This study evaluates the effectiveness of breaking reading materials into smaller units on Google Forms combined with a point-based reward mechanism to encourage Garment Technology students to prepare for class. The experiment involved 58 students during a compressed nine-week semester at Ho Chi Minh City University of Technology and Engineering in the 2025-2026 academic year. Data included 850 submissions on the system and end-of-semester survey responses. The results showed that 73.2% of students demonstrated good preparation, with 46.4% submitting their work well in advance and 26.8% submitting by the deadline. The point-based reward mechanism provided a clear motivational effect at the beginning of the semester, with 98.1% of students submitting early. This was followed by relatively stable study habits, although a tendency toward procrastination emerged among some students. Toward the end of the semester, the proportion of missed assignments increased to over 20%, mainly due to academic workload and project-related pressures. The survey indicated that the intervention contributed to a shift from compliance-driven learning toward proactive class preparation, despite challenges related to the small mobile-phone interface and weak network connectivity in workshops. The findings provide a simple and feasible approach to supporting instructors in classroom management and promoting students’ self-directed learning.