.
See studyThe Integration of the Digital Platform Educaplay in Interdisciplinary Paths in the 1st and 2nd Basic Education Cycles
Study, framed within a master's program and the IFITIC project of initial teacher training, on the integration of the Educaplay digital platform into interdisciplinary itineraries of the 1st and 2nd cycles of Basic Education in Portugal, with a transdisciplinary approach oriented toward the holistic development of the child.
See studyThe Use of Interactive Learning Media of Educaplay Games in Increasing Students' Learning Motivation in Islamic Cultural History Subjects
Qualitative field study at MTs Jam'iyyatul Khair Ciputat (Indonesia), with data from observation, interviews, documentation, and questionnaires with administrators, teachers, and four eighth-grade students. The implementation of the Educaplay game in the History of Islamic Culture (SKI) proceeded effectively and increased student motivation (curiosity, enthusiasm, and discipline).
See studyA Literature Review on the Use of Educaplay Interactive Learning Media in Hindu Religious Education for Generation Z
Literature review using a matrix synthesis technique that analyzes the use of Educaplay as an interactive medium in Hindu religious education for Generation Z in Indonesia. It concludes that success depends on the technological readiness of teachers, the development of content aligned with Hindu values, and adequate digital infrastructure; it proposes strategies such as teacher training and structured interactive activities.
See studyDidactic Unit: Preparation for the DELE B1 with Mizou and Educaplay
Work that describes the design and rationale of an eight-session teaching unit to prepare for the DELE B1 exam (according to the CEFR), integrating the Mizou AI chatbot platform (to simulate reading comprehension and written and oral expression tests) with Educaplay for gamified activities and interactive listening comprehension tests with asynchronous feedback, with the aim of reducing anxiety about the exam format.
See studyUse of the Educaplay platform in the context of professional education
Experience report on the use of Educaplay as a pedagogical tool in professional education classes in the management area, applying educational games with mobile devices in traditional classrooms following the PDCA cycle; the results indicated that integrating games increased student engagement and contributed to learning, despite connectivity and device challenges.
See studyUsing the Educaplay platform to enhance high school students' listening skills
Study with 30 secondary school students at an institute for gifted students (Thai Nguyen), with 15 in the experimental group who practiced listening comprehension with Educaplay for five weeks, measuring improvement and attitude through pre/posttests and questionnaires; the results indicated some improvement in listening skills and a high appreciation of the platform, with 80% of the experimental group willing to continue using it.
See studyUse of interactive activities designed in Educaplay for learning integers
Quantitative quasi-experimental field study with two groups (control and experimental) of 44 students each in the eighth year of General Basic Education in Riobamba (Ecuador), with 20 sessions of 40 minutes over two and a half months, that evaluated the contribution of Educaplay interactive activities to the learning of integers; both groups improved (final average 7.17 in the control group and 7.72 in the experimental group) and the Mann-Whitney U test was applied.
See studyUso de Educaplay para fortalecer la lectoescritura en estudiantes de quinto grado
This study analyzes the use of Educaplay as a digital tool to improve literacy in fifth-grade students in Ecuador. A quantitative methodology was used with a sample of 30 students, evaluating their skills before and after the intervention. The results showed significant improvements in reading and writing after the application of interactive activities designed in Educaplay. It is concluded that the use of this platform contributes positively to the development of language skills and to increasing student motivation.
no linkUse of the Educaplay Educational Platform in the Literacy Process of Primary Education Students (ISCED Level 1)
Mixed methods research with a sequential transformative design (DITRAS) at a public school in Cuenca (Ecuador) with primary students who have literacy difficulties. A pedagogical intervention based on the TPACK model and on constructivism/constructionism was designed, integrating Educaplay as a technological resource for interactive activities.
See studyValidity of Educaplay Interactive Learning Media in Pancasila Education for Grade V Primary School
Research and development (R&D) study following the ADDIE model (up to the development phase) that analyzes the validity of an interactive learning medium based on Educaplay for Pancasila Education in fifth grade of primary school. Validation reached 100% (media expert), 96% (subject-matter expert), and 82% (language expert), with an average of 93%, categorized as "very valid."
See studyInfluence on anatomy learning of two "web based" programs (Concept Master and Educaplay)
Teaching experience with 22 first-year Physiotherapy students in the "Anatomy of the Locomotor System and Nervous System" subject at the European University of Madrid. Two web tools were used: Concept Master (interactive anatomical images and diagrams) and Educaplay (crosswords and matching exercises). The results of the satisfaction survey showed that 91% of students considered that the tools improved their learning, 82% stated that they had improved their comprehension, and 100% positively valued the Concept Master images.
no linkDigital Innovation Using Educaplay in Language and Literature Teaching for Students with Incomplete Schooling
Mixed non-experimental, descriptive, and field study published in 2026 in the Revista Multidisciplinar G-ner@ndo (Ecuador) on the contribution of Educaplay to the teaching of Language and Literature in 30 students of Education for Young People and Adults (EPJA) with incomplete schooling. Using Likert surveys, observation sheets, and semi-structured interviews, it recorded greater participation during the interactive activities, improvement in performance between pretest and posttest, and a favorable assessment of the tool, concluding that it strengthens communication skills and motivation in this understudied group.
no linkIntegration of Gamification with EducaPlay in the Development of Mathematical Competencies in Basic Education
Applied and cross-sectional quasi-experimental study, with a constructivist and mixed approach, published in 2026 in the Revista Iberoamericana de Investigación en Educación (RIIED) on gamification with Educaplay to develop mathematical skills in the eighth year of Basic Education. Using observation, documentary review, and validated surveys (Cronbach's alpha 0.904) and the Wilcoxon signed-rank test, it raised averages from an initially deficient range (1.83-2.47) to levels of excellence (3.93-4.57), with two-tailed significance of 0.000: the gamified intervention eliminated the low ratings and enhanced problem-solving and the understanding of abstract concepts.
no linkIntegrating technology into ESP instruction: a case study with Educaplay
Case study conducted with 82 university students from the Physiotherapy, Occupational Therapy, and Architecture degrees at the Catholic University of Murcia (UCAM) during the 2021-22 academic year, in the English for Specific Purposes (ESP) subject. Forty-four activities were created in Educaplay to work on specialized vocabulary and grammar. The results showed improvement in grades (M=7.7 compared to M=6.9 the previous year), high motivation (M=4.1), and an overall rating of 4.5/5. 84% of students would like to use Educaplay in other subjects.
no linkInvestigating Educaplay as Game-Based Learning in Teaching English Vocabulary to Young Learners
Pre-experimental single-group study published in 2025 in the Indonesian Journal of Language Education, Applied Linguistics and Literature (Indonesia) with 32 fifth-grade primary students, which measured with a pretest and posttest the effect of Educaplay on English vocabulary mastery. It found no significant differences between means (the authors attribute this to the short implementation time and to differences between test formats), although the learning environment became more interactive and enjoyable. Valuable as an honest counterexample within the corpus: it documents conditions in which the tool is not enough on its own.
no linkThe Digital Tool Educaplay in the Academic Performance of Preparatory-Level Students
Quasi-experimental study published in 2026 in the Revista Episteme & Praxis (Ecuador) on the effect of Educaplay on the logical-mathematical relations of children aged 5-6 in the Preparatory sublevel, a stage with scarce scientific output on playful digital resources. With 28 students (12 experimental, 16 control), a pretest-posttest, and the Mann-Whitney U test, it found significant differences (U = 50.0; p = 0.009), with a median of "Achievement" in the experimental group compared to "In progress" in the control group. It concludes that Educaplay, with a gamified approach and teacher mediation, favors early logical-mathematical learning.
no linkThe Educaplay platform and the teaching-learning process in Basic Education
Applied research at the Ecuadorian Basic Education School (Liceo Ecuatoriano) during the third trimester of the 2024-2025 school year, with 7 sixth-grade EGB students (ages 10-12) and one teacher. A methodological guide for applying the Educaplay platform was designed and implemented for teaching Language and Literature, with activities such as video quiz, matching columns, dictations, dialogues, and memory games in the units "The Fantastic Tale," "Autobiography," and "Calligrams, Riddles." The results showed a significant increase in grades (pretest 7.99 → posttest 9.64), rising from 28.6% to 71.4% of students who master the learning objectives. Published in Revista Pentaciencias, Vol. 7, No. 3, April-June 2025.
no linkThe Educaplay educational platform and ICT competence in teachers of Network 07, UGEL 02, Independencia, 2019
Master's thesis in Educational Administration (César Vallejo University, Lima 2019) that determines the relationship between the Educaplay educational platform and ICT competence in 119 teachers of Network 07, UGEL 02, Independencia (Peru). Quantitative, correlational, non-experimental, and cross-sectional research, with two validated questionnaires (Cronbach's Alpha 0.825 and 0.884). The results (Spearman's Rho = 0.234; p = 0.010) show a direct and significant relationship between both variables, although at a very low level of correlation.
no linkThe Educaplay educational platform and its impact on the teaching–learning process of Social Studies in second-year high-school students at “24 de Mayo” school (Ventanas, Los Ríos), 2024–2025
Master's thesis (Ecuador, 2025) analyzing the impact of the Educaplay platform on the teaching-learning process of Social Studies among second-year high school students at the "24 de Mayo" Educational Unit (Ventanas canton, Los Ríos). It proposes the use of Educaplay's interactive activities as a teaching resource to energize the subject and improve learning.
no linkThe Educaplay educational platform and its incidence in the teaching-learning process at the Ismael Pérez Pazmiño Basic Education School in the Pedro Carbo canton
Master's thesis (Universidad Estatal de Milagro, Ecuador, 2021) with a quantitative correlational-causal approach, applied to a sample of 263 people from the Ismael Pérez Pazmiño School. Using Pearson's Chi-square test, it confirmed that the Educaplay platform has a significant impact on the teaching-learning process.
no linkThe Educaplay educational platform and its impact on the formative assessment of Social Studies, in ninth-year students of Upper General Basic Education at Unidad Educativa Ec. Abdón Calderón Muñoz, 2020-2021 school year
Master's thesis in Education (UNEMI, 2021) with 76 students in the 9th year of Upper Basic General Education. A quantitative, explanatory-correlational, non-experimental study with a Likert survey and an interview (Aiken's V = 0.98; Cronbach's Alpha = 0.85). Pearson's R (p=0.047; R=0.253) confirms a significant impact of Educaplay on the formative assessment of Social Studies.
no linkThe Use of Educaplay and Its Influence on Learning Motivation Among High School Students at the Nicolás Infante Díaz Educational Unit
A quantitative study with qualitative elements, descriptive, non-experimental and cross-sectional, published in 2026 in Arandu UTIC (Ecuador), which analyzes the influence of Educaplay on learning motivation in high school at the Nicolás Infante Díaz Educational Unit in Quevedo. Of a population of 120 students, 92 participated; the results support incorporating gamified strategies to spark interest and active participation in digital environments, positioning Educaplay as a motivational lever in secondary education.
