Abstrak
Vocabulary is essential in language learning as it affects students’ comprehension and ability to express ideas. Technology-based tools can enhance engagement and understanding, and Interacty, an interactive web-based platform, offers gamified vocabulary activities such as matching games, quizzes, and memory cards, etc. However, students’ perceptions of Interacty, particularly regarding psychological factors, remain underexplored, motivating this study. This study employed a quantitative descriptive design. The participants were 40 eighth-grade students from SMP Negeri 4 Bukittinggi who had used Interacty in their English vocabulary learning. The data were collected through a 25-item Likert-scale questionnaire developed based on the Technology Acceptance Model 3 (TAM 3) framework. The questionnaire measured students’ perceptions across the four psychological indicators. The collected data were analyzed using descriptive statistics to determine the level of students’ perceptions toward the use of Interacty in vocabulary learning. The findings showed that students generally responded positively to using Interacty in learning English vocabulary. Computer self-efficacy was high, indicating confidence in using the platform, while computer anxiety was moderate to high, mainly due to fear of mistakes and time pressure. Perceived enjoyment and computer playfulness were both high, with students showing motivation, satisfaction, curiosity, and engagement through gamified activities. Overall, Interacty provided an interactive and motivating environment that enhanced students’ digital confidence and vocabulary acquisition.