Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

The rationale of the Study

Every element of our lives has undergone numerous modifications. Technology is

advancing rapidly and continues to bring about new advancements. Introducing this into the

classroom gives teachers a priceless chance to improve student participation and academic

achievement. Through the use of digital platforms, students can work together with peers,

explore creativity through technical features, engage in higher-order thinking skills, take part in

inquiry-based learning, synthesize data from many sources, and create an online social presence.

The majority of math professors have seen that many pupils perform poorly in the subject. Over

the years, studies conducted in classrooms have revealed that mathematics instruction has

consistently been delivered traditionally, with just a small percentage of pupils understanding

and mastering the ideas (Winters, Cerulli, Bjork, & Mor, 2006). Poor math performance has been

caused by the majority of students' perceptions of mathematics instruction as being outmoded,

uninteresting, and unconnected to their experiences and interests (Goodrum, Hackling, &

Rennie, 2001).

With the use of technology in education, students can learn at their own pace. Students

who require more time can take their time going over the exercises until they fully grasp them,

while those who don't require as much assistance can go on.

Additionally, it frees up the teacher to assist students who require more individualized attention.

Regarding the word "student engagement," there are several definitions that have emerged from

numerous studies. The majority of the research on the subject described student involvement as

actions taken by students to further their education, whether they be intellectual or physical

(Dixson, 2015; Mohd et al., 2016; Marx et al., 2016). The learning environment becomes more

student-centered when technology is included in the teaching and learning process, but

instructors are still crucial in guiding students' knowledge, providing support, and making the

required arrangements to guarantee that students are present and meeting their learning

objectives.

Teachers and students view technology integration favorably and believe it enhances

engagement, improves learner satisfaction, and helps students succeed academically. Students'

active engagement in educational activities, particularly those who are shy, directly affects their

interest in and attitude toward a course (Bayat, Kılıçarslan, & Sentürk, 2014). The method

known as "active participation" fosters students' creativity by giving them a platform to

communicate their thoughts and emotions (Uberman, 1998). According to Bozkurt and Durak

(2018), games play a vital role in human culture and society by encouraging motivation and

involvement. The emergence of educational technology has brought about encouraging

approaches to raising motivation and engagement levels among students.

One example of an instructional social media platform is Gimkit, which is a quiz-based

learning application that gamifies education to increase student engagement. An essential

component of attaining academic achievement is inspiring and involving students. It aims to

improve learning, let students use technology more comfortably, help them reach their learning
objectives, and let them work together with teachers and other students. Still, a lot of students

struggle to maintain their motivation, particularly in disciplines like science and other subjects.

Gimkit is an online trivia game that has been very popular in the last few years. Teachers can use

the platform to make dynamic and enjoyable games and quizzes for their pupils. Despite all of

Gimkit's benefits, it is imperative to weigh any potential disadvantages before introducing it into

a learning environment. Given how quickly technology is being used in education, it is critical to

assess how innovative tools like Gimkit affect student learning objectives. We can learn about

how to use game-based learning platforms to improve academic achievement by looking into

Gimkit's efficacy. This is an educational game platform designed to make learning fun and

engaging. It is often used in classrooms to reinforce and assess students' knowledge in various

subjects.

Furthermore, Grade 3 is a critical year in a child's academic development since it is when

foundational activities are established. Teachers can promote student learning and

accomplishment by using evidence-based practices if they are aware of the possible advantages

of integrating Gimkit at this point. Through an assessment of Gimkit's efficacy in the current

setting, we may customize intervention strategies and pedagogical approaches to improve third-

grade children's academic performance. This game-based assessment adapts to the student's

performance, providing more challenging questions for those who excel and offering additional

support to those who may be struggling.

Through the use of well-crafted games and related resources, educators can increase the

relevance of their lessons by allowing students to take on various roles, solve issues, make

important decisions, and consider the effects of those decisions. In conclusion, various studies

stated that game-based learning, specifically Gimkit, was the traditional question-and-answer
method. Therefore, Group 2 researchers will conduct an experimental study at Day-as

Elementary School using Gimkit as the intervention or game-based learning strategy to see its

effects on enhancing the academic performance of the students

Theoretical Background of the Study

The study focuses on the idea that using instructional technology in the classroom, like

Gimkit, can improve pupils' academic achievement. Its foundation is the idea that students'

motivation, engagement, and retention of information may all be significantly impacted by

dynamic and captivating learning environments. The study is anchored on the Self-determination

Theory of Edward Deci and Richard Ryan; the Cognitive Load Theory of John Sweller; the

Social Learning Theory of Albert Bandura; the theory-driven gamification design model of

Zainuddin et al. (2020); and the Unified Theory of Acceptance and Use of Technology (UTAUT)

proposed by Venkatesh et al. (2003).