See studyEducational applications as a motivating method of teaching and learning in sixth grade of primary school: an intervention proposal with Educaplay and Nearpod
There is skepticism about whether Educaplay truly motivates primary school students more than the traditional method, despite being considered a beneficial teaching tool. An intervention proposal is designed for 6th grade that uses Educaplay to work on the morphological and syntactic analysis of Spanish Language through gamified activities (word searches, crosswords, word wheels, quizzes, Froggy Jumps, filling in sentences and matching columns), testing its motivational capacity in the classroom.
no linkThe Educaplay and Genially Technological Tools and Their Impact on Students' Formative Assessment in Language and Literature
Master's thesis in Education (specialization in Educational Technology and Innovation) defended in 2021 at the Universidad Estatal de Milagro (Ecuador), supervised by Mirtha Manzano Díaz. It seeks to determine the impact of Educaplay and Genially on the formative assessment of Language and Literature at the José Elías Altamirano Basic Education School (Guayaquil) during the 2020-2021 period. It applied an observational guide and a questionnaire validated by 7 expert judges (Aiken's V = 0.97; Cronbach's alpha = 0.854) to the school's 32 teachers. It found that 56% of teachers are proficient in Educaplay compared to 47% who are proficient in Genially, and that Educaplay is the most used (72%); nevertheless, although 81% are aware that assessment should occur throughout the entire process, a large portion do not consider these tools suitable for formative assessment, with a low positive correlation between variables (Spearman's Rho = 0.365; p = 0.04).
no linkEducaplay Game-Based Learning Media to Increase Learning Interest in the Pancasila Subject in Elementary School
A research and development (R&D) study published in 2026 in Elementary: Jurnal Inovasi Pendidikan Dasar (Indonesia) that develops a game-based learning medium using Educaplay for the Pancasila subject (Indonesian civic education) and analyzes its validity, practicality and effectiveness. Using the ADDIE model, participants included 2 media experts, 2 content experts, 2 teachers, 6 students in the small-group trial and 33 fourth-grade students from SDN Sekaan in the effectiveness test. The medium proved highly valid (3.73 and 3.70 out of 4 according to experts), highly practical (3.60 teachers; 3.58 students) and effective, with a significant improvement in interest in learning (Sig. = 0.000).
See studyMediation of the Educaplay platform for the learning of reading comprehension in third-grade students
An Action Research study with 28 third-grade students at the María Concepción Loperena School (Cúcuta) who showed low reading comprehension rates and scant use of ICT in the classroom. An action plan was implemented with four teaching sequences mediated by Educaplay (myths, legends, stories, riddles, crosswords and word searches); the final test showed improvements at the literal (42.9% → 46.4%), inferential (17.9% → 21.4%) and critical (14.3% → 25%) levels, reducing the share of students with no correct answer from 25% to 7.1%.
no linkImprovement of techno-pedagogical competences of teachers in the Humanities area of 9th grade through Educaplay, in three official institutions of the municipality of Piedecuesta
A quantitative quasi-experimental study (2017-2018) in three public institutions in Piedecuesta (Santander, Colombia) evaluating the influence of Educaplay on the pedagogical practices of 9th-grade Humanities teachers. It applied a pre-test, post-test, surveys and interviews across three phases (diagnosis, implementation and validation), showing through the Wilcoxon test that the use of ICT via Educaplay significantly influences pedagogical practices, although the need for networks and continuous training persists.
no linkOptimization of the Teaching-Learning Process in History through Educaplay at Hipólito Amador Loaiza Dávila Educational Unit
Faced with low performance in high school History using traditional methods, Educaplay was incorporated with 13 students and 6 teachers. The average rose from 6.38 to 8.92 (Wilcoxon p=0.002) and 90% of students rated the platform as effective.
See studyOptimization of the Teaching-Learning Process in Mathematics through Educaplay at Unidad Educativa 17 de Septiembre
A mixed-methods quasi-experimental study with 13 first-year high school students and 6 teachers at the 17 de Septiembre Educational Unit. A pretest, posttest, Likert surveys and focus groups were applied to evaluate the impact of Educaplay on the teaching of Mathematics. The average rose from 6.38 to 8.92, the Wilcoxon test (p=0.002) confirmed a significant improvement and Cronbach's Alpha (0.89) validated the survey; more than 85% perceived that Educaplay facilitated comprehension and 90% reported greater motivation.
See studyTraining in Developing Educaplay Web-Based Educational Games at SD Negeri 064023 Medan Tuntungan
A university outreach article published in 2026 in Jurnal Pengabdian Masyarakat Tjut Nyak Dhien (Indonesia) that documents a training program to improve the competence of teachers at the SD Negeri 064023 primary school in Medan Tuntungan in developing educational games with Educaplay. Using a participatory training approach (talks, demonstrations, hands-on practice, mentoring and evaluation through questionnaires, observation and interviews) with six teachers, all participants created their Educaplay account and developed at least one educational game, with 100% attendance, improved knowledge, practical skills and technological confidence, and a stated willingness to apply Educaplay in the classroom.
no linkUse of the Educaplay Application in Pancasila Education Learning on the Subject of Rules at Home and School
The 2nd-grade students at SD Negeri Mlarangan had difficulty understanding the abstract concepts of Pancasila Education regarding rules at home and at school through conventional, poorly motivating methods. Educaplay was incorporated with 18 students in a descriptive qualitative study: its quizzes, games and interactive activities improved participation, content comprehension, critical thinking, collaboration between school and family, and created a more enjoyable learning experience.
no linkUse of the Educaplay Digital Platform in the Aqidah Akhlak Subject at MTs Negeri 3 Banyumas
An undergraduate thesis (skripsi) presented in 2026 at the State Islamic University Prof. K.H. Saifuddin Zuhri of Purwokerto (Indonesia) that describes the use of Educaplay as a teaching medium in the subject of Aqidah Akhlak (Islamic belief and morals) at the religious secondary school MTs Negeri 3 of Banyumas. With a descriptive qualitative approach (observation, interviews and documentation, with triangulation of sources and techniques), it confirms that Educaplay is used as an interactive, gamification-based medium across the various phases of the lesson, from the opening to the assessment, and that its use provides a clear picture of student engagement in responding to the activities presented.
no linkUse of Educaplay-Based Learning Technology in the Assessment of Fiqh Learning at MTsN 2 Pamekasan
A descriptive qualitative study published in 2026 in EduTech: Jurnal Teknologi Pendidikan (Indonesia University of Education) on the use of Educaplay in the assessment of the Fiqh subject (Islamic jurisprudence) at the MTsN 2 school in Pamekasan. Through interviews, observation and documentation with the Fiqh teacher and the students of class 7F, it finds that Educaplay, especially its Froggy Jumps game, makes assessment more lively, engaging and dynamic, with more enthusiastic and motivated students, and allows the teacher to monitor progress in real time. It notes as challenges the unstable connection, the limited number of devices and the low technological fluency, which the teacher mitigates by dividing groups and giving extra time when technical failures occur.
See studyElementary School Teacher Mentoring in Utilizing Educaplay Interactive Media Innovations in the Digital Era to Enhance Learning Quality at SDN 3 Tanjung Pecinan
A university outreach article published in 2026 in the journal of the Abdurachman Saleh University of Situbondo (Indonesia, vol. 2, no. 2) that explores the mentoring of teachers at the SDN 3 Tanjung Pecinan primary school in the use of the interactive medium Educaplay. Using the participatory action research (PAR) method in three phases (problem identification, Educaplay training and reflective evaluation), it found that teachers faced difficulties integrating technology and that, after the sessions, 80% managed to create interactive materials such as games and quizzes that increased student participation, in addition to strengthening teachers' confidence in the use of educational technology.
no linkImplementation of Educaplay as an Interactive Medium in Basic Vocabulary Learning for Fourth-Grade Students of SD Negeri Banyuagung 1 Surakarta
A descriptive qualitative case study published in 2026 in Jurnal Publikasi Pendidikan (Indonesia) that describes the planning, application and facilitating and inhibiting factors of using Educaplay to teach basic vocabulary in 4th grade of primary school. Using observation, interviews and documentation (4th-grade teacher, principal and 27 students) and Miles and Huberman analysis, it finds that planning was structured into modules in accordance with the Merdeka Curriculum and that Educaplay generated more interactive and fun classes with greater active involvement. The facilitating factors were the availability of devices, teacher competence and motivation; the main obstacle was network instability, addressed by strengthening the infrastructure and managing bandwidth.
no linkImplementation of the Educaplay Game “Froggy Jumps” as an Interactive Medium for Learning Arabic at MA Darul Faizin
A study published in 2026 in Al-I'roby: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban (Indonesia, vol. 3, no. 1, pp. 18-28) on the use of Educaplay's Froggy Jumps game to increase the interaction of religious secondary school students (madrasah aliyah) when learning Arabic. Following a process of needs analysis, medium design, implementation and evaluation of its effectiveness, the results show that this game, which combines entertainment and education, significantly increases participation and interaction, and that students are more enthusiastic and active in understanding Arabic vocabulary and sentence structure, concluding that it is an effective tool for foreign language learning.
See studyApplication of Canva Digital Media and the Educaplay Interactive Game to Improve Understanding of Indonesian Culture in Elementary School Students
A university outreach article published in 2026 in Sidena: Jurnal Sinergi Digital dan Pemberdayaan Masyarakat (Indonesia) that applies Canva to present content and Educaplay as a playful assessment on Indonesian cultural diversity at the SD Negeri 200510 primary school in Padangsidimpuan. Using a participatory learning and training approach (needs observation, preparation and presentation of materials with Canva, game-based assessment with Educaplay, evaluation and reflection) and descriptive quantitative and qualitative analysis, it recorded improvements in engagement, enthusiasm and courage to answer questions, signs of better comprehension, and concludes that integrating both media achieves more interactive, fun and student-centered learning that is easy for primary school teachers to replicate.
no linkImplementation of Educaplay Media to Increase Students' Learning Motivation in the Qur'an-Hadith Subject in Grade V at MI NU Putri Malang
An undergraduate thesis (skripsi) presented in 2026 at the State Islamic University Maulana Malik Ibrahim of Malang (Indonesia), supervised by Ruma Mubarak, that describes how Educaplay raises motivation in the Qur'an and Hadith subject in 5th grade of the MI NU Putri Islamic primary school in Malang, where low enthusiasm and participation were detected. With a descriptive qualitative approach (observation, interviews and documentation with the teacher and students; Miles and Huberman analysis with triangulation), it finds that the application was developed in planning, execution and evaluation phases, and that the teacher made use of interactive quizzes, matching activities, crosswords and word searches adapted to the syllabus to create a more interactive and motivating environment.
no linkImplementation of Educaplay Game Media to Increase Students' Learning Interest in the Fiqh Subject at an Islamic Senior High School
A quasi-experimental study published in 2026 in Edutech: Jurnal Inovasi Pendidikan Berbantuan Teknologi (Indonesia) that analyzes the effect of Educaplay on interest in the Fiqh subject (Islamic jurisprudence) at the Madrasah Aliyah Darul Fikri. With a pretest-posttest design with a nonequivalent control group, 40 students distributed into experimental and control groups, and a validated Likert-type interest questionnaire, the independent t-test yielded significant differences (Sig. = 0.000) and the average increase in interest was much higher in the experimental group (18.83 versus 4.10), reinforced by the Mann-Whitney test. It concludes that the Educaplay game makes learning Fiqh more interactive, engaging and fun.
