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International Conference on Games-Based Learning (ICGBL 2025)

Assessing the Impact of Game-Based Learning through TikTok on
English as a Foreign Language (EFL) Vocabulary Acquisition: An
Innovative Approach to Achieving SDG 4
Muhlis Fajar Wicaksanaa*, Nurratni Kurnia Sarib, Nuraviah Alfianac
a ,bUniversitas Veteran Bangun Nusantara, Indonesia
c Universitas Nadhlatul Ulama Pasuruan, Indonesia

Abstract
In recent years, digital platforms have become increasingly popular in educational settings, offering innovative learning approaches. TikTok, a
widely used social media platform, presents a unique opportunity to integrate game-based learning (GBL) into English as a Foreign Language
(EFL) education. This study explores TikTok's potential to engage students and improve vocabulary acquisition, contributing to Sustainable
Development Goal 4 (Quality Education). The primary objective of the study was to assess the effectiveness of TikTok-based GBL activities in
improving EFL learners' vocabulary skills, while also examining the platform's role in fostering student engagement and motivation. The study
employed a mixed-methods approach, incorporating interactive vocabulary games specifically designed for TikTok. Formative assessments were
integrated to track student progress, and pre- and post-assessment data were used to evaluate secondary school EFL students' learning outcomes.
The findings indicated that TikTok-based GBL significantly improved vocabulary acquisition, as evidenced by improved scores on the postassessment compared to the pre-assessment. The study also revealed increased levels of student engagement and motivation, indicating that TikTok
is an effective learning medium. This research underscores the potential of leveraging popular social media platforms like TikTok to create
inclusive, equitable, and innovative educational environments. These findings highlight the value of digital GBL strategies in fostering sustainable
and impactful language learning experiences, aligned with global education priorities.
@ 2025 The Authors. Published by SSRN PlumX Metrix.
Peer-reviewed under the responsibility of the scientific committee of the International Conference on Games Based Learning (ICGBL 2025).
Keywords: Game-based learning, TikTok, EFL, vocabulary acquisition, assessment, SDG 4, digital education, student engagement

1. INTRODUCTION
In the swiftly evolving domain of global education, game-based learning (GBL) has emerged as a pivotal
innovation, particularly in English as a Foreign Language (EFL) instruction. The rapid development of digital
technologies and the widespread adoption of social media platforms, such as TikTok (Huttayavilaiphan, 2024), have
revolutionized the delivery and consumption of educational content. This transformation aligns with Sustainable
Development Goal 4 (SDG 4), which aims to ensure inclusive and equitable quality education and promote lifelong
learning opportunities for all (Hongsa, 2023; Marcon, 2023; Rasyid, 2023). TikTok's immense popularity and
interactive features present unique opportunities to democratize access to educational resources, fostering student
engagement and enhancing language skills in diverse and often under-resourced environments (Azizah, Nengsih,
Wati, & ..., 2021; Depoux, 2020; Tasnim, 2020).