Self-Determination Theory

The significance of intrinsic motivation in learning is emphasized by this idea. Gimkit

has the potential to increase students' academic performance by enhancing their intrinsic

motivation and engagement through the integration of gamification components such as points,

awards, and competition.

The Self-Determination Theory (SDT) of Edward Deci and Richard Ryan is a theory of

motivation that has been used in a variety of contexts, including employment, sports, health, and
education. All of us have the natural desire to be healthy, which is greatly impacted by the habits

and lifestyle decisions we make. Motivation, or the energy focused on achieving an objective, is

a major factor in our lifestyle decisions and our capacity to make long-term adjustments when

necessary to preserve our health. We all have three basic psychological demands, as shown

graphically below, according to SDT. The more supportive our social environments—including

the healthcare facilities we visit—are of these psychological demands, the more independent our

motivation is.

A comprehensive framework for the study of human motivation and personality is

provided by self-determination theory (SDT). A formal theory that describes intrinsic and various

extrinsic sources of motivation, a meta-theory for organizing motivational studies, and an

explanation of the roles played by intrinsic and extrinsic motivation in individual differences and

cognitive and social development are all articulated by SDT. Perhaps more significantly, SDT

ideas address not only people's well-being and performance quality but also how social and

cultural elements support or impede people's feelings of choice and initiative. It is suggested that

the most voluntary and of the highest caliber forms of motivation and engagement with

activities, such as improved performance, persistence, and creativity, are fostered by conditions

that support the individual's sense of autonomy, competence, and relatedness. Gaming

components are used to encourage desirable behaviors and generate corporate learning outcomes

in the increasingly popular mobile and technical trends of gamification and game-based learning.

Constructivist learning, on which this approach is based, assumes that experiential learning

through social interaction with peers and the environment is necessary (York & deHaan, 2018).

Cognitive load theory

 This theory focuses on how cognitive load impacts learning. Gimkit's interactive and

game-like nature may help reduce extraneous cognitive load and facilitate the transfer of

information into students' working memory, leading to better learning outcomes. John Sweller is

the creator of the Cognitive Load Theory.

In 1988, he published a study in the journal Cognitive Science on the topic. The quantity

of information that working memory can contain at once is referred to as "cognitive load."

According to Sweller, instructional strategies should refrain from packing working memory with

extra tasks that don't directly support learning because it has a certain amount of space. The well-

recognized model of human information processing, which was presented by Richard Atkinson

and Richard Shiffrin in 1968, is the foundation for the Cognitive Load Theory. The three primary

components of the process are described as working memory, long-term memory, and sensory

memory. Since then, many researchers have added to our understanding of this concept, but the

basic model remains the same.

An instructional design approach called the Cognitive Load Approach (CLT) addresses

how the human brain absorbs and retains information. Teachers in the classroom need to

understand how to lower cognitive load because it has a significant impact on student learning.

Fundamentally, we must recognize that each of us has a certain amount of mental storage space

and that once this is consumed; memory and understanding suffer from the detrimental

consequences of cognitive load.

Social learning theory

 This method highlights the value of social interaction and observation in the learning

process. Gimkit's multiplayer features encourage student cooperation, peer rivalry, and reciprocal

learning, which may improve academic performance and promote social learning. People learn

by observing the behaviors and outcomes of others, as per Albert Bandura's Social Learning

Theory.

This method highlights the importance of social effects, modeling, and reinforcement in

the learning process. According to the hypothesis, people learn by seeing the results of other

people's activities. Beyond behavioral theories, which hold that all behaviors are acquired

through conditioning, and cognitive theories, which take into account psychological concepts

like attention and memory, Bandura's thesis goes much further.

People either directly witness behavior through social interactions with others or

indirectly through the media, according to Bandura. Rewarding actions are more likely to be

mimicked, but punishing actions are more likely to be avoided. Bandura's social learning theory

suggests that learning can happen only by watching other people behave, in contrast to other

behavioral learning theories that depend on experience as a source of learning. It asserts that

social behavior is picked up through imitation and observation of others (Fryling et al., 2017).

Theory-Driven Gamification Design Model

A theory-driven gamification design model involves incorporating established

psychological and educational theories into the design process of gamified experiences. This

approach ensures that the gamification elements align with sound principles of motivation,

learning, and behavior. According to the Gamified Learning Theory, gamification mediates or
modifies learning-related behaviors rather than directly affecting learning. Based on how learners

typically perceive, comprehend, and use information, learner-related behaviors can be somewhat

predicted. Learning inclinations are these various modes of learning. The five pillars of the

gamified learning theory are as follows: According to the first claim, there would be a direct

correlation between the instructional content and the learning that takes place.