See studyImplementation of Educaplay-Based Gamification Media in Arabic Language Learning in Grade VIII at MTs N 2 Kudus
A descriptive qualitative study published in 2026 in Jurnal Pena Emas (Indonesia) on gamification with Educaplay in the 8th-grade Arabic classes of the MTs N 2 religious secondary school in Kudus, where students face linguistic and non-linguistic challenges since it is not their native language. Using interviews with the teacher and students, observation and documentation, and analysis through data reduction, data presentation and conclusions, it finds that with Educaplay students participate more enthusiastically and the classroom becomes more active. The facilitating factors were adequate infrastructure, the appropriate choice of medium and the desire to learn; the obstacles were the unstable network and the insufficient number of projectors and mobile phones.
no linkImplementation of Educaplay-Based Learning Media to Improve Student Learning Outcomes in the Islamic Cultural History (SKI) Subject
A quasi-experimental study published in 2026 in Diajar: Jurnal Pendidikan dan Pembelajaran (Indonesia, vol. 5, no. 2, pp. 584-595) that analyzes the effect of Educaplay on outcomes in the History of Islamic Culture (SKI). With a nonequivalent control group design, 17 students per group and pre/post tests of 16 questions, the experimental class went from 40.47 to 86.53 points compared to the control group's advance from 47.94 to 60.24; the independent t-test was significant (0.001 < 0.05) and the normalized N-Gain was 0.78 (high) versus 0.23 (low). The observation of the implementation was rated as good (83 teachers; 79 students). It concludes that Educaplay significantly influences the improvement of outcomes.
See studyApplication of Educaplay-Based Interactive Learning Media to Improve Student Learning Outcomes in IPAS Subject for Fifth Grade of SD Negeri 060817 Medan Kota
The 5th-grade students at SD Negeri 060817 Medan Kota obtained low results in IPAS on Natural Resources with monotonous teaching based on reading, copying and the textbook. Through Classroom Action Research with 21 students, Educaplay (combined with Problem Based Learning) was integrated in two cycles: the average rose from 51.19 (pretest, 11% passing) to 76.19 in cycle I (57%) and 92.62 in cycle II (100%), demonstrating that its interactive activities significantly improve comprehension and performance.
no linkImplementation of Learning Media Using the Educaplay Educational Game to Improve Concept Understanding of Grade XI Social Sciences Students at MAN 1 Situbondo
Classroom action research published in 2026 in Jurnal Pengabdian Masyarakat dan Riset Pendidikan (Indonesia) that evaluates the use of the Educaplay educational game to improve the understanding of Economics concepts in 11th grade social sciences at MAN 1 in Situbondo. Following the Kemmis and McTaggart model in two cycles (planning, action, observation and reflection) with 15 students and data collection through observation, tests and documentation, comprehension went from an initial 71% (insufficient category) to 75% in cycle I and 92% in cycle II (very good comprehension). It concludes that Educaplay is effective for improving conceptual understanding and creating more active, interactive and participatory Economics classes.
See studyImplementation of the Active Learning Model Assisted by Educaplay Learning Media to Increase Learning Interest in Islamic Religious Education and Character at Grade VA of SDN 23 Batara Palopo
Classroom action research published in 2026 in Indo-MathEdu Intellectuals Journal (Indonesia) prompted by low engagement and interest in Islamic Religious Education in 5th grade of SDN 23 Batara (Palopo), attributed to monotonous methods and a scarcity of interactive media. Following the Kurt Lewin model in two cycles (planning, action, observation and reflection) with 13 students and data from observation, interviews and questionnaires, learning activities increased from 67.30% in cycle I to 96.15% in cycle II and interest from 69.47% to 78.50%. It concludes that active learning supported by Educaplay is effective for raising student activity and interest.
See studyImplementation of the Problem Based Learning Model Assisted by Chromebook and Educaplay to Improve Indonesian Language Learning Outcomes in Grade 4 at SD Negeri Celukan Bawang
Classroom action research published in 2025 in Suluh Pendidikan: Jurnal Ilmu-Ilmu Pendidikan (Indonesia, vol. 23, no. 1, special issue) that evaluates the effectiveness of problem-based learning (PBL) supported by Chromebooks and Educaplay to improve Indonesian language outcomes of 28 4th-grade students at SD Negeri Celukan Bawang. Across two cycles with performance tests, observation of teacher and student activity and documentation, the average grade rose from 64.21 in the pre-cycle to 82.14 in cycle II. The Chromebooks facilitated access to materials and exercises, and Educaplay provided interactive stimuli that raised motivation and conceptual understanding, concluding that the combination is effective.
no linkImplementation of the Educaplay Web-Based POE2WE Model to Improve Persuasive Speech Text Reading Skills of Grade VIII Students at SMP Nurul Ulum Semarang
Classroom action research published in 2026 in Jurnal Pendidikan Bahasa dan Sastra Indonesia (vol. 14, no. 2, pp. 149-156) that combines the POE2WE teaching model (prediction, observation, explanation, elaboration, writing and evaluation) with Educaplay to work on reading persuasive discourse texts in the Indonesian language. With a qualitative approach in two cycles, 33 8th-grade students at SMP Nurul Ulum in Semarang and test and non-test techniques (observation, interviews and documentation), reading skills improved to reach an average grade of 87.4 in the second cycle. It concludes that combining POE2WE with Educaplay's interactive and multimedia resources increases student engagement and comprehension.
no linkThe Effect of Educaplay in Improving Learning Outcomes in Natural and Social Sciences (IPAS) for Grade III Students of SDN Tanjung Jati 2 in the Era of Globalization
A pre-experimental study published in 2026 in Didaktik: Jurnal Ilmiah PGSD STKIP Subang (Indonesia) that measures the effect of Educaplay on outcomes in the integrated Natural and Social Sciences subject (IPAS) in 3rd grade of primary school. With a single-group pretest-posttest design, 13 students from SDN Tanjung Jati 2 and performance tests analyzed with the paired-samples t-test in SPSS, the average score went from 5.46 to 6.23 and the difference was significant (p = 0.002 < 0.05). It concludes that Educaplay has a positive and significant effect on outcomes and proposes it as an innovative and interactive medium to support teaching activities in primary school.
no linkInfluence of the Educaplay Game on Mathematics Learning Outcomes in Multiplication and Division Material for Second Grade of SD Negeri 36 Palembang
The 2nd-grade students at SD Negeri 36 Palembang showed low performance and boredom with multiplication and division taught through traditional lecture-based methods. A quasi-experimental study with a nonequivalent control group design (20 students in each group) introduced the Educaplay game in the experimental group: the posttest average reached 84.30 versus 78.00 for the control group, confirming a significant influence of Educaplay on the improvement of the understanding of these mathematical topics.
no linkInfluence of the Educational Game Educaplay on Subtraction Calculation Ability in Second Grade Students of SDN 211 Palembang
The 2nd-grade students at SDN 211 Palembang had serious difficulties solving subtractions because the classes relied only on the teacher's explanations and popsicle sticks as the sole material. A group that learned with Educaplay was compared with another using the traditional method: those who used Educaplay obtained a much higher average grade (87 versus 42), demonstrating that the game clearly improves their subtraction ability.
no linkThe Effect of Educaplay Digital Media on the Natural and Social Sciences (IPAS) Learning Outcomes of Grade III Students at SDN Pelang Lor 1
A true experimental study published in 2026 in Jurnal Pustaka Cendekia Pendidikan (Indonesia, vol. 4, no. 1, pp. 1100-1111) on the effect of Educaplay on IPAS outcomes (topic: the diversity of Indonesian landscapes) in 3rd grade of primary school, motivated by the fact that 58% of students did not reach the minimum mastery level. With a pretest-posttest design with a control group, 62 students (30 experimental and 32 control) and a validated 30-question test, the experimental posttest average (79.40) clearly exceeded that of the control group (66.13), with a significant difference in the independent t-test (0.000 < 0.05). It concludes that Educaplay significantly and effectively improves science outcomes.
no linkThe Effect of Educaplay Media on the Sentence Construction Ability of Second-Grade Elementary School Students
A quasi-experimental study published in 2026 in Pendasi: Jurnal Pendidikan Dasar Indonesia (vol. 10, no. 1) that evaluates the effect of Educaplay on the ability to construct sentences in the Indonesian language in 2nd grade of SDN Sumur Welut 3 in Surabaya, given the low competence detected and its impact on motivation. With a control group (class II-A) and an experimental group (class II-B), pretest and posttest, and analysis using normality, homogeneity and independent-samples t-tests in SPSS 21, the results show that Educaplay significantly influences sentence construction ability, supporting the use of interactive media to develop early written expression.
no linkThe Effect of Educaplay Media on the Narrative Text Writing Skills of Fifth-Grade Students at SDN Pondok Cabe Ilir 03
An undergraduate thesis (skripsi) presented in 2026 at the Syarif Hidayatullah State Islamic University of Jakarta (Indonesia) that measures the effect of Educaplay on the writing of narrative texts in 5th grade of primary school. With a quantitative pre-experimental single-group pretest-posttest approach, 24 students from SDN Pondok Cabe Ilir 03 and an essay test, the average grade rose from 53.13 to 75.42 (+22.29 points), with a significant difference in the paired-samples t-test (p < 0.001) and a very high effect size (Cohen's d = 4.786). It concludes that Educaplay exerts a very strong and positive influence on narrative writing skill.
no linkInfluence of Educaplay Media on Learning Interest in Pancasila Education for Fifth Grade Students of SDN 1 Dukuh
The 5th-grade students at SDN 1 Dukuh showed little interest and participation in Pancasila Education due to monotonous and conventional classes. A group that learned with Educaplay was compared with another using traditional methods (59 students in total): the group that used Educaplay obtained a notably higher average score (64 versus 55), with clear improvements in enjoyment, attention, curiosity and engagement, demonstrating that the platform significantly sparks interest in learning.
no linkInfluence of Gamification Media on the Educaplay Platform on Students’ Self-Efficacy and Learning Motivation in Social Studies
This study was conducted in 2025 at SMP Negeri 24 Surabaya, Indonesia, to analyze the effect of Educaplay on self-efficacy and motivation in Social Sciences. A quantitative quasi-experimental methodology with a post-test only control group design was applied. The sample consisted of 56 students, with an experimental class (7A) and a control class (7C). The starting problem was the use of conventional methods that generated demotivation and low confidence among students. The results showed a positive and significant effect of Educaplay, with an influence of 89.1% on self-efficacy and 89.7% on learning motivation.
no linkInfluence of Educaplay Interactive Media on Science Learning Outcomes in Fifth-Grade Elementary Students
This study was conducted in 2025 at MIN 7 Kota Medan, Indonesia, with 70 fifth-grade students. The problem detected was low performance in Natural Sciences and the use of poorly interactive media. A quasi-experimental design with an experimental group and a control group was applied. The results showed a greater improvement in the group that used Educaplay, with a final average of 85.14 versus 58.83 in the control group. The study concludes that Educaplay significantly improves learning outcomes in Natural Sciences.
no linkThe Effect of Educaplay Web-Based Learning Media on Student Learning Outcomes on the Topic of Energy Transformation in Grade IV
A quasi-experimental study published in 2026 in Jurnal Ilmiah Pendidikan Dasar (JIPDAS, Indonesia) on the effect of Educaplay on outcomes for the topic of energy transformations in 4th grade of SD Negeri 053963 Raja Tengah. With a pretest-posttest design with a nonequivalent control group and 34 students split between an experimental group (with Educaplay) and a control group, the data from interviews, tests and documentation showed that the experimental group went from 56.47 to 73 points compared to the control group's advance from 36.17 to 45.59, with a significant difference in the independent t-test (Sig. = 0.001 < 0.05). It concludes that Educaplay positively influences outcomes in the science subject (IPAS).