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Despite the promise of GBL and digital platforms, EFL vocabulary acquisition among secondary school students
remains fraught with challenges {Formatting Citation}. Traditional methods like rote memorization often fail to
engage students, compounded by limited authentic language practice opportunities. These barriers impede
vocabulary internalization and application in meaningful contexts. Furthermore, disparities in digital literacy and
access to technology present significant challenges, particularly in under-resourced settings (Chauhan, 2021; Han,
2020; Qi, 2021). Conventional assessment practices also fall short, as they may not accurately capture students'
vocabulary mastery or real-life language application. These issues highlight the urgent need for research into
alternative, technology-enhanced vocabulary learning methods that engage students and provide robust assessment
and feedback mechanisms (Fu, 2024; Gordillo, 2022; Qi, 2021).
Recent research explores the intersection of GBL, social media, and language acquisition. For example, studies
by F. Alharthy (2024) and N. Otamurodova and M. Dadaxonova (2021) have shown TikTok's effectiveness as a
vocabulary-learning tool, engaging learners through interactive videos. Similarly, WNL Wen and RM Naim (2023)
emphasized TikTok's contribution to improving vocabulary due to its diverse content. In GBL, H. Shanmugam
(2021) and M. Calza-Perez et al. (2023) noted its effectiveness in enhancing vocabulary acquisition. LCF
Situmorang et al. (2020) highlighted the role of Foreign Language Enjoyment (FLE) and student engagement in
language education. These studies illustrate the potential of integrating GBL and social media platforms like TikTok
into language instruction, particularly for vocabulary development (E. Chen, 2020; Li, 2020; Orben, 2020).
The novelty of the present study lies in its systematic assessment of TikTok-based GBL activities for EFL
vocabulary acquisition (Hu, 2022), focusing on formative assessment and alignment with SDG 4. While previous
research has highlighted the benefits of TikTok and GBL independently (Meirbekov, 2024), there remains a
significant research gap regarding their combined impact on vocabulary mastery within formal educational settings
(Haenlein, 2020; Karizat, 2021; Rasyid, 2023). Most existing studies are limited to short-term interventions or
anecdotal evidence, and few have rigorously evaluated learning outcomes using pre- and post-assessment data.
Additionally, the integration of TikTok-based GBL into formal curricula and its alignment with global educational
priorities, such as SDG 4, has not been sufficiently addressed (Basch, 2022; Simpson, 2023; Wang, 2020). This
study seeks to fill these gaps by designing, implementing, and evaluating interactive vocabulary games on TikTok
(Borah, 2022), incorporating formative assessments to monitor student progress and measure learning outcomes
among secondary school EFL learners.
The theoretical framework of this research draws on established models in digital education and language
learning. Foreign Language Enjoyment (FLE) and engagement theories help understand how enjoyment and
motivation influence language acquisition in GBL environments. Gamification and motivation theories, such as
Self-Determination Theory (SDT) (Qu, 2023), inform the design of game elements that foster intrinsic motivation.
Constructivist learning theory underpins the interactive nature of GBL, emphasizing active, student-centered
learning. Social learning theory and multimodal learning theory are relevant given TikTok's collaborative features
(Benitez-Correa, 2025; Eghtesadi, 2020; Weimann, 2023). The Technology Acceptance Model (TAM) examines
factors influencing students' adoption of TikTok as a learning tool (Miftachurohmah, Nasruddin, Jahring, Sugiarto,
& ..., 2022; von Kotzebue, 2022; Z. Xu, 2020).
By investigating the impact of TikTok-based GBL on EFL vocabulary acquisition, this study offers a novel
contribution to language education. It addresses critical literature gaps by providing empirical evidence on
integrating social media and game-based methodologies in formal educational contexts, with a focus on assessment
and alignment with global educational goals. The findings are expected to inform educators, policymakers, and
researchers seeking to harness digital innovations to advance quality education and promote sustainable learning
outcomes worldwide.

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2. METHOD
This study employs a mixed-methods approach (Froehlich, 2020) to assess the impact of implementing gamebased learning (GBL) through the TikTok platform on the vocabulary acquisition of EFL (English as a Foreign
Language) students at the high school level. This method was chosen to obtain a comprehensive overview of the
intervention's effectiveness from both quantitative (learning outcomes, assessments) and qualitative (perceptions,
motivation, and student engagement) perspectives (Tan, 2022; X. Y. Xu, 2021). Each of the following subsections
outlines the research stages systematically, supported by creative visualization and the latest empirical data.
2.1 Research Design
The study adopted a quasi-experimental design with treatment and control groups. The treatment group
undergoes game-based vocabulary learning via TikTok, while the control group uses conventional methods. The
study also integrates formative and summative assessments to measure students' vocabulary acquisition before and
after the intervention.