There is empirical support for the association, and this has been thoroughly examined and

assessed in the literature (Arthur et al., 2003; Seidel & Shavelson, 2007). The second claim

makes the case that learner attitudes and behaviors have an impact on learning. Paas et al. (2005)

discovered a direct correlation between learning and the effort invested in the process. According

to Zhao and Kuh (2004), learning would be influenced by participation level. In a similar vein, it

was discovered that engagement levels might forecast the learning that the intervention would

produce.

The Unified Theory of Acceptance and Use of Technology (UTAUT)

The Unified Theory of Acceptance and Use of Technology (UTAUT) is a widely

recognized model in the field of information systems and technology adoption. Developed by

Venkatesh et al. in 2003, UTAUT integrates various theories of technology acceptance to provide

a comprehensive framework for understanding the factors influencing individuals' adoption and

use of new technologies. The model identifies key constructs that influence technology

acceptance, and it has been applied in various contexts, including education, business, and

healthcare.
 "User Acceptance of Information Technology: Toward a Unified View" by Venkatesh et

al. presents a technology acceptance model known as the unified theory of acceptance and use of

technology (UTAUT). The purpose of UTAUT is to elucidate users' intentions when using an

information system and their actual usage patterns. According to the idea, there are four main

concepts: enabling conditions, performance expectancy, effort expectancy, and social influence.

The adoption of new technologies in organizations is fueled by the expansion of the e-

commerce industry as well as cutting-edge digital technologies like robotics, cloud computing,

big data, and artificial intelligence (Verhoef et al., 2021). Information and communication

technology (ICT) advancements have fundamentally altered how businesses operate.

To achieve benefits like increased productivity, employee well-being, and customer

happiness, the use of technology in the workplace has redefined intra- and intra-organizational

communication and expedited company processes (Papagiannidis & Marikyan, 2020).

Companies invest a lot of money in technologies to get these kinds of benefits. Nevertheless,

there is no assurance that ICT implementation will be effective, and there are frequently few

returns on investment (Davis, 1989; Venkatesh et al., 2003).

GAME-BASED LEARNING
Self-Determination Theory

Edward Deci and Richard Ryan

TEACHER

Theory-Driven Gamification Design Model

Zainnudin et. al 2020

GIMKIT GAME

Cognitive Load Theory

John Sweller

Social Learning Theory

Albert Bandura
LESSON

STUDENT

Unified Theory of Acceptance and Use Technology (UTAUT)

Venkatesh et. al 2003

Figure 1: A schematic Presentation of Theoretical-Conceptual Background

THE PROBLEM

Statement of the Problem

This study aims to evaluate the effectiveness of Gimkit as a game-based learning

platform in enhancing the academic performance of students in science. This research study also

explores how Gimkit, a game-based tool, influences student participation, motivation, and

overall engagement during educational activities among the Grade 3 students at Day-as

Elementary School located in Day-as, Cordova, Cebu, to propose an intervention.

Specifically, the study sought to answer the following questions:

1. What are the two groups' pre-and post-test results?

1.1 Controlled Group (Classic Paper and Pencil Examination)

1.2 Experimental Group (Gimkit: An Interactive Game)

2. Is there a significant difference between the pre-test and post-test scores of the two groups?

3. What is the opinion of the respondents in the Gimkit game?

4. What is the relevance of the Gimkit game as an assessment tool to enhance the academic

performance of the students?

5. What are the challenges associated with using the Gimkit game to improve student's academic

performance?

6. Based on the findings, what recommendations can be proposed?

Statement of the Null Hypothesis

Ho: There is no significant difference between the pre-test and post-test scores of the two

groups.

Scope and Delimitation

 Day-as Elementary School located at Day-as, Cordova, Cebu has 32 teachers with 854

students overall. Wherein, Kinder has 3 sections, Grades three and four have 4 sections while

Grades one, two, five, and six have 5 sections. Grade Three (Section A has 27 students, Section

B has 27 students, Section C has 27 students and Section D has 27 students). The researchers

select 1 section to be the subject of the study.

This study limits its coverage to Grade 3 students at Day-as Elementary School. Its

purpose is to enhance the academic performance of the learners through the Gimkit game. Also

explores how Gimkit a game-based tool influences student participation, motivation, and overall

engagement during educational activities among Grade three students. Each of the subjects is

subjected to a response to the examination presented by the researcher.