See studyInfluence of the Game-Based Learning Model Assisted by Educaplay on Critical Thinking Skills in Science and Social Studies for Fifth-Grade Elementary Students
This study was conducted in 2025 at SD Negeri 28 Pangkalpinang, Indonesia, with 32 fifth-grade students. The problem detected was the low level of critical thinking, especially for analyzing and evaluating in IPAS. A quantitative experimental methodology with a single-group pretest-posttest design was applied. The results showed a clear improvement, with an average that went from 48.28 to 83.78 and a significant difference in the statistical test. The study concludes that the Game Based Learning model supported by Educaplay significantly improves students' critical thinking.
no linkInfluence of the Game-Based Learning Model Assisted by Educaplay Educational Activities on English Vocabulary Mastery in Elementary School Students
This study was conducted in 2025 with students from classes 4B and 4C of SDIT Al-Bina Purwakarta, Indonesia. The problem detected was low mastery of English vocabulary due to the use of monotonous textbook-based methods. A quasi-experimental design was applied, with Educaplay in the experimental class and videos in the control class. The results showed better data in the experimental group, with a final average of 88 versus 75, and an improvement of 66% versus 26% for the control group. The study concludes that Educaplay had a positive effect on improving English vocabulary.
no linkThe Effect of the Teams Games Tournament Cooperative Learning Model Assisted by Educaplay Media on Student Learning Outcomes in the Natural and Social Sciences (IPAS) Subject in Grade IV at SDN 060847 Medan Petisah
A quantitative study published in 2025 in Pendas: Jurnal Ilmiah Pendidikan Dasar (Indonesia, vol. 10, no. 3) that evaluates the cooperative Teams Games Tournament (TGT) model supported by Educaplay on outcomes in Natural and Social Sciences (IPAS) in 4th grade of primary school (2024/2025 school year). With 25 students selected by purposive sampling, a questionnaire on the model and pretest-posttest tests, the results fell in the very good category (posttest average of 83.20 and questionnaire average of 92.58), and the hypothesis test (calculated t = 6.282 > table t = 2.060) confirmed a positive and significant effect of the TGT + Educaplay combination on learning outcomes.
no linkThe Effect of the STAD-Type Cooperative Learning Model Assisted by Educaplay on Students' Social Studies Learning Outcomes
A quasi-experimental study published in 2026 in Jurnal Pendidikan Tambusai (Indonesia, vol. 10, no. 2) that examines the cooperative Student Teams Achievement Division (STAD) model supported by Educaplay on outcomes in Social Sciences at SMP Negeri 62 in Jakarta, given the low performance and the scant use of innovative models. With a nonequivalent control group design, purposive sampling (class VIII-2 as control and VIII-6 as experimental, 31 students each) and a validated 30-question multiple-choice test, the independent t-test yielded a significance of 0.021 < 0.05, concluding that the STAD model supported by Educaplay positively influences Social Sciences outcomes.
no linkThe Effect of the Problem Based Learning Model Assisted by the Educaplay Game “Froggy Jumps” on the Science (IPAS) Learning Motivation of Fifth-Grade Students at SD N 4 Tonja Denpasar
A study published in 2025 in Jurnal Studi Multidisipliner (Indonesia, vol. 9, no. 8) that analyzes the effect of problem-based learning (PBL) supported by Educaplay's Froggy Jumps game on motivation for Science (IPAS) in primary school, where monotonous methods and the lack of interactive media tend to depress it. With 54 5th-grade students from two classes at SD N 4 Tonja (Denpasar), questionnaires, observation, interviews and documentation, and a contrast using the Mann-Whitney U test after the normality and homogeneity tests, a significance of 0.000 < 0.05 was obtained, concluding that PBL supported by Froggy Jumps exerts a significant effect on student motivation.
no linkThe Effect of the Problem Based Learning (PBL) Model Assisted by the Educaplay Application on Improving Elementary School Science (IPAS) Learning Outcomes
A quasi-experimental study published in 2026 in Anthor: Education and Learning Journal (Indonesia, vol. 5, no. 3) that compares problem-based learning (PBL) supported by Educaplay with direct instruction supported by PowerPoint in primary school Science (IPAS). With a nonequivalent control group design, 16 students per class (IV D experimental and IV C control) and 15-question tests, starting from equivalent initial abilities (56.00 versus 55.06), the experimental posttest reached 85.44 versus 75.00 (Sig. = 0.006), with an N-Gain of 0.66 versus 0.44 (Sig. < 0.001) and a very large effect size (Cohen's d = 1.055). It concludes that PBL with Educaplay very notably improves cognitive outcomes.
no linkThe Effect of PBL Assisted by Educaplay on the Algebraic Mathematical Problem-Solving Ability of Grade VII Students at SMPN Padangan
A paper presented in 2026 at the Sentimat national seminar (Information Technology and Mathematics Education) of IKIP PGRI Bojonegoro (Indonesia) that examines the effect of problem-based learning (PBL) supported by Educaplay on solving algebra problems at SMP Negeri 1 in Padangan. With a quantitative approach, a pretest-posttest design with a control group, classes VII D (control) and VII E (experimental) chosen by random sampling and a 20-question multiple-choice test, the experimental group's posttest exceeded that of the control group after the normality, homogeneity, balance and t-tests. It concludes that PBL with the Educaplay website is an effective alternative for developing mathematical problem-solving.
no linkThe Effect of Using the Educaplay Interactive Medium on Students' Active Participation in Social Studies Learning
A quasi-experimental study published in 2026 in Social: Jurnal Inovasi Pendidikan IPS (Indonesia) that analyzes the effect of Educaplay on active participation in Social Sciences at SMP Negeri 1 in Gedangan (Sidoarjo), where the initial observation showed only 38% engagement in discussions. With a nonequivalent control group design, 72 students distributed evenly, observation and a participation questionnaire, the independent t-test was significant (t(70) = −6.795; p = 0.000) and the experimental group's average participation rose from 70.06 to 82.81. It concludes that Educaplay generates an interactive and student-centered environment that significantly raises active participation.
See studyInfluence of the Deep Learning Approach with Educaplay Web Media on High School Students’ Mathematics Learning Outcomes in Exponent Topics
This study was conducted in 2025 with 30 10th-grade students at MA Plus Al Ma'ali Kalitidu, in Indonesia. The problem detected was low performance on exponents, since only 39% reached the required minimum and the initial average was 55.00. A quantitative single-case study was applied with a pretest, six sessions using Deep Learning and interactive activities in Educaplay, and a posttest. The results showed an improvement in the average to 71.00 and a significant difference between before and after the intervention. The study concludes that Educaplay, integrated into this approach, improves learning outcomes in Mathematics.
no linkThe Effect of the Deep Learning Approach Using the Educaplay Application on the Pancasila Education Learning Outcomes of Fifth-Grade Students at SD Negeri 198 Palembang
A quasi-experimental study published in 2026 in Edutech: Jurnal Inovasi Pendidikan Berbantuan Teknologi (Indonesia) that analyzes the deep learning pedagogical approach with Educaplay on outcomes in Pancasila Education (civic education), as opposed to the predominance of the lecture. With a pretest-posttest design with a control group and 58 5th-grade students (classes V.A and V.B) from SD Negeri 198 in Palembang, validated instruments and an independent-samples t-test, the experimental group's posttest reached an average of 76.20 versus 53.25 for the control group, with a significance of 0.000 (< 0.05). It concludes that this approach with Educaplay is an effective alternative for improving outcomes in primary school.
See studyThe Effect of Using Educaplay Media on Student Learning Outcomes in Islamic Religious Education at SMKN 7 Bandar Lampung
An undergraduate scientific article presented in 2026 at the Raden Intan State Islamic University of Lampung (Indonesia) that contrasts the effect of Educaplay on Islamic Religious Education outcomes at the SMKN 7 vocational school in Bandar Lampung, given low performance attributed to teacher-centered and unvaried classes. With a quantitative approach and a quasi-experimental design with an experimental group and a control group, a validated performance test (Cronbach's alpha = 0.824) and normality, homogeneity and t-test analysis, it found significant differences between the two groups and concludes that Educaplay is effective for improving outcomes, with implications in favor of teaching innovation.
no linkInfluence of the Use of Educaplay on Learning Participation and Critical Thinking Skills in Islamic Cultural History
This study was conducted in 2025 at MTsN 1 Bengkalis, Indonesia, with 60 8th-grade students distributed into an experimental group and a control group. The problem detected was low participation in class and the scant development of critical thinking in History of Islamic Culture. A quantitative quasi-experimental methodology was applied, with Educaplay in the experimental class and conventional teaching in the control class. The study concludes that Educaplay improves both variables, although no significant interaction was found between the type of medium and the level of participation on critical thinking.
no linkThe effect of using Educaplay media on students' critical thinking skills in the Science (IPAS) subject in grade V at SD Negeri 4 Rejang Lebong
A thesis (Indonesia, 2026) that analyzes the effect of using the Educaplay medium on students' critical thinking ability in the Science subject (IPAS) of 5th grade of primary school at SD Negeri 4 Rejang Lebong.
no linkThe Effect of Using Educaplay Media on Students' Learning Motivation in the Social Studies Subject in Grade VII at SMPN 1 Mumbulsari Jember, 2025/2026 Academic Year
An undergraduate thesis (skripsi) presented in 2026 at the Kiai Haji Achmad Siddiq State Islamic University of Jember (Indonesia) that evaluates the effect of Educaplay, as an interactive game-based learning medium, on motivation in Social Sciences in 7th grade of SMPN 1 in Mumbulsari. With a quantitative method, a quasi-experimental pretest-posttest design with a nonequivalent control group, purposive sampling (classes VII D and VII E), a validated motivation questionnaire (Pearson correlation; Cronbach's alpha) and an independent-samples t-test (with Shapiro-Wilk and Levene as preliminary tests), it concludes that the use of Educaplay influences students' motivation toward the subject.
no linkInfluence of the Use of Educaplay-Based Gamification Media on Learning Motivation in Basic Accounting among Vocational High School Students
This study was conducted in 2024 with 72 vocational education students specializing in Accounting and Finance at public schools in Surakarta, Indonesia. The problem detected was low motivation to learn, related to unengaging classes and a scant variety of resources. A quasi-experimental design was applied with one group that worked with Educaplay and another that followed usual teaching. The results showed that the group that used Educaplay improved its motivation more and that this improvement was clear compared to the control group. The study concludes that Educaplay is a useful tool for increasing motivation in learning Basic Accounting.