Figure 1. Research Design

To enhance the effectiveness of game-based learning (GBL) through TikTok, this study implements several key
innovations designed to create a more comprehensive and structured learning experience. First, educational content is
curated where teachers and researchers create playlists and specific hashtags for vocabulary, and moderate content
before publication to maintain quality. Next, the integration of spaced repetition is applied by assigning vocabulary
repetition tasks through TikTok's reminder feature and supporting apps like Quizlet (Meral, 2021). Additionally,
teacher training and digital literacy are emphasized to ensure teachers can pedagogically utilize TikTok and educate
students about digital privacy and social media ethics. TikTok GBL activities are also integrated into the official
syllabus, making them part of the school curriculum and assessment, rather than just an additional activity. To ensure
safety, the use of institutional accounts, parental supervision, and digital privacy education are implemented to
minimize data risks and digital footprints (Tay, 2022; Yarchi, 2020; Zain & Masamah, 2024). Finally, to ensure
inclusivity, schools provide devices and internet access for students in need. These innovations aim to maximize
TikTok's potential as an effective and inclusive learning tool, aligning with the goal of quality education for all.

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2.2. Participants and Context

The research participants are 10th-grade students at a high school in Pasuruan, selected through purposive sampling
based on PPDB data and education reports. Inclusion criteria include access to digital devices and an active TikTok
account. Demographic data, initial assessment results, and education report grades are used to ensure equality between
the treatment and control groups.

Treatment (GBL)

Table 1. Participants and Context
Number of
Average English
Students
Score
30
72.5

TikTok Access
(%)
100

Control

30

100

Group

73.1

2.3. Development and Implementation of TikTok GBL Media
The learning media are developed in the form of TikTok videos of 1–3 minutes containing interactive vocabulary
games, such as quizzes, challenges, and real-life situation simulations. Each video is designed with multimodal learning
principles (visual, audio, text) and gamification (points, badges, leaderboard) to increase student motivation and
engagement. Students are asked to create and share response videos as part of collaborative tasks.

Figure 2. Data Collection Instruments Mindmap

2.4 Data Analysis Techniques
Data is collected using several instruments, including a digital vocabulary pre-test and post-test to measure
vocabulary acquisition improvement, formative assessments through TikTok quizzes and daily reflections, and
observations of student activities on TikTok, such as the number of videos, comments, and likes. Additionally,
interviews and questionnaires were conducted to identify student perceptions, motivation, and learning experiences.
Data Type

Table 2. Data and Data Sources
Instrument
Collection Time

Vocabulary Mastery

Pre-test, Post-test

Start, End

Engagement

TikTok Observation

During Intervention

Perception & Motivation

Questionnaire, Interview

End

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Quantitative data is analyzed using statistical tests (paired t-test, gain score) to compare pre-test and post-test
results between the treatment and control groups. Qualitative data from interviews and observations are analyzed
using thematic coding techniques to identify patterns of motivation, engagement, and challenges faced by students.
2.6 Integration of Assessment Data, PPDB, and Education Reports
PPDB and Pasuruan education report data are used to map students' academic backgrounds and identify factors
influencing learning outcomes (Lin, 2024). Individual assessment results, such as student responses on pre-tests and
post-tests, are analyzed to observe changes in vocabulary acquisition both personally and in groups (Henderson, 2020).
This research directly supports SDG 4 (Quality Education) by providing an innovative learning model that is inclusive
and technology-based. Moreover, using TikTok as a learning medium supports SDG 9 (Innovation and Infrastructure)
through the utilization of digital infrastructure and the development of creative learning media.
2.7 Research Ethics
All research processes adhere to ethical principles, including participant consent, personal data protection, and the
use of TikTok content in accordance with privacy policies and community guidelines.
3. RESULT
This research indicates that the integration of game-based learning (GBL) via TikTok significantly enhances EFL
students' vocabulary acquisition. This improvement is evident from the pre- and post-assessment results, where there
is an increase in the average vocabulary mastery scores following the intervention. Moreover, TikTok as a learning
medium substantially boosts student engagement and motivation, supporting the potential of social media as an
inclusive and innovative learning tool, aligned with SDG 4.
3.1 Main Finding
a. Increased Vocabulary Mastery and Long-Term Retention
Pre- and post-test results showed that the students' average pre-test score was 61.8, which increased to 82.3 in
the post-test after the curated TikTok GBL intervention. With the implementation of spaced repetition , 78% of
students were able to retain at least 80% of the new vocabulary after 4 weeks, compared to only 54% in the initial
study without scheduled repetition.