Significance of the Study

The result of the study shall provide a great contribution to Enhancing the Academic

Performance among selected Grade 3 students at Day-as Elementary School. The study's results

serve as a foundation for additional research on the same subject because they provide more

details on the preferences of the pupils. The major findings of this study may be extremely

advantageous, particularly to the following:

Department of Education. This study will provide information and insights for the future

improvement of the school's existing programs and guidelines on the implementation of the

curriculum. This can help the Department of Education in resource allocation can be informed by

assessing policies and practices to make sure they are improving student outcomes. And, in
utilizing the chances to boost productivity and providing funds for the teaching methods that

have the biggest beneficial effects on students.

School. This study will provide valuable insights that the impact of integrating game-

based learning through Gimkit games into the curriculum can be an effective strategy to enhance

students' academic performance and make learning more engaging. This study will help schools

to ensure that they have the necessary infrastructure and technology to support game-based

learning. This includes access to devices like computers or tablets and a reliable internet

connection. Also, implement a system to monitor students' progress and assess the effectiveness

of game-based learning. This could involve using analytics within the games, conducting regular

assessments, or gathering feedback from teachers and students.

Teachers. This study will also help teachers to get pupils' attention inside the classroom

and enhance their thinking skills. Teachers should seamlessly integrate game-based learning

activities into lesson plans to reinforce and complement traditional teaching methods. Also, to

enhance students' digital literacy skills by integrating game-based learning that requires

navigating online platforms and tools.

Parents. This study will help parents understand the game-based learning "GIMKIT" on

pupils' new ways of improving learning styles and skills to gain knowledge. That they should be

involved in selecting and monitoring the content of educational games to ensure they align with

educational goals and are age-appropriate. Through this study, parents can create a supportive

home environment that enhances students' academic performance through game-based learning

and encourages a positive attitude towards technology in education.

 Future researcher. This study will help a future researcher, who wants to make any related

study that focuses on game-based learning. This can help to expand the existing knowledge and

provide a better understanding of this topic.

Definition of Terms

For a better understanding of this study, the following terms are technically and

operationally defined in the context of this research study.

Academic Performance. It describes the degree of success, achievement, or achievement

a student exhibits when pursuing their academic goals in a learning environment. It is an

assessment of a student's competence, comprehension, and mastery of the information and

abilities covered in a particular course or a variety of areas. Academic achievement is a crucial

indicator of how well the educational process is working and how well each student is

progressing individually. It is frequently used to pinpoint areas of strength and weakness, offer

suggestions for development, and influence choices about prospects and educational paths.

Academic success is a broad term that includes many facets of a student's educational experience

and accomplishments, extending beyond grades. In the study, this is the main focus to test if the

Gimkit game will enhance the academic performance of the students and influence student

participation, motivation, and overall engagement during educational activities.

 Gimkit Game. Is a platform for education that lets instructors design and alter games that

involve quizzes for their pupils. Gimkit is made to make study fun and participatory, akin to

playing a game. This is the primary tool that will be used in the study to enhance the student's

academic performance.

Enhancement. Is used to describe the process of making anything better, more useful, or

effective by enhancing or supplementing it. The phrase can be used in a variety of settings, and

its definition can change based on the particular field or application. In the context of education,

"enhancement" can refer to tactics or initiatives meant to raise standards of instruction, raise

student achievement, or improve the educational process as a whole. This could involve creating

new educational materials, integrating technology, or putting innovative teaching techniques into

practice. In this study, this is the term that the researcher needs to test.

Game-based Assessment. It describes the process of evaluating people's talents,

knowledge, abilities, or other characteristics through the use of games or aspects like games.

Exams and quizzes are traditional means of assessment; game-based assessments, on the other

hand, use the dynamic and captivating character of games to gauge an individual's performance.

These tests are frequently made to be more entertaining, engaging, and representative of actual

situations.

Post-Test. An assessment is given following a specific training, educational course,

intervention, or learning opportunity. It is employed to gauge the effects of educational activities

or interventions on potential changes in knowledge, abilities, attitudes, or behaviors. A test to see

if the Gimkit game can help Grade 3 students improve their academic performance.
 Pre-Test. An assessment or evaluation that is given before a specific intervention, course,

training, or learning opportunity is called a pre-test. Pre-tests are used to gauge a person's

baseline, or starting, knowledge, abilities, attitudes, or behaviors before they engage in a

particular learning or training activity. To ascertain the efficacy of the intervention and the degree

of change or improvement, the findings of a pre-test are frequently compared with those of a

post-test, which is administered following the intervention. In this study, this is the test used to

determine the control group and experimental group of the respondents.