See studyThe Effect of Using Educaplay Learning Media on Students' Learning Interest in Islamic Religious Education at Telecommunication Junior High School Pekanbaru
An undergraduate thesis (skripsi) presented in 2026 at the Sultan Syarif Kasim State Islamic University of Riau (Indonesia) that examines the effect of Educaplay on interest in Islamic Religious Education at the Telekomunikasi secondary school in Pekanbaru. With a quasi-experimental nonequivalent control group design, purposive sampling from a population of 126 (30 students from class VII.1 as the experimental group and 29 from VII.2 as the control), and data from observation, questionnaire and documentation, the independent t-test was significant (t = 2.151 > 1.673; Sig. = 0.036 < 0.05), with a higher average interest in the experimental group (64.33 versus 60.69). It concludes that Educaplay significantly influences interest in the subject.
no linkThe Effect of Using Educaplay Application-Based PAI Learning Media on Students' Learning Outcomes at SMP Negeri 2 Ranah Batahan
A quasi-experimental study published in 2026 in Yasin: Jurnal Pendidikan dan Sosial Budaya (Indonesia, vol. 6, no. 3, pp. 3406-3425) that analyzes the effect of Educaplay on Islamic Religious Education (PAI) outcomes in 7th grade. With a posttest-only design with a control group, 56 students chosen by purposive sampling (28 per group) and a validated objective test analyzed with inferential statistics, the experimental group's average (77.93) exceeded that of the control group (67.79), with a calculated t of 4.087 > table t of 2.005 and a significance of 0.000 < 0.05. It frames the findings within constructivism and the cognitive theory of multimedia learning and concludes that Educaplay improves outcomes through more interactive and technology-based learning.
See studyThe Effect of Using Educaplay Web-Based Game Media on the Mandarin Vocabulary Mastery of Grade XI Students at SMK Ketintang Surabaya, 2025/2026
A true experimental study published in 2026 in Jurnal Bahasa Mandarin (State University of Surabaya, Indonesia) on the effect of Educaplay games on the mastery of Chinese vocabulary (hanzi, pinyin and meaning) in vocational education, given the low level attributed to monotonous conventional media. With a pretest-posttest design with a control group, 62 students assigned by cluster random sampling (XI AK 2 experimental and XI TKJ 3 control) and data from observation, tests and a questionnaire, the experimental group jumped from 39.40 to 93.40 (versus 45.44 → 88.00 for the control), with a significance < 0.001 and a very large effect (eta squared = 0.863); the implementation and student response were very positive (91.3%-99.3%). It validates the edutainment approach for Mandarin vocabulary.
no linkDevelopment of a Two-Tier Multiple Choice Formative Assessment Using Educaplay on the Topic of Data in Elementary School
A research and development (R&D) study published in 2025 in Pendas: Jurnal Ilmiah Pendidikan Dasar (Indonesia, vol. 10, no. 4) that builds with Educaplay a two-tier multiple-choice formative assessment for the topic of data (mathematical literacy) at SDN 14/I Sungai Baung. Using the DDD-E model (Decide, Design, Develop, Evaluate) and data from observation, interviews and validation questionnaires, it obtained a content validity of 3.77 (valid), media validity of 4.55 and language validity of 4.65 (very valid), and very high practicality according to teachers (4.81) and small-group (4.6) and large-group (4.4) students. It concludes that the product is suitable for use in the primary school classroom.
no linkDevelopment of an Educaplay Game-Based Electronic Student Worksheet (E-LKPD) to Improve Student Learning Outcomes on the Topic of Heat
A research and development (R&D) study published in 2026 in Eksakta: Jurnal Penelitian dan Pembelajaran MIPA (Indonesia) that creates an electronic worksheet (E-LKPD) supported by Educaplay as a game-based learning medium for the topic of heat in Physics. Using the 4D procedure (define, design, develop, disseminate) and a trial with 36 11th-grade students at SMA Negeri 1 Angkola Selatan, the validation proved very favorable (92.5% content; 95% media; 90% language), the practicality very high (97.5% teachers; 81.8% students) and the effectiveness good (79.3% implementation; average performance of 80.51%). It concludes that the E-LKPD with Educaplay is appropriate, practical and effective for supporting the physics of heat.
no linkDevelopment of an Educaplay-Based Educational Game Using Flipped Blended Learning to Improve Students’ Quantitative Reasoning
This study was conducted in 2025 with 64 10th-grade students at SMAN 1 Purwosari, in Indonesia. The problem detected was that the integration of technology in blended learning was still limited, which made it difficult to properly develop quantitative reasoning in Mathematics. An educational game was designed with Educaplay within a flipped blended learning model, and then an experimental class was compared with a control class. The results showed that the tool was valid, practical and effective, and that the group that used it improved clearly more than the control group. The study concludes that Educaplay can very effectively help reinforce students' quantitative reasoning.
no linkDevelopment of an Interactive Educaplay-Based Media to Improve Understanding of Synonyms and Antonyms in Fifth Grade Elementary School
This study was carried out in 2025 with 5th-grade students at SDN Mampang Pratama 03, in South Jakarta, Indonesia. The problem identified was poor understanding of synonyms and antonyms, related to lessons heavily focused on oral explanation and little use of interactive resources. An instructional medium was developed with Educaplay following the ADDIE model, and an experimental class was then compared with a control class. The results showed that the tool was rated as highly appropriate by specialists and that the group that used it improved more than the group that followed conventional teaching. The study concludes that Educaplay is an effective option for reinforcing vocabulary learning in Indonesian Language.
no linkDevelopment of Educaplay game-based learning media with a Contextual Teaching and Learning (CTL) approach to improve mathematical communication skills on relations and functions
Thesis (Indonesia, 2026) on the development of a learning medium based on Educaplay games with a Contextual Teaching and Learning (CTL) approach to improve mathematical communication skills in the topic of relations and functions.
no linkDevelopment of Educaplay Game-Based Learning Media to Increase Student Activeness in Islamic Cultural History
This study was carried out in 2025 with 7th-grade students at MTS Muslimat NU Palangka Raya, in Indonesia. The problem identified was that the subject of History of Islamic Culture was perceived as monotonous and generated low classroom participation. A learning medium was developed with Educaplay through a research and development approach using the Dick and Carey model. The results showed that the tool fostered more active participation and a better understanding of the content, although some difficulties with technological adaptation and with more abstract concepts appeared. The study concludes that Educaplay can be a useful alternative for making the teaching of SKI more dynamic and meaningful.
See studyDevelopment of Educaplay-Based Educational Game Learning Media on Cultural Heritage Material in the Science (IPAS) Subject for Grade V Elementary School
Research and development (R&D) study published in 2026 in Widyajaya: Jurnal Mahasiswa Prodi PGSD IAHN Mpu Kuturan (Indonesia), which designs an educational game with Educaplay on cultural heritage for Science (IPAS) in 5th grade at SD Negeri 2 Selat and analyzes its validity and practicality. Using the ADDIE model, observation, interviews, documentation, and questionnaires administered to three experts per aspect (media, language, and content), 2 teachers, and 7 students, validity was very high (0.85 media; 0.9 content; 0.95 language) and practicality was very high (95% teachers; 92% students). It concludes that the medium is ready to be tested in the classroom.
no linkDevelopment of Learning Media Using the Educaplay Game to Improve the Mathematical Problem-Solving Ability of Grade VII Students at SMP Negeri 3 Padangsidimpuan
Research and development (R&D) study published in 2026 in Jurnal MathEdu (Mathematic Education Journal, Indonesia), which develops a medium using the Educaplay game for the topic of proportions and mathematical problem solving in 7th grade. Using the ADDIE model (analysis, design, development, implementation, and evaluation), 23 students from SMP Negeri 3 in Padangsidimpuan, validation sheets from three experts, practicality questionnaires, and a problem-solving test, it obtained a validity of 83.0% (highly valid), a practicality of 92.9% (highly practical), and an effectiveness of 100% of students passing (> 85%). It concludes that the medium improves mathematical problem-solving ability.
no linkDevelopment of Cooperative Script-Based Educaplay Web Media on Cultural Diversity Material for Grade 3 Students
Research and development (R&D) study published in 2026 in Inovasi: Jurnal Sosial Humaniora dan Pendidikan (Indonesia), which creates a web-based Educaplay medium articulated with the Cooperative Script cooperative model to teach cultural diversity in 3rd grade at SDN 2 Puyung. Using the ADDIE model and 26 students, the medium achieved 89% validity and 91.5% practicality (highly practical), and proved effective: the mean rose from 66.7 on the pretest to 83.4 on the posttest, with 90% of students above the mastery threshold and a moderate learning gain (0.50). It concludes that it is a feasible, interactive, and practical alternative for this subject in primary school.