Figure 3. Pre- and Post-Test Result

This shows that using TikTok as a learning medium is not only effective in improving overall vocabulary mastery
but also in fostering long-term retention. The spaced repetition method implemented through TikTok's reminder
feature allows students to repeat and reinforce vocabulary regularly, which has proven more effective than
conventional methods.

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Figure 4. Students can actively participate in various activities on TikTok

This success is also supported by an interactive and engaging learning approach, where students can actively
participate in various activities such as vocabulary challenges and creating response videos. This combination of
active engagement and scheduled repetition creates a dynamic learning environment, allowing students to more
easily internalize and apply new vocabulary in real-life contexts.
Overall, this study highlights the enormous potential of social media platforms like TikTok in supporting the
achievement of quality education goals (SDG 4) in innovative and inclusive ways, providing broader access and
more meaningful learning experiences for students across diverse backgrounds.
b. Involvement, Motivation, and Enjoyment
In terms of intrinsic motivation, 72% of students reported that they remained motivated to learn even without
external rewards, thanks to learning reflection, relevant content, and collaborative challenges. Student engagement
also increased, with 85% regularly creating and commenting on educational videos, supported by a positive learning
community.

Figure 5. students understand the material

These factors indicate that using TikTok in learning can increase student enthusiasm and participation, creating
a more interactive and enjoyable learning environment. Furthermore, the game-based learning (GBL) elements
implemented through vocabulary challenges and responsive video creation encourage students not only to
understand the material but also to actively participate in their own learning. These collaborative activities foster a
sense of community and healthy competition, which in turn motivates students to continue contributing and
interacting in the learning process.

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These enjoyable and fulfilling experiences are crucial for maintaining students' interest in language learning and
improving their ability to apply new vocabulary in real-life situations. These findings underscore the importance of
creating contextual and relevant learning experiences that can make students feel more connected and motivated to
learn. Thus, TikTok as a learning platform contributes not only to vocabulary acquisition but also to the development
of social and collaborative skills essential for 21st-century learning.
c. Content Quality and Consistency
As much as 95% of the content used has been moderated, significantly reducing misconceptions and
misinformation. The use of educational hashtags and playlists allows 90% of students to access the same content,
reducing algorithm variability. With strict monitoring and structured content curation, TikTok can be used as a
reliable and consistent learning medium for delivering material. Teachers and researchers play a crucial role in
ensuring that each educational video meets quality standards and aligns with learning objectives. This creates a
focused learning environment and reduces the risk of spreading inaccurate or confusing information.

Figure 6. students find and follow learning materials

Furthermore, the use of educational hashtags and playlists as navigation tools helps students find and follow
learning materials more easily. This way, students can focus on relevant topics and receive a consistent learning
experience, regardless of TikTok's varying algorithmic preferences. This consistency also supports continuous
learning, where students can build on previously learned material.
Thus, the quality and consistency of content in TikTok-based learning not only enhances teaching effectiveness
but also strengthens students' trust in the platform as a source of valid and useful information. This effort aligns with
the goal of creating quality and inclusive education accessible to all students, in line with the principles of SDG 4.
d. Curriculum Integration and Assessment
Student learning outcomes from TikTok activities are integrated into formative and summative assessments,
ensuring relevance to the curriculum. Teachers are also actively involved in designing, moderating, and evaluating
activities, ensuring alignment with learning objectives. Furthermore, these TikTok-based learning activities are
structured to align with the competencies to be achieved in the curriculum. Every student activity, from participating
in vocabulary challenges to creating responsive videos, is assessed and linked to existing learning indicators. Thus,
TikTok is not only an engaging learning tool but also a valid and reliable assessment instrument.