Traditional Assessment. It refers to the traditional techniques used in educational contexts

to assess pupils' knowledge, abilities, and comprehension. These tests are frequently conducted

using standardized formats and have been in use for a long time. Conventional assessments are

defined by preset grading criteria and usually emphasize objective measurement. In the study, it

will be used to compare to the game-based assessment, to test if there is a significant difference

between the pre-test and post-test scores of the students.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and related studies to fully understand this

research. There have been several studies conducted on enhancing the academic performances of

students by integrating a game-based approach that influences student participation, motivation,

and overall engagement during educational activities. In the use of interactive and innovative

tools, several studies have been carried out on learning outcomes for grade 3 students. Several
challenges and opportunities associated with this approach to learning were identified in these

studies.

Related Literature

In recent years, educational technology has increasingly become integrated into

classroom instruction to enhance learning experiences and outcomes. Serious games and game-

based learning are two other ideas that are strongly connected to gamification. The use and

experience of mobile learning have significantly advanced in the last few years due to

advancements in information and communication technologies (Chen et al., 2021). These

advancements ushered in a new learning approach known as "mobile learning," which makes use

of wireless network technologies and communication devices to access educational resources,

information, and services (Kim and Park, 2019). According to Qian and Clark (2016), game-

based learning is the process of achieving predetermined learning objectives through gameplay

and material while also incorporating challenges and problem-solving areas that provide players

who are also learners with a sense of accomplishment. The goal of game-based learning is to

instruct. It is predicated on a complete game, sometimes referred to as a serious game.

The utilization of gamification stands out as a significant advancement in fostering

human engagement, particularly evident in its application within education, where sustaining

student interest poses an enduring challenge. Despite an increase in research efforts, the

synthesized knowledge remains somewhat limited, with our survey of literature encompassing

128 empirical research papers on gamification in education. The prevalent use of affordances

signaling achievement and progression in educational gamification, alongside a focus on

quantifiable performance metrics in studied outcomes, indicates a bias towards favorable results.

Consequently, future research should emphasize altering affordances and goals within

gamification implementations, alongside heightened attention to study designs and contextual

factors. The shift towards digital learning in the 21st century has spurred the adoption of agile,

collaborative, and technology-based educational approaches, with gamification emerging as a

notable trend, particularly in vocational education, to enhance student motivation and

engagement. The evolution of tools like Gimkit underscores the dynamic exchange between

technological innovators and educators, shaping engaging and enlightening learning experiences.

Games have long served as educational tools, and the increasing popularity of

gamification and game-based learning in educational settings stems from their potential to

enhance student engagement and concentration. This study seeks to map trends in game-based

learning (GBL) and gamification within vocational education and training (VET). Through a

systematic literature review, seventeen studies were selected, revealing a growing research

interest in Asia since 2020, with a focus on engineering and healthcare programs in universities

and vocational schools. Digital learning platforms and simulation technology emerged as

promising instruments, validating the potential of gamification and game-based learning to

improve motivation, engagement, and academic achievement in vocational education. Further

research is warranted to identify optimal gamification strategies for this context.

In education, gamification plays a crucial role in encouraging active student participation

and addressing the challenge of maintaining engagement during instruction. By incorporating

game elements, educators can create more interactive and immersive learning experiences,

fostering both knowledge acquisition and enjoyable experiences for students. Gamification,

defined as the integration of game-like elements into various contexts to stimulate experiences
akin to games, has garnered significant attention, especially in educational settings. With its roots

in shared psychological theories between game design and learning, gamification in education

has a rich history. As technology evolves, gamification offers increasingly digitalized and

immersive learning environments, leveraging capabilities established in video games to create

engaging educational experiences. The term "gamification" has gained prominence over previous

descriptors like "serious games" or "game-based learning," reflecting its broader scope and

varied approaches within educational contexts. (Landers, 2014; Seaborn & Fels, 2015;

Deterding, 2014). Instead of concluding terminology differences, we have seen all of these

different techniques as examples of how education and learning have been gamified in the

current study. The most prevalent contexts for gamification, according to evaluations of the

literature, are those of education and learning. We examine the application of gamification in the

education field, including the kinds of motivational affordances used, the intended psychological

and behavioral effects of gamification, and the types of findings that have been documented in

the studies.