See studyDevelopment of the Educaplay Website as an Assessment Media for Procedure Text Material in Seventh-Grade Junior High School Students
This study was carried out in 2025 with 7th-grade students at SMP Negeri 01 Buay Bahuga, in Indonesia. The problem identified was the lack of engaging assessment media, since many students were poorly motivated, with low concentration and little interest in traditional tests. A Froggy Jumps type assessment game was designed in Educaplay to work on procedural texts, following three phases of the ADDIE model. The results showed that the tool was rated as highly appropriate by specialists and teachers, and that it responded to the need for a more interactive and motivating assessment. The study concludes that Educaplay is a valid option for making assessment in Indonesian Language more dynamic and accessible.
no linkUse of Educaplay Frog Jumps to Increase Students' Understanding of the Principle of Just and Civilized Humanity
Preprint (undated) hosted by Universitas Muhammadiyah Sidoarjo (Indonesia) that evaluates the Educaplay Frog Jumps game to improve understanding of the second principle of Pancasila ("just and civilized humanity") in Civic Education. Through classroom action research using the Kemmis and McTaggart model over two cycles (planning, action, observation, and reflection), 21 4th-grade students at SDN Boro, and pretest, posttest, observation, and documentation data, the percentage of students who reached mastery rose from 76% in cycle I to 86% in cycle II, in addition to improving motivation, activity, and participation. It concludes that the game is effective for working on civic values.
no linkThe Use of Educaplay Game-Based Interactive Media on Grade IV Science (IPAS) Learning Outcomes at MI Ma’arif NU Tanjungsari Kebumen
Pre-experimental study published in 2026 in Jurnal Penelitian Pendidikan Indonesia (JPPI, vol. 3, no. 4, pp. 818-827) that measures whether Educaplay improves Science (IPAS) outcomes in 4th grade at the Islamic primary school MI Ma'arif NU Tanjungsari in Kebumen, and to what extent. With a single-group pretest-posttest design and census sampling of all 22 students, the analysis using Shapiro-Wilk, a paired-samples t-test, and N-Gain yielded a significance of 0.001 (< 0.05), a mean improvement of 17.818 points, and an N-Gain of 0.7427 (high category, 74.27%, fairly effective). It concludes that the Educaplay interactive medium has a positive and effective influence on outcomes.
no linkThe Use of the Educaplay Online Medium Froggy Jump to Increase the Activeness of Islamic Elementary School Students
Classroom action research published in 2026 in ILJ: Islamic Learning Journal (Indonesia), motivated by low active participation in still-conventional, teacher-centered lessons. With a descriptive quantitative approach over two cycles (planning, action, observation, and reflection), 25 4th-grade students at Madrasah Ibtidaiyah Nurul Ulum Moropelang, and data from observation, interviews, questionnaires, and documentation, active participation rose from 48% in the pre-cycle to 68% in cycle I and to 86% in cycle II. It concludes that Educaplay's Froggy Jumps game is effective for engaging Islamic primary school students.
no linkUse of the Educaplay Educational Game to Improve Critical Thinking Skills in Algebra for Seventh-Grade Students
This study was carried out with 28 7th-grade students at SMP Dharma Wanita 02 Wajak, in Indonesia. The problem identified was the low level of critical thinking in algebra, combined with the use of conventional methods and scarce use of engaging resources. A proposal using Educaplay was applied based on interviews, observation, tests before and after, and analysis of the classroom experience. The results showed a clear improvement, since the average grade rose from 61.2 to 80.4 and the students participated with more interest and enthusiasm. The study concludes that Educaplay is a useful tool for making algebra learning more motivating and fostering critical thinking.
See studyUse of the PBL Model Assisted by Educaplay Digital Media to Improve Numeracy Skills in Second-Grade Elementary Students
This study was carried out in 2025 with 16 2nd-grade students at SDN Wonoayu, in Madiun, Indonesia. The problem identified was a low level of numeracy, since most of the students did not reach the expected minimum and the lessons were unengaging due to the scarce use of innovative resources. Action research was applied over two cycles using the PBL model with support from Educaplay. The results showed a clear improvement: the students who reached the expected level went from a minority at the start to a large majority by the end of the second cycle. The study concludes that combining PBL with Educaplay helps make the class more active and improves numeracy skills.
no linkStrengthening the Digital-Pedagogical Competence of Elementary School Teachers through Game-Based Learning Educaplay Training
University outreach article published in 2026 in Jurnal Pengabdian Masyarakat dan Riset Pendidikan (Indonesia, vol. 5, no. 1, pp. 1491-1502) that strengthens the digital-pedagogical competence of 18 teachers at SDN Kebunagung II (Sumenep) through participatory training in Educaplay (needs assessment, training, hands-on practice, mentoring, evaluation, and reflection). Understanding of game-based learning reached 83.3% (very good); knowledge of Educaplay's functions, use of the platform, and creation of media stood at 78.9%, 76.7%, and 74.4% (good); 77.8% declared themselves ready to apply it, although only 61.1% produced media independently, which is why it recommends ongoing mentoring.
See studyStrengthening the Digital Literacy of Elementary School Teachers through Training in the Use of Educaplay
University outreach article published in 2026 in Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora (Indonesia, vol. 6, no. 2, pp. 309-318) that documents training to raise the digital literacy of teachers at SDN 40 Mataram, whose starting point was a limited ability to create digital instructional media. With phases of socialization and discussion, training, mentored practice, and evaluation-reflection, under a participatory learning-by-doing approach, the teachers went on to create digital questionnaires, educational games, and assessments in Educaplay adapted to their subjects, with greater motivation and confidence to integrate digital media in the classroom. It concludes that the initiative solved the school's problem and supports innovative and interactive learning.
no linkImproving Student Learning Outcomes Using Educaplay on the “Exclamation Mark” Topic in Grade 2 at SD Negeri Plaosan
This study was carried out in 2024 with 15 2nd-grade students at SD Negeri Plaosan, in Purworejo, Indonesia. The problem identified was low performance in Indonesian Language and the students' difficulty in understanding reading, in a context with limited resources. Action research was applied over two cycles using Educaplay on the topic of exclamation marks. The results showed a clear improvement, since the students who reached the expected level went from fewer than half at the start to almost the entire class by the end. The study concludes that Educaplay was an effective tool for improving learning outcomes in this subject.
See studyImproving Listening Skills through Educaplay Media on Procedure Text Material for Fifth-Grade Students at SDN Karet 01 Pagi
Classroom action research published in 2026 in Pendas: Jurnal Ilmiah Pendidikan Dasar (Indonesia, vol. 11, no. 2) that uses Educaplay to improve listening comprehension of procedural texts in 5th grade of primary school. With the Kemmis and McTaggart design over two cycles, 29 students from SDN Karet 01 Pagi, and observation, test, and documentation data analyzed quantitatively and qualitatively, the pass rate rose from 68.96% in cycle I to 93.10% in cycle II, teacher activity from 70.45% to 87.49%, and student activity from 71.87% to 89.06%. It concludes that Educaplay creates a more interactive experience that raises concentration and engagement in listening activities.
no linkEnhancing Students' National Awareness through Educaplay Game-Based Learning Media
Quasi-experimental study published in 2026 in Nusra: Jurnal Penelitian dan Ilmu Pendidikan (Indonesia, vol. 7, no. 3, pp. 1693-1712) that analyzes the effectiveness of Educaplay for reinforcing national awareness in Civic Education (PPKn), which was weighed down by rote methods. With a nonequivalent control group design at the Angkasa Husein Sastranegara high school in Bandung, the mean of the experimental group jumped from 51.22 to 89.22, far above the control group (66.22 to 74.06); 77.42% of the experimental group reached the high N-Gain category, compared with the majority of the control group in the low category (71.87%). It concludes that Educaplay outperforms conventional methods by offering an interactive and multimodal experience suited to Generation Z that reduces cognitive load and raises engagement.
See studyComparison of Learning Outcomes through Pre-test and Post-test between a Conventional Class and a Digital Media-Based Class in Grade IV at SDN Karangsari 02
Mixed-methods study published in 2026 in Jurnal Pendidikan Tambusai (Indonesia, vol. 10, no. 2) that compares outcomes between a class that learns with the Educaplay digital medium and another with a lecture format in 4th grade at SDN Karangsari 02, given the low results and scarce participation. With class IV A as the experimental group (Educaplay) and IV B as the control group, and data from pre/post tests, observation, interviews, and documentation, it finds that Educaplay produces better results than conventional teaching and also boosts student activity and engagement during lessons. It concludes that this digital medium is effective for supporting improved performance in primary school.
no linkTeachers’ Perception of Educaplay as an Assessment Tool in the Physical Activity and Sports Pedagogy Program at the National University of Loja
This study was carried out in 2024 at the National University of Loja, Ecuador, with 12 teachers from the Pedagogy of Physical Activity and Sport program. It analyzed their perception of Educaplay as an assessment tool through surveys and a mixed approach. The results showed that the teachers' perception of ICT and of Educaplay was positive, although there was still little innovation in assessment practices. In response, an instructional manual was designed to facilitate its use in university assessment.
no linkStudent Perception of the Use of Educaplay for Reading Comprehension in the Fifth Year
This study was carried out in 2025 with 25 fifth-year students at the Isidro Ayora Basic Education School, in Ecuador. The problem identified was that most of them had reading comprehension difficulties, especially at the inferential and critical levels. A system of activities with Educaplay was designed and implemented, and the students' perception was then assessed using questionnaires and the NPS metric. The results showed improvements in motivation, participation, and reading comprehension, with a high recommendation rating. The study concludes that Educaplay was an effective tool for strengthening reading comprehension in an interactive and reflective way.
See studyEducaplay Platform and Its Contribution to the Professional Performance of Teachers
This study was carried out in 2025 with 29 teachers at the Ecuador Educational Unit, in Babahoyo, Ecuador. The problem identified was the still-limited use of digital and interactive strategies in teaching. Through surveys and a mixed approach, the contribution of Educaplay to teachers' work was analyzed. The results showed a positive perception, especially because of its ability to motivate students, facilitate learning, and adapt activities. The study concludes that Educaplay can improve teachers' professional performance.
See studyPsychopedagogical proposal of activities supported by the Educaplay tool to enhance reading comprehension in first-cycle students of the Public Administration program, section “B”, Faculty of Legal, Social and Administrative Sciences, 2024-2025
Work carried out at the National University of Loja (2025) to design a psycho-pedagogical proposal with Educaplay to improve reading comprehension in university students. A quantitative and descriptive methodology was applied using surveys and the ICLAU instrument. The results show a good literal level, but a low one at the critical and inferential levels. The use of interactive activities is proposed as an improvement strategy.
no linkDigital teaching resources with orthographic Serious Games in Educaplay for seventh-grade students
Mixed-approach study with a pre-experimental design (Ecuador, 2026) that implements orthographic serious games in Educaplay to improve the learning of the s-c-z rules in 28 seventh-year EGB students at the Albert Einstein Private Educational Unit (Portoviejo). It combines Likert-type surveys, pretest-posttest orthographic assessment, and semi-structured interviews.
See studyTeacher Support System for the Integration of Educaplay as an Assessment Tool at the Interandino Private Educational Unit
Master's thesis in Education (Digital Environments specialization) defended in 2025 at the Bolivarian University of Ecuador, supervised by Camilo Boris Armas Velasco, which implements a teacher-mentoring system to integrate Educaplay into the assessment of Language and Literature in 5th grade of General Basic Education at the U.E.P. Interandino. With a mixed approach and non-probabilistic convenience sampling among teachers and administrators, it found that 58.33% of the teachers perceive improvements in assessment when using gamification even though only 33.33% had received prior training; the proposal, based on the TPACK model, achieved 75% effective adoption and improved student participation and assessment innovation, recommending continuous training and collaborative networks to sustain the gains.
no linkActivity system with Educaplay to facilitate the learning of exponentiation in eighth grade of Basic Education
Study developed at the Bolivarian University of Ecuador (2025) with the aim of proposing a system of activities with Educaplay to improve the learning of exponentiation in eighth-grade EGB students. A mixed approach was used with tests, interviews, and surveys of teachers and students. The results show difficulties in mastering exponentiation and the predominant use of traditional methodologies. It is concluded that interactive activities with Educaplay are a valid and motivating strategy for improving learning.