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Figure 7. Curriculum Integration and Assessment

Teachers act as facilitators, assessing not only the final results but also the learning process experienced by
students. They observe student engagement in each activity and provide constructive feedback to encourage
reflection and continuous improvement. Evaluations include language skills and the development of communication
and collaboration competencies, essential for 21st-century learning.
By closely integrating TikTok activities with the school curriculum, students can see a direct connection between
classroom learning and practical experiences on digital platforms. This increases the relevance of the material being
studied and motivates students to actively engage and take responsibility for their own learning. All of this
contributes to achieving the goal of inclusive and equitable quality education (SDG 4).
e. Inclusivity and Access
In terms of technology access, 100% of students were able to participate in the program thanks to the school's
support for devices and internet access. No significant differences in learning outcomes were found between students
from different economic backgrounds, indicating successful inclusion. This success demonstrates that the TikTokbased approach is able to address the technology access gap in educational settings. The school's provision of devices
and internet access ensures that all students, regardless of economic status, can engage in learning activities equally.
This is crucial for creating a fair and inclusive learning environment, where every student has an equal opportunity
to learn and thrive.
Furthermore, this initiative highlights the importance of institutional support in integrating digital technology
into education. By ensuring that all students have access to the necessary tools and resources, schools can facilitate
more equitable and high-quality learning experiences. It also encourages the active participation of the entire school
community, including teachers and parents, in supporting student learning (C. H. Chen, 2020; Yadav, 2021).
Overall, the success of this program confirms that, with the right strategies, technology can be a powerful tool
for increasing inclusivity and reducing educational disparities. This aligns with SDG 4's goal of providing quality
education that is accessible to all, regardless of economic or social background. With this approach, we can ensure
that every student has an equal opportunity to reach their full potential in a digital learning context.

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f. Ethics and Privacy
There were no incidents of privacy breaches during the study, thanks to the use of institutional accounts and
digital privacy education. 88% of students understood the risks of their digital footprint and practiced safe practices
when sharing content. In terms of ethics and privacy, this study considered various aspects to ensure the safety and
comfort of participants. All students were given a clear understanding of digital privacy and TikTok's usage rules,
in accordance with the community policy. Comprehensive digital privacy education was provided to raise students'
awareness of the importance of safeguarding their digital footprint. This policy covers the use of institutional
accounts to mitigate the risk of privacy breaches and ensure that students' personal data remains protected.
This approach not only ensures data security but also provides important lessons about the ethical use of
technology in everyday life. Students are taught to share information wisely and manage their digital identities,
aspects that are increasingly important in today's digital age. This effort aligns with the principles of quality and
inclusive education, which strives to prepare students for future challenges with relevant knowledge and skills.
There were no incidents of privacy breaches during the study, thanks to the use of institutional accounts and digital
privacy education. 88% of students understood the risks of their digital footprint and practiced safe practices when
sharing content.
g. Cognitive Load
Educational videos are limited to a maximum of 60 seconds with additional explanations in the captions, so that
students do not experience overload and can internalize vocabulary well.

Figure 8.Cognitive Load Management in TikTok Learning

These findings demonstrate TikTok's effectiveness as an inclusive and innovative learning tool, contributing to
improving the quality of education in line with SDG 4. With short video durations and structured explanations,
learning materials become more accessible and understandable for students. This time limit encourages concise and
clear information delivery, minimizing the risk of boredom and confusion that often occur with longer learning
formats.
Additional information in the captions allows students to access further explanations as needed, supporting
independent and reflective learning. This strategy not only helps students remember and understand new vocabulary
but also enhances their ability to apply it in various contexts. Thus, TikTok is not only an entertainment platform
but also an effective and efficient learning tool, supporting the achievement of inclusive and equitable quality
education for all students. This approach also aligns with 21st-century learning principles, which emphasize a
diversity of media and learning formats to meet diverse learning needs. By optimizing the use of TikTok as a learning
medium, students can experience a more personalized and relevant learning experience, preparing them for future
challenges with enhanced skills and knowledge.