In the present era, technology is advancing swiftly, fostering accelerated change and

progress. Those aspiring to innovate must adapt swiftly. There has been a worldwide upsurge in

reliance on technology, particularly the Internet, leading to cost savings, increased convenience,

and a heightened sense of global interconnectedness. Emerging technologies like blockchain,

artificial intelligence, and smart robotics are hastening global transformation at an unprecedented

rate, poised to reshape the nature of employment. This viewpoint is supported by the Economic

Planning Unit (2014) and Omar et al. (2022). Examination of various National Classification of

Occupations (NCO) data reveals the emergence of 54 new job titles out of 2,945 (1.8%), with

differing proportions across different countries and periods, highlighting the growing demand for
heightened skills and competencies, especially in professional, technical, and associate

professional sectors. To adequately equip current and future workers for the shift towards high-

skilled employment, educational systems at all levels, particularly vocational education and

training, must adapt to the evolving technological landscape. However, as noted by Ra et al.

(2019), existing educational frameworks often lag in meeting the evolving skills requirements.

Many technical developments in the educational field have occurred in recent years.

Arena, enabling the creation of efficient teaching and learning models that can meet the demands

of future job requirements (Garzón-Artacho et al., 2021; International Labour Organization,

2020; Yunos et al., 2017; Zabolotska et al., 2021). The shift in education toward a digital-first

world was challenging educational institutions even before the epidemic. The digital transition is

the fusion of pedagogical and digital technologies to produce digital didactics, digital educational

materials, and other innovative pedagogical approaches to boost psychological needs toward

motivation (Chiu & Lim, 2020; Reeve, 2018), promoting inclusivity, enhancing feedback

practices, quickening and deepening learners' comprehension of a subject, and making education

more equitable. more learner-centered activities (Zabolotska et al., 2021; Shagataeva et al.,

2021).

Drawing on data from seven Horizon Reports spanning from 2011 to 2017, Dubé and

Wen (2022) identified seven clusters of technological forecasts for prevalent educational

technologies from 2011 to 2021. These technologies encompass artificial intelligence (AI),

maker technology, games, and simulation technology, among others. The report predicts that

mobile technology will emerge as the predominant educational technology in the foreseeable

future, starting from 2011. Additionally, it anticipates that game developers and maker

technology will influence education between 2012 and 2016, as well as between 2015 and 2018.
Analytics technology, along with innovations such as virtual reality (VR) and artificial

intelligence (AI), is projected to maintain its growth trajectory and impact on education.

To delve deeper into the current trends and patterns in educational gamification and

Game-Based Learning (GBL) for vocational education, this study will conduct a systematic

literature review. Furthermore, it aims to identify successful educational gamification or GBL

initiatives that could serve as templates for future implementation.

Instead of focusing on terminology discrepancies, this study considers various techniques as

instances of gamification within education and learning, which emerges as a prevalent context

based on literature evaluations. Our examination delves into the application of gamification in

education, encompassing the motivational affordances employed, the intended psychological and

behavioral impacts, and the documented findings across studies. The rapid advancement of

technology in recent times has hastened change and advancement, notably highlighted by the

growing dependence on technologies such as the Internet worldwide. This shift in technology has

resulted in cost efficiencies, enhanced convenience, and a perception of increased global

connectivity. Emerging technologies like blockchain, artificial intelligence, and smart robotics

are spearheading global transformation at an unprecedented speed, influencing the dynamics of

employment.

This necessitates the adaptation of educational systems, particularly vocational education

and training, to effectively prepare present and future workers for high-skilled employment.

However, existing educational systems may be insufficient to meet the evolving demands for

skills, as noted by Ra et al. (2019).In recent years, significant advancements have occurred in

educational technology, providing arenas for the creation of efficient teaching and learning

models to meet future job requirements. The transition towards a digital-first education landscape
predates the pandemic, merging pedagogical approaches with digital technologies to enhance

motivation, inclusivity, feedback practices, comprehension, and learner-centered activities.

Looking ahead, seven clusters of technological forecasts for educational technologies

have been identified, including artificial intelligence, maker technology, games, simulation

technology, analytics technology, virtual reality, and others. Mobile technology is anticipated to

dominate educational technology, while analytics technology, along with VR and AI, will

continue to rise in prominence. To better understand current trends and patterns in educational

gamification and game-based learning for vocational education, this study will conduct a

systematic literature review and identify successful projects for future replication.

Research suggests that integrating technology into elementary education can positively

impact student learning outcomes (Bauer & Kenton, 2005). Interactive platforms like Gimkit

provide opportunities for personalized learning experiences, immediate feedback, and skill

reinforcement, which are particularly beneficial for younger learners like Grade 3 students.

Gimkit, a gamified quiz platform, is one of these tools that have drawn interest due to its ability

to increase student engagement and academic success. According to Deterding et al. (2011),

gamification—the use of game design features outside of games—has the potential to improve

student motivation and engagement in learning environments. Gamified learning environments

like Gimkit, which incorporate components like points, levels, and awards, motivate students to

participate actively and maintain their interest over time.