See studySystematic literature review: development of interactive learning media using the Educaplay platform in Islamic Cultural History education
Study published in NUSANTARA Journal (2025) that analyzes the use of Educaplay in the teaching of History of Islamic Culture through a systematic literature review (PRISMA method). Fifteen articles (2020-2025) focused on the development of interactive media were reviewed. The results show that Educaplay improves students' motivation, understanding, and participation. It is concluded that it is an effective tool for innovating learning in Islamic educational contexts.
no linkPedagogical Opportunities of Using Educaplay Interactive Games in History Lessons
Article published in 2026 in the Uzbek journal Maktabgacha va maktab ta'limi (Preschool and School Education, no. 6(5), pp. 384-387), authored from the Pedagogical Mastery Center of the Sirdaryo region (Uzbekistan), which examines the pedagogical possibilities of the interactive game platform Educaplay in History classes. It analyzes the platform's main features, its application in the teaching of History, its effect on students' achievement, and the ways to make the class more dynamic, and concludes that interactive games are an effective pedagogical tool for developing historical thinking, raising motivation, and improving the assimilation of content, within the framework of the educational digitalization driven by the "Digital Uzbekistan 2030" program.
no linkThe development of game-based learning media using Educaplay to increase student motivation and participation
Study from UIN Kiai Haji Achmad Siddiq Jember (2025) that develops a game-based learning medium with Educaplay through the ADDIE model. A research and development methodology was applied with expert validation and testing with secondary school students. The results show high feasibility (89%-93%) and improvement in motivation and participation. It is concluded that the use of Educaplay fosters students' understanding and engagement.
See studyThe Effect of Educaplay Based on Game-Based Learning on Learning Interest and Participation in IPAS of Fourth-Grade Madrasah Ibtidaiyah Students
Quasi-experimental study published in 2026 in Basica: Journal of Arts and Science in Primary Education (Indonesia, vol. 6, no. 1, pp. 180-196) on the effect of Educaplay, with a game-based learning approach, on interest and participation in Science (IPAS) at MI Darussalam. With a pretest-posttest design with a control group, 50 students (25 and 25), an interest questionnaire (α = 0.89), participation observation sheets (reliability = 0.87), and analysis using an independent t-test, Mann-Whitney U, N-Gain, and Cohen's d, the mean interest of the experimental group reached 93.00 versus 76.80 (t(47) = 10.607; p = 0.000; d = 3.09, very large effect; N-Gain 54.20% versus 20.53%), and participation also differed significantly (U = 121.00; p = 0.000; 20.28 versus 16.24). It concludes that Educaplay significantly improves affective engagement and active participation in primary school.
See studyThe Effect of Using Educaplay Media on English Learning Outcomes of Grade 5th Elementary School Students
Study from Makassar State University (2025) that analyzes the effect of Educaplay on English learning in primary school students through a quasi-experimental design. Forty students participated, divided into a control group and an experimental group. The results show clear improvements in the group that used Educaplay compared with the traditional method. It is concluded that this tool improves students' learning and motivation.
See studyThe Effect of Using Froggy Jump Game in Educaplay Media on Students' Vocabulary Mastery
Quantitative study published in 2026 in Ideas: Journal on Language Teaching and Learning, Linguistics and Literature (Indonesia, vol. 14, no. 1, pp. 1998-2009) that explores the effect of Educaplay's Froggy Jump game on English vocabulary mastery in 7th grade at SMP Negeri 1 Botupingge. With a single-group pretest-posttest design, 28 students from class 7A chosen by purposive sampling (population of 246), and a six-session intervention, the paired-samples t-test was significant (p = 0.000 < 0.05) and the mean jumped from 45.57 to 85.57. It concludes that the game had a positive and substantial effect on vocabulary, reinforcing the evidence in favor of game-based digital media in the teaching of English as a foreign language.
See studyThe effectiveness of Educaplay interactive media on mathematics learning outcomes of first grade students
Study from Universitas Muhammadiyah Surakarta (2026) that analyzes the effectiveness of Educaplay in mathematics with first-grade students. A pretest-posttest design was applied with 27 students. The results show a clear improvement in grades after using the tool. It is concluded that Educaplay improves students' learning, motivation, and participation.
See studyThe effectiveness of using Educaplay media with a deep learning approach to improve students' critical thinking skills
Study from Maulana Malik Ibrahim State Islamic University of Malang (2025) that analyzes the use of Educaplay combined with a Deep Learning approach to improve critical thinking in primary school students. A quasi-experimental design was used with a control group and an experimental group (44 students). The results show a notable improvement in critical thinking in the group that used Educaplay compared with the traditional method. It is concluded that this combination enhances active, reflective, and meaningful learning.
no linkThe effectiveness of using Educaplay in teaching reading skills in secondary education students
Experimental study carried out in 2025 at Sunan Kalijaga State Islamic University (Indonesia) with the aim of analyzing the use of Educaplay in Arabic reading comprehension. A quasi-experimental methodology was applied with two groups of secondary school students. The study was conducted with tenth-grade students in a formal educational setting. The results show a clear improvement in the group that used Educaplay. It is concluded that it fosters students' reading comprehension and participation.
no linkThe Effectiveness of Using the Educaplay Tool to Master Vocabulary among Seventh-Grade Students at MTsN 13 Jakarta
Bachelor's thesis in Arabic language teaching, written in Arabic and presented at Syarif Hidayatullah State Islamic University of Jakarta (Indonesia), which tests the effectiveness of Educaplay for Arabic vocabulary in 7th grade at MTsN 13 Jakarta, where memorizing and understanding vocabulary was difficult with unappealing media. Using a quasi-experimental pretest-posttest method and 72 students (36 experimental and 36 control), the experimental group went from 68.97 to 92.5 versus the control group (52.16 to 66.44), with a significance of 0.000 on the Mann-Whitney test (SPSS 22) and an N-Gain of 78.6%. It concludes that Educaplay is effective for learning Arabic vocabulary.
no linkThe Influence of the Educaplay-Based Game Based Learning Model on the Learning Outcomes of Class X Students in Geography Learning at SMA Negeri 3 Bireuen
Quantitative study published in 2026 in Sosioedukasi (Indonesia, vol. 15, no. 2) that measures the effect of game-based learning with Educaplay on outcomes in Geography (the topic of earthquakes) in 10th grade. With a single-group pretest-posttest design, 33 students by total sampling, and multiple-choice tests analyzed with descriptive statistics, a paired t-test, effect size, and N-Gain, it found a significant difference (p < 0.05) with a mean that rose from 57.27 to 60.61 and a large effect size, although the mean N-Gain (0.0732) fell in the low category. It concludes, with honesty, that the model has a significant influence but requires further development to optimize the improvement in learning.
no linkThe influence of using the Educaplay website on increasing students’ memorization motivation in a university boarding school
Study carried out at Universitas Muhammadiyah Surakarta (2026) with the aim of analyzing the impact of Educaplay on students' memorization motivation in an Islamic education context. A quantitative methodology was used with a pre-experimental design and data collection through questionnaires. The research was conducted with students at a university boarding school (pesantren). The results show a clear increase in motivation, especially in participation and interest in learning. It is concluded that Educaplay is an effective tool for improving learning motivation.
See studyPracticality test of Higher Order Thinking Skills (HOTS)-oriented evaluation instruments using Educaplay
Study carried out at PGRI Ronggolawe Tuban University (2025) with the aim of evaluating the practicality of HOTS-based assessment instruments using Educaplay in primary education. A descriptive quantitative methodology was used with questionnaires directed at fifth-grade teachers and students. The study was conducted in the IPAS area in a school setting. The results show a very high practicality rating, highlighting ease of use and efficiency. It is concluded that Educaplay is an effective tool for digital assessments adapted to 21st-century learning.
no linkUse of Educaplay-ICT in teaching English to university students
Study carried out at the Technical University of Cotopaxi (Ecuador, 2025) with the aim of analyzing the use of Educaplay in the development of receptive skills in English. A mixed-methods methodology was used with tests before and after, as well as student surveys. The research was conducted with 22 fifth-semester university students. The results show a clear improvement in reading and listening comprehension, as well as greater motivation and participation. It is concluded that Educaplay is an effective tool for learning English.
no linkUse of Educaplay as a virtual environment to strengthen reading comprehension in 9th-grade students
Master's thesis (2021) that uses Educaplay as a virtual environment to strengthen reading comprehension in 9th-grade students.
no linkUse of Educaplay as a Teaching Resource and Its Impact on Syllable Learning in Second-Year Basic General Education Students at the APCH Educational Unit
Curricular integration project presented in 2026 at the State University of Bolívar (Ecuador), supervised by Vicente Tamayo Arellano, which determines the influence of Educaplay on the learning of syllables in the second year at the APCH Educational Unit (March-July 2026 period), given difficulties with recognizing, segmenting, and forming syllables that affected literacy. With a quantitative approach, an experimental pretest-posttest design, and a structured observation form on phonological awareness, identification, segmentation, and syllable counting, interactive and playful activities were applied on the platform. The results show difficulties especially with complex syllable structures and that Educaplay promoted participation, motivation, and interest, fostering literacy competencies through gamification.
no linkUse of Educaplay to Strengthen Reading Comprehension in Seventh-Year Basic Education Students
Study published in 2026 in Journal Scientific MQRInvestigar (Ecuador, vol. 10, no. 2, pp. 1-20) that evaluates the effectiveness of Educaplay for strengthening reading comprehension in Language and Literature in the seventh year, compared with traditional and rote methodologies. With a mixed approach, a cross-sectional single-group quasi-experimental design (pretest-posttest), 20 students, and an eight-week intervention with activities of progressive complexity, it found a significant difference between the diagnostic and the final assessment (Student's t = -3.854, p < 0.001; Wilcoxon Z = -2.865, p = 0.003) with a large effect size (Cohen's d = 0.86). It concludes that Educaplay substantially improves performance and written production, reduces learning gaps, and achieves high motivation.
See studyUse of Educaplay for the evaluation of students with unfinished schooling in Social Studies
Study developed in Ecuador (2024) whose aim was to implement an activity plan using the Educaplay tool to improve the assessment process in the subject of Social Studies in students with incomplete schooling in 8th grade of EGB. A mixed (qualitative and quantitative) methodology of a descriptive type was used, employing surveys of teachers and students. The sample included students and teachers from the Yachana Inti Educational Unit. The results show that, although the teachers know the tool, its use is not consistent, but there is high interest among the students. It is concluded that Educaplay fosters more dynamic, playful, and meaningful learning, improving students' abilities and skills.
See studyUse of Educaplay and the development of scientific competences in natural sciences
Study carried out at the Central University of Ecuador (2025) with the aim of analyzing the impact of Educaplay on the development of scientific competencies in natural sciences. A quantitative methodology was used with a non-experimental, descriptive, and correlational design. The research was conducted with 385 basic education students in Quito. The results show a strong positive relationship between the use of Educaplay and the development of scientific competencies. It is concluded that this tool fosters students' learning and the development of scientific skills.
