Abstract
This study examines the application of the Digital Game-Based Learning (DGBL) approach, utilizing the Wordwall platform, to enhance students’ digital etiquette literacy, learning motivation, and engagement. Employing a quantitative method with a quasi-experimental one-group pretest–posttest design, the research involved 50 students from class XI.13 at SMAN 12 Tangerang Regency, selected using a saturated sampling technique. Data were collected through questionnaires and assessment items developed based on indicators of digital literacy, motivation, and student engagement. The results were analyzed using a paired-sample t-test to determine the significance of the changes before and after the intervention. Findings indicate that the DGBL approach using Wordwall effectively increased students’ learning motivation and engagement. However, digital etiquette literacy did not significantly improve, suggesting the need for more immersive, simulation-based game designs to foster ethical digital behavior.