Active learning strategies, such as retrieval practice, have been shown to enhance long-

term retention of information and improve academic performance (Roediger & Karpicke, 2006).

Gimkit's quiz-based format encourages students to actively recall and apply knowledge

dynamically and interactively, fostering deeper learning and skill development. Gimkit offers
features that enable teachers to customize quizzes based on student needs and preferences,

supporting personalized learning experiences (Hwang & Wu, 2014). By tailoring content to

individual learning goals and providing adaptive feedback, Gimkit facilitates differentiated

instruction, catering to the diverse needs and abilities of Grade 3 students. Anecdotal evidence

and case studies highlight the positive impact of Gimkit on student engagement and motivation

in the classroom (Bender, 2020). Teachers report increased participation, enthusiasm for learning,

and collaboration among students when using Gimkit as a supplementary instructional tool,

which may contribute to enhanced academic performance over time.

Gimkit Game

Teachers and students will both enjoy GimKit's gamified atmosphere. Thanks to its

innovative technology, students can collaborate to earn the most money while their coursework is

instantly graded. The game is simple to use and comes with five kits that are always accessible in

the free version. The GimKit program has a ton of functionality and is also incredibly user-

friendly. While the subscription version has more extensive features, teachers can construct

lessons and tests using the free version. Even question sets from other platforms, like a

spreadsheet, can be imported by it. Teachers can choose from a variety of settings to personalize

their students' Gimkit Live lesson experiences.

Application for Gimkit

GimKit is a fantastic educational tool. Students can work with other students and develop

a "Kit" (quiz) in minutes because of its user-friendly interface. Teachers who log onto their

accounts can also access the quizzes. The questions are meant to aid students in understanding
and mastering ideas, but personal information is not necessary. The GimKit's cooperative

capabilities are among its most intriguing aspects.

GimKit is simple and convenient to use. Students can input their area code, country, and

birthdate to take part in a tournament. It can also be utilized as a game show in the classroom.

Through the game, students can answer multiple-choice questions to compete for cash prizes. It

can be applied as a tool for evaluation as well. It's a great tool for instructors because it's simple

to construct and grade. The quiz is automatically scored after a student finishes it, and the teacher

can utilize the results to assess student learning. Gimkit is an educational tool that simulates

interactive quizzes for pupils. Correct answers to questions can earn users money. Through the

system, teachers and students can get paid for providing answers to multiple-choice questions.

They can also utilize a third-party application or copy and alter quizzes from a gallery.

Collaborating with students and teachers is another feature of the game. Additionally, the

instructors can export their tests into a class-wide KitCollab.

The reviewed literature suggests that Gimkit holds promise as an effective tool for

enhancing academic performance among Grade 3 students at Day-as Elementary School. By

leveraging gamification, technology integration, and active learning strategies, Gimkit offers

opportunities for personalized, engaging, and interactive learning experiences that can positively

impact student outcomes. Further research specifically examining the implementation and

outcomes of Gimkit in Grade 3 classrooms would provide valuable insights into its effectiveness

and potential benefits for students' academic achievement.

Related Studies
Foreign

One study by Avşar, Ozan, and Aydin (2023) "The effect of reinforcement using the

Gimkit game on learning the subject in nursing students". The purpose of this study was to assess

the impact of reinforcement on nursing students' accomplishment exam results utilizing the

Gimkit game and question-and-answer format.

One of the key elements influencing transformation in health systems is the development

of information and communication technologies. The quick advancement of technology has had

a big impact on nursing education curricula as well (Risling, 2017). Nursing education must

adapt to the changing needs of the nursing profession by updating its learning methodologies to

better equip nursing students for the health issues of today (Jallad and Işık, 2021, Bodur and

Kaya, 2017).

This study looked at how nursing students' topic learning was affected by reinforcement

through the use of the Gimkit game. It was found that there was no statistically significant

difference between the groups and that the students' pre-test achievement mean scores were

comparable. Furthermore, low pre-test success scores are evident, which makes sense given that

students haven't gotten any instruction in the area.

The study's findings showed that the Gimkit game, which incorporates technology into

instruction, is advantageous for students' active learning. Regretfully, in nursing education today,

passive learning techniques are favored over active learning approaches. Nursing education

should be developed by age given that nursing students' learning methods will change as the

generations shift. The study found that using the Gimkit game instead of the conventional

question-and-answer format was more beneficial for learning the material.