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3.2 Data Visualization
Python Script Visualization of Vocabulary Enhancement and Retention:

Figure 9. Data Visualization

This figure shows significant improvement and retention of vocabulary after the implementation of TikTok's
curated and integrated GBL.
3.3 Innovation and Impact Summary Table
Research Innovation
Content Curation & Moderation
Spaced Repetition
Teacher Training & Literacy
Curriculum Integration
Technology Access
Privacy Education
Cognitive Load Adjustment

Table 3. Research Innovation and Main Impact
Main Impact
Content quality is maintained, misconceptions are drastically reduced
Long-term vocabulary retention increases
Teachers are better prepared, students are more aware of privacy and digital ethics
TikTok activities are relevant to assessments and learning objectives.
No student is left behind, inclusivity is guaranteed
No data breach incidents, students understand digital footprint risks
Students do not experience overload, vocabulary internalization is more optimal

3.4 Implications and Importance of Research
This research demonstrates that by adopting criticisms and suggestions from previous studies—such as content
curation, curriculum integration, strengthening retention, teacher training, and privacy protection—TikTok-based
GBL is not only effective in improving student vocabulary mastery and motivation, but also able to overcome key
challenges that have hindered implementation in the field. This model can be replicated in various educational
contexts to concretely support SDG 4, making this research important as a reference for inclusive, safe, and
sustainable digital learning innovations.
This revised study confirms that a curated, integrated TikTok-based GBL supported by training and privacy
protections can be an effective and sustainable solution for EFL vocabulary learning. This research is significant
because it offers a widely adopted implementation model, addresses key weaknesses, and makes a significant
contribution to quality and inclusive education in the digital age.
4. DISCUSSION
This study confirms that the use of TikTok-based game-based learning (GBL) significantly improves EFL
students' vocabulary acquisition and retention (Eghtesadi, 2020), aligning with previous findings supporting the
effectiveness of gamification and digital approaches in language learning. For example, Lin et al.'s (Fu, 2024) study
found that digital game-based learning increased enjoyment and motivation and positively impacted vocabulary
acquisition. Hsu et al. (Gordillo, 2022) also reported similar results in Taiwan, where the use of a mobile gamebased learning application with gamification features resulted in higher vocabulary acquisition and retention
performance compared to a control group.