See studyUse of Educaplay and Its Relationship with Academic Performance in Mathematics in Intensive Upper Basic Education Students
Study published in 2026 in Ciencia y Educación (Ecuador, vol. 7, no. 2.2, special issue) that describes the relationship between the use of Educaplay and performance in Mathematics in the intensive upper-basic level at the Catalina Cadena Miranda Educational Unit, where low performance is a persistent challenge. With a quantitative approach and a descriptive-comparative design (pretest and posttest with the same group plus a perception survey), the mean rose from 5.7 in the diagnostic to 7.8 in the final assessment, with favorable ratings for ease of use, understanding, and immediate feedback. The authors rigorously warn that, since inferential tests were not applied, causal impact cannot be established, and they recommend delving deeper with quasi-experimental studies using control groups.
no linkUse of Educaplay and Wordwall as Reinforcement Tools for Two-Digit Vertical Multiplication in Fourth-Grade Students in the Post-Pandemic Context
Degree project presented in January 2026 at the Pontifical Catholic University of Ecuador, supervised by Luz Germania Espinosa Chiriboga, which implements Educaplay and Wordwall as complementary resources to reinforce two-digit vertical multiplication in fourth grade of basic education after the pandemic. It was developed in two phases: theoretical grounding and diagnosis (documentary and descriptive analysis with a mixed approach) and the development and application of a projective proposal with interactive activities, evaluating scores and attempts along with the perception of motivation and autonomy. It concludes that these ICT tools notably reduce math anxiety, turn error into a learning opportunity, and make it possible to redirect toward educational ends the digital skills acquired during the pandemic, with a proposal transferable to other subjects.
no linkUse of playful pedagogical tools (Edpuzzle, Wordwall and Educaplay) for literary text analysis
Study carried out at the Eloy Alfaro Lay University of Manabí (Ecuador, 2022) with the aim of analyzing the use of playful digital tools in literary analysis. A mixed methodology was applied through observation, surveys, and interviews with basic education students. The research was conducted with tenth-year students. The results show greater motivation, reading comprehension, and analytical ability when using digital platforms. It is concluded that these tools foster meaningful and dynamic learning for students.
no linkUse of the Educaplay Educational Application and Its Effect on the Assessment Process in the Natural Sciences Subject for Seventh-Grade Students at the Eneida Uquillas de Rojas Educational Unit
Master's research project in Education (Educational Technology and Innovation specialization) presented in January 2023 at the State University of Milagro (Ecuador), supervised by Rafael Lazo Sulca, which determines the impact of the lack of a technological tool in the assessment of Natural Sciences at the U.E. Eneida Uquillas de Rojas (2022-2023 period). With a qualitative, field-based, and explanatory approach, a 22-question survey (Google Forms) was administered to 28 teachers and 3 administrators. The results show that the teachers do not use technological tools in assessment despite being fully aware of their importance, which is why it concludes by recommending the incorporation of Educaplay into seventh-year assessments to obtain more effective results.
no linkUse of the Educaplay digital tool in mathematics learning for fourth-grade elementary students
Study carried out in Ecuador (2025) that analyzes the use of Educaplay to improve the learning of mathematics in primary education. A mixed methodology was used with observation, surveys, and interviews with fourth-year students. The results show improvements in students' learning and motivation. It is concluded that Educaplay fosters more dynamic and participatory learning.
no linkUse of the Educaplay digital tool to strengthen reading and writing skills in language and literature in third-grade basic education students
Study carried out at the National University of Education (Ecuador, 2025) with the aim of strengthening literacy through Educaplay in third-year students in a rural context. A mixed methodology was used with an initial diagnosis and the piloting of a gamified proposal. The research was conducted with 17 basic education students. The results show improvements in reading comprehension, written expression, and motivation. It is concluded that Educaplay fosters active and contextualized learning.
See studyUse of the “Educaplay” tool as a didactic strategy in the teaching of Social Studies
Study carried out in Ecuador (2024) that analyzes the impact of Educaplay on the teaching of Social Studies in basic education. A mixed methodology was used with teachers as the study population. The research was conducted at an educational unit with upper-basic-level teachers. The results show an increase in students' participation, motivation, and meaningful learning. It is concluded that Educaplay is an effective instructional tool for energizing the educational process.
no linkUse of the Educaplay Platform in Strengthening the Textual Comprehension of Seventh-Grade Students at the Policarpa Salavarrieta Educational Institution in Girardot
Master's thesis defended in 2017 at the Graduate School of Norbert Wiener Private University (Lima, Peru) that determines to what extent Educaplay influences textual comprehension in the seventh grade of the Policarpa Salavarrieta Educational Institution in Girardot (Colombia). With a pre-experimental single-group design with a pre-test and post-test and a population of 20 students (13 girls and 7 boys, aged 11 to 13), multimedia activities were worked on in the platform and the results of both measurements were compared. It is one of the first Latin American graduate works dedicated to Educaplay as a resource for reading comprehension, and it supports the value of multimedia activities and ICT for strengthening this competency.
no linkUse of the Educaplay platform in English language skills among secondary school students
This study, carried out at César Vallejo University (Peru) in 2017, has the purpose of determining the influence of the use of the Educaplay platform on skills in the area of English in second-year secondary school students. A quantitative methodology with a quasi-experimental design was used, working with a student population divided into an experimental group and a control group. The context corresponds to an educational institution in Lima, where a pretest and posttest were applied. The results show that the use of Educaplay significantly influences the development of skills in the area of English.
no linkUse of the Educaplay platform to improve spelling in 11- and 12-year-old students
This study, published in 2025 in the Revista Científica Internacional Arandu UTIC, analyzes the use of the Educaplay platform to improve spelling in 11- and 12-year-old students at the Corazón de María Fiscomisional Educational Unit in Ecuador. A quantitative methodology with a pre-experimental design was used, applying a pretest and posttest to a sample of 23 students. The intervention included interactive digital activities such as games, crosswords, word searches, and video quizzes. The results show a significant improvement in spelling skills, rising from an initial 68% to 93% after the intervention.
See studyUse of Educaplay as a Teaching Strategy to Encourage the Learning of Natural Sciences in the Ninth Year of Basic General Education
Master's thesis in Education (Pedagogy in Digital Environments specialization) defended in 2024 at the Bolivarian University of Ecuador, supervised by Jesús Alex Morán Cervantes, which addresses the lack of motivation and participation in Natural Sciences in the ninth year at the El Ángel Educational Unit. During the third trimester of the 2023-2024 school year, Educaplay was implemented with game-based learning, creating questionnaires, crosswords, and matching games on content such as vertebrate animals. The results show improvements in motivation, engagement, understanding, and concept retention, and greater satisfaction compared with traditional methods, validating the proposal as a key strategy for revitalizing scientific learning.
no linkUse of Educaplay in the teaching of English as a foreign language
This study, published in 2025 in the Revista Científica de Innovación Educativa y Sociedad Actual ALCON, analyzes the use of Educaplay as a tool for teaching English as a foreign language in Ecuador. It is based on a review of recent literature, using academic sources and empirical studies on the use of digital platforms in language learning. The work examines the Ecuadorian educational context and the need for innovative methodologies to improve students' language competencies. The results highlight that Educaplay improves motivation, the retention of vocabulary and grammar, and fosters interactive and personalized learning.
no linkUse of the Digital Tools Padlet and Educaplay in the Mathematics Subject of Middle Basic Education in Ecuador
Study published in 2026 in the Revista Multidisciplinar G-ner@ndo (Ecuador, vol. 7, no. 1) that implements teacher training workshops on Padlet and Educaplay to strengthen the teaching of Mathematics at the middle-basic level at the Dr. Camilo Gallegos Domínguez Millennium Educational Unit (Sucumbíos, 2025-2026 period). With a descriptive-explanatory mixed approach, a pretest, posttest, and a survey of 30 Mathematics teachers, the diagnosis revealed notable shortcomings (only 20% with adequate infrastructure; 40% without clear methodologies; 63.3% doubtful of the contribution of these tools), but also 90% with a positive attitude. After the methodological workshops, 100% of the teachers achieved positive ratings in the technological, procedural, cognitive, and motivational dimensions, concluding that the training brought about an effective integration of both platforms.
no linkUtilization of the Educaplay website application as a learning medium to enhance elementary school students’ creative thinking
This study, published in 2026 in the Journal of Educational Sciences, analyzes the use of the Educaplay web application in IPAS learning to improve creative thinking in primary school students in Indonesia. A descriptive qualitative methodology based on observation, interviews, and documentation was used, with data triangulation. The context corresponds to primary school students at a Muhammadiyah school, evaluating indicators such as fluency, flexibility, and curiosity. The results show that Educaplay increases participation, motivation, and the ability to generate ideas, fostering the development of creative thinking.
See studyNeutrosophic evaluation of the use of Educaplay to improve academic performance in mathematics
This study, developed in 2025 in Ecuador, evaluates the use of Educaplay to improve academic performance in mathematics in fourth-year Basic Education students at the Luis A. Martínez Educational Unit. A mixed methodology is used that combines qualitative and quantitative analysis, incorporating Neutrosophic Cognitive Maps to analyze factors such as technological access, teacher training, and curricular integration. The educational context focuses on the implementation of digital tools in mathematics. The results indicate that Educaplay improves motivation, participation, and academic performance, highlighting the importance of technological infrastructure and teacher training for its success.
no linkHow to read this evidence
Let's be clear about what you're looking at. Most of these works come from open-access journals and theses, often with small groups and just a few weeks of data. As in most research, what works well gets published more. And a good share comes from two places: Indonesia and Ecuador.
Even so, none of these limits sinks the whole. The strength is that they repeat: hundreds of classrooms that look nothing alike, the same conclusion.
The indexed research
6 of these works appear in journals indexed in Scopus or Web of Science. Few, but with a stamp.
| Article | Journal | Quartile |
|---|---|---|
| Gamification in Higher Education: A Case Study in Educational Sciences | TechTrends, 2025 · Springer | Q1 |
| Is Gamification Effective for Women Who Wish to Learn Computer Programming? | Human Behavior and Emerging Technologies, 2025 · Wiley | Q1 |
| Enablers and Difficulties in the Implementation of Gamification | Education Sciences, 2022 · MDPI | Q1 |
| Leveraging Gamification in ICT Education | Applied Sciences, 2024 · MDPI | Q2 |
| Gamification for Learning the Nomenclature of Metal Oxides | Educación Química, 2024 · UNAM | Q3 |
| Impact of Digital Resources on the Analysis-and-Synthesis Competence | Educación Médica, 2019 · Elsevier | Scopus |
Frequently asked questions
A platform to create and play educational games: 19 activity types (crosswords, quizzes, maps, froggy jumps and more). You can use it online or print the games to play on paper.
The research points the same way: yes, with nuance. Across 354 independent studies on Educaplay, gamified activities are linked to more motivation, more participation and better results.
Higher engagement, stronger motivation and measurable gains in outcomes, from vocabulary to problem-solving. The effect shows up across subjects and levels.
In most studies, yes. It is not magic and it does not replace good teaching, but the evidence is consistent across very different classrooms.
354 independent studies, 68% from the last two years, agree: it improves motivation, participation and results.
Teachers and researchers with no ties to Educaplay, mostly from Indonesia, Ecuador and a dozen other countries.
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