1. Provide background information and set the context.

• Introductory statement from broad to specific- gamification meaning to gamification

techniques
2. Introduce the specific topic of your research and explain why it is important.
• Statistics to show importance of the topic or the seriousness of the problem- stat about
current use of gamification tehniques and its effects
• highlight possible benefits from solving the problem or from finding an answer to the
question- mention benefits of utilizing gamification techniques
• situation under which the problem exists
3. Mention past attempts to solve the research problem or to answer the research question.
• indicate any earlier relevant research and clarify how your research differs from those
attempts.- mention relevant studies and difference of our attempt
4. Conclude the Introduction by mentioning the specific objectives of your research.
-state what the research is ought to accomplish

Intro about importance of Social Studies

Gamification and gamification techniques meaning
Effects of gamification techniques
Statistics about the use of gamification internationally and locally
Benefits of using gamification techniques to social studies students
Past studies about the effects of GT to students and how the current study differs from it

Social studies course aims at growing civic-minded citizens who exhibit productive and moral
virtues both at individual and societal standing. Along with this, it enables students to learn and
develop participation to upholding democratic attitute towards universal values. 1Highlighted
among the values stated in the Policies, Standards and Guidelines for Bachelor of Secondary
Education (BSEd) developed by the Commission on Higher Education (CHED) are critical
thinking, leadership and patriotism. 2Danilo (2017) in his paper on the relevance of social
studies in the 21st century society, discussed social studies functioning as the foundation of
social development across the country and acts as an agent of change which transforms an
individual to be an effective citizen of the country.

In the studies done related to the instruction of social studies course, there exists a notion
regarding the perception of students towards the course, being "boring. 3Pana and Escarlos
2017 on their study regarding the contemporary teaching strategies on students’ attitude, academic
performance and acquisition of the 21st century skills, noted that in a typical Araling Panlipunan class,
students’ show a lack of interest, poor participation and lack of comprehension deterring the
development of students attitude towards learning, academic performances, and acquisition of 21st
century learning skills which are three (3) key essential elements among the Filipino learners both in
basic and higher education.

In our 21st century technologically inclined societies, learners become digital natives who are
innately playful. Games are considered to be helpful as a teaching technique in the field of
education. Gamification, as a concept is defined as the use of game-based mechanics,
aesthetics, and game thinking to engage people, motivate action, promote learning, and solve
problems Kapp (2012). (Insert gamification technique meaning). Gamification techniques are
commonly used in higher education to increase learners’ motivation and engagement in a
learning task. Students’ engagement in a gamified learning activity can result in a better learning
outcome (Barata, Gama, Jorge, & Gonçalves, 2013; Eleftheria, Charikleia, Iason, Athanasios, &
Dimitrios, 2013; Kuo & Chuang, 2016).

Gamification techniques such as points, badges, leaderboards, levels, rewards and others
motivate and encourage learners to improve and become competent towards the class
discussions. These techniques can be widely used both in classroom learning or online
learning. Muntean (2011) emphasizes that learners display a positive attitude towards
gamification and gamification fosters learner motivation and generally helps learners receive
positive feedback during teaching process. In a study carried out by Polat (2014), Gibson and
his colleagues (2015), it is stated that games lead learners to display positive attitude and have
positive influences over success. It is also highlighted that games have always been a tool that
draws the attention of many people (Sarı and Altun, 2016).

In the same light, Conte Jr. (2017) noted that there is a growing literature on the positive effects
of educational games in the classroom settings. More and more educators, mathematicians and
social scientists are adding literature on the importance of game-based learning in the academe
(Conte 2017). This is supported by the study cited by Liu and Chen (2013) on the study of
Hwang and Wu (2012), discovering that Taiwanese researchers published 22 articles on game-
based learning, second only to researchers in the US (30 articles) and followed by researchers
from the UK (20 articles).

Utilizing gamification technique and activities contributes to an interactive classroom learning.

Several studies regarding the positive attitude and perception about gamification in learning
have been documented. A study conducted by Kormaz (2019), revealed that compared to
traditional method, gamification elements have a positive influence over student success,
recommending teachers of both social studies course and other courses can be recommended
to use gamification method.

While studies have revealed that there is a positive attitude and perceptions of students towards
gamification of learning (Yapıcı and Karakoyun, 2017; Liu and Chen, 2013; Korkmaz 2019),
there are only few studies from the pre-service perspectives. Since pre-service teachers are
seen as teachers of the future, it is important for them to know and use these tools and also it is
important to reveal their opinions (Pektaş and Kepceoğlu 2019). This study aims to determine
the perspectives of pre-service teachers in Social Studies think about incorporating
Gamification in classroom learning after they experience it themselves.

This is supported by his study on the effect of game-based learning on students’ performance in
economics. Sixty third year students enrolled in Bachelor of Secondary Education majoring
Social Studies who were taking up Economics subject served as the respondents in the study
NOTES

1 CMO
2 RELEVANCE OF SOCIAL STUDIES IN THE 21ST CENTURY SOCIETY: STUDENTS’
PERSPECTIVES

3 Contemporary Teaching Strategies On Students’ Attitude, Academic Performance And Acquisition Of

The 21st Century Skills Gerald U. Pana, Gladys S. Escarlos

Kapp, K. (2012). The gamification of learning and instruction game- based methods and
strategies for training and education. San Francisco, CA: Pfeiffer.
Effect of Game-Based Learning on Students’ Performance in Economics: A Case of
“L-AKAD para sa Pilipino”
The Effect of Game-Based Learning on Students’ Learning Performance in Science Learning –
A Case of "Conveyance Go" Eric Zhi Feng Liua,b*, Po-Kuang Chena
The Effect of Gamification Activities on Students' Academic Achievements in Social Studies
Course, Attitudes towards the Course and Cooperative Learning Skills Çilem ÖZTÜRK
Gamification in Biology Teaching: A Sample of Kahoot Application İ.Ümit Yapıcı1, Ferit
Karakoyun2
What Do Prospective Teachers Think about Educational Gamification?

Statement of the Problem

 The study ought to know the perspectives of the Bicol University College of Education
Social Studies pre-service teachers regarding the use of gamification in classroom learning after
experiencing it themselves. The sub-questions of the study are as follows:

• What are the gamification techniques utilized by the teachers teaching Social Studies of
Bicol University College of Education?
• What are the views of the Social Studies pre-service teachers about the advantages and
disadvantages of gamification in classroom learning?
• What suggestions can be proposed from the perspectives of the Social Studies pre-
service teachers regarding the use of gamification in classroom learning?