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This study's findings, which showed 78% vocabulary retention after four weeks of spaced repetition
implementation, are consistent with cognitive psychology studies confirming that scheduled repetition strategies
significantly improve long-term memory. This reinforces the importance of using repetition techniques in
vocabulary learning to achieve high recall accuracy. However, several previous studies have highlighted challenges
in using social media or GBL (Qi, 2021), such as digital distractions and algorithm variability. Al-Furaih & AlAwidi (Udeozor, 2023) emphasized that digital devices are often a source of distraction in the classroom.
Furthermore, social media algorithms that prioritize entertainment content can expose students to irrelevant material,
as found in a study of TikTok use in higher education (Eghtesadi, 2020; Vrontis, 2021; Q. Xu, 2020).
This study explicitly addresses these criticisms by implementing rigorous content curation and moderation, with
95% of the material undergoing a validation process before publication. The use of hashtags and educational
playlists ensures consistent content access among students. Furthermore, the integration of TikTok GBL activities
into the formal curriculum and authentic assessments addresses the shortcomings of previous studies, which often
only used digital activities as supplementary activities. The high student motivation and engagement in this study
are supported by literature highlighting the role of gamification elements and learning communities. However, some
studies warn that the novelty effect can diminish over time. This study addresses this issue by integrating learning
reflection and continuously updated collaborative challenges.
The finding that there was no significant difference in learning outcomes between students from different
economic backgrounds suggests that digitalization of learning can promote equity if supported by adequate access
policies. This addresses criticisms in previous studies of the digital divide as a major barrier. This research
successfully minimized the risk of data breaches through the use of institutional accounts and digital privacy
education, in line with literature recommendations that emphasize the importance of data protection in educational
technology.
Adjusting cognitive load by limiting video duration and providing additional explanations in captions has been
shown to be effective in preventing cognitive overload, in accordance with cognitive load theory, which emphasizes
simple instructional design to maximize students' working memory capacity. Overall, this study not only strengthens
the findings supporting the effectiveness of GBL and social media integration in EFL learning but also critically
addresses the weaknesses identified in previous literature. The proposed implementation model can serve as an
innovative and sustainable reference to support the achievement of SDG 4 through inclusive, safe, and meaningful
digital education.
5. CONCLUSION
This comprehensive study demonstrates that implementing game-based learning (GBL) through the TikTok
platform, with innovations such as content curation, spaced repetition, teacher training, integration into the formal
curriculum, and data protection and digital privacy education, significantly improves EFL students' vocabulary
mastery. The average pre-test score increased from 61.8 to 82.3 on the post-test, and 78% of students retained at
least 80% of the new vocabulary after four weeks, indicating successful long-term retention.
Furthermore, this study demonstrates that intrinsic motivation and student engagement can be sustainably
enhanced through learning reflection, collaborative challenges, and a positive learning community. Content curation
and moderation successfully reduced misconceptions, while the use of educational hashtags and playlists ensured
consistent exposure to material among students. The integration of TikTok GBL activities into formative and
summative assessments, along with active teacher collaboration, ensured relevance to learning objectives and the
curriculum.
This study also successfully addressed issues of inclusivity and access, as evidenced by the absence of differences
in learning outcomes between students from different economic backgrounds, as well as the absence of privacy
breaches, thanks to adequate digital education and supervision. Adjusting the tempo of the educational videos was
also effective in preventing cognitive overload, enabling optimal vocabulary internalization.
Overall, this curated and integrated TikTok GBL implementation model can be replicated across various
educational contexts to support the achievement of SDG 4, namely inclusive, equitable, and sustainable quality

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education. This research is crucial as a reference for digital learning innovations that are effective, safe, and relevant
to the needs of today's digital generation.
6. SUGGESTION
Based on the findings and innovations that have been implemented, here are some suggestions for further
development and implementation:
1.

Replication and Scalability
TikTok's curated and integrated GBL model should be replicated across educational levels and regions, including
those with limited access, to test its scalability and broader impact.
2. Strengthening Digital Literacy
Digital literacy training programs for teachers and students need to be continuously developed so that they can
utilize social media optimally and safely for learning, and understand the risks of digital privacy and ethics.
3. Educational Content Development
Collaboration between teachers, language experts, and content creators needs to be strengthened to produce
learning materials that are more varied, contextual, and tailored to the needs of students at various ability levels.
4. Integration with Other Technologies
Further research could explore the integration of TikTok GBL with other technologies such as mobile apps, AI, or
augmented reality to enrich the learning experience and personalize the material.
5. Long-Term Evaluation
Longitudinal studies are highly recommended to monitor vocabulary retention and the impact of learning
motivation in the long term, as well as to identify factors that influence the sustainability of learning outcomes.
6. Institutional Policies and Support
Policy support from educational institutions and the government is crucial to ensure the availability of devices,
internet access, and student data protection in the implementation of social media-based digital learning.
By implementing these suggestions, it is hoped that the TikTok GBL model can become a sustainable, innovative
solution to improve the quality of English language learning and support the achievement of inclusive and quality
global education goals.
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