Ika Yuliani
Game-based learning (GBL) has emerged as an effective strategy in English as a Foreign Language (EFL) instruction, as it provides interactive and motivating environments that foster students' engagement and active participation. Among various platforms, Baamboozle offers teambased activities that align with student-centered learning principles and can be adapted to different classroom needs. Despite its increasing use, limited research has examined students' perceptions of Baamboozle in secondary EFL contexts. To address this gap, the present study investigated how junior high school students in Yogyakarta, Indonesia perceived Baamboozle with regard to motivation, collaboration, and language development. A mixed-methods descriptive design was employed, with data collected from 58 students through a questionnaire combining Likert-scale and open-ended items. The results indicated that students generally perceived Baamboozle positively, reporting that it enhanced their enjoyment, motivation, and confidence during English lessons. They also highlighted its collaborative benefits, as the platform encouraged teamwork, peer interaction, and friendly competition. In addition, students perceived that Baamboozle contributed to the development of their English skills, particularly vocabulary acquisition, grammar comprehension, and overall learning confidence. These findings suggest that Baamboozle may serve as a promising supplementary tool to enrich EFL classrooms by promoting both engagement and language learning. © 2025 IEEE.
Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