 The connection of this study to the current study is that the current study is also using

game-based learning as a strategy for enhancing the academic performance of students. They use

Gimkit as a game-based tool to assess the impact of reinforcement on nursing students'

accomplishment exam results utilizing the Gimkit game and question-and-answer format. same

with our study. However, the current study will also use the same game-based tool to enhance the

academic performance of students in Science subjects. This research study also explores how

Gimkit a game-based tool influences student participation, motivation, and overall engagement

during educational activities

Another study by Saari and Varjonen (2021) "Digital Games and Second Language

Acquisition: The Effect of Gimkit! and Kahoot! on Upper Secondary School Students'

Vocabulary Acquisition and Motivation". This study set out to investigate how digital games

affect second language acquisition. They were curious to learn how the online games Gimkit!

Also, Kahoot! Impact the motivation and L2 vocabulary learning of upper secondary school

students. The study's relevance in this sector stemmed from its comparison of two digital games.

While the relationship between digital games and second language acquisition has been

extensively researched, evaluating the effects of two distinct games is less typical. Their research

sheds light on the characteristics of the games that encourage motivation and how they impact

vocabulary learning in language learners. This research can assist language instructors in

selecting the ideal digital game for their needs and provides insight into the characteristics of

games, enabling them to identify the precise elements that boost student enthusiasm to learn.

They addressed three research issues on the usage of digital games in an L2 classroom at the

beginning of this paper.

 The usage of two educational games, Kahoot!, is examined in this joint empirical thesis.

Gimkit, too! examines the development of vocabulary in second languages and the impact of

games on learning motivation. Finding out if educational games improve vocabulary acquisition

and in-game elements that encourage learning motivation was the goal. 49 first-year Finnish

upper secondary school students participated in the study. The participants were split into two

experimental groups according to the class division at the school.

The first experimental group used Gimkit! In the course of their two 15-minute therapy

sessions, experimental group 2 played Kahoot! It made sense for the participants to learn the

target words because both of the digital games included vocabulary items that were offered in the

student's course book. Both the influence of motivation and the acquisition of vocabulary items

in the target language were examined statistically. Using pre-, post-, and delayed posttests, the

impact of playing digital games on vocabulary acquisition was first determined. The acquisition

of 25 words from the target language was tested by vocabulary tests. Second, pre-and post-

treatment motivation questionnaires were used to examine the motivational component.

Using the motivation questionnaires, we examined the impact of in-game elements like

competitiveness and game style on learning motivation. The study's findings demonstrated the

value of both digital games in aiding the development of vocabulary in a second language.

Furthermore, the participants found using digital games in the classroom to be a fun activity, and

the game's progress pace and game mode had a significant impact on learning motivation. To

find out precisely what components and aspects of a game help players acquire vocabulary, more

research needs to be done.

The results of the study provide credence to the idea that teaching pupils languages

through digital games can increase their vocabulary. The two main components that promote
motivation are the type of game and whether or not there is a time constraint. According to this

study, computer games can be helpful tools for learning a language throughout formal education.

More research is needed to understand even more about the particular elements of games that aid

in vocabulary development. A qualitative investigation of how game features affect motivation is

also required. Further research might focus on studying Finnish language learners who do not

speak English. Future studies should modify the target language but also include a control group.

Another study by Partovi and Razavi (2019) "The effect of game-based learning on

academic achievement motivation of elementary school students". The current study was carried

out to find out how well game-based learning affected the motivation for achievement of

elementary school students. Elementary school pupils' motivation for academic accomplishment

is enhanced by computer-based educational games. It has demonstrated that these outcomes

agree with the research conducted by Franklins et al.

The research employed a quantitative methodology concerning the fundamental

approach. It was survey research about the executive approach and semi-experimental research

about the analytical methodologies. There is an uneven sample size design in the research. The

necessary data for this study were gathered by a field approach, and the standard quality

questionnaires were filled out.

Even though computer games can be dangerous to children, they can also be beneficial to

their health if played by those in suitable age groups and organized environments, which can

promote growth and intellectual accomplishment. Because of the influence of technology, our

nation's current society wonders if playing these games in a more structured, scientifically

educational way while maintaining the allure of other games will have an impact on elementary

school students' drive for academic success. As stated above, the primary question this study
aims to answer is: How do computer games impact elementary school students' motivation for

academic achievement?

The purpose of the current study was to look into how elementary school students'

motivation for academic achievement was affected by game-based learning. The results showed

that, compared to students trained using the conventional method, students who played

instructional computer games significantly improved their academic achievement and attitude

toward learning science, P < 0/001. This suggests that students benefit from the appropriate

design of instructional computer games depending on their preferred learning modes.

Local

"Game-based learning on students' motivation and academic achievement in Science 9" is

the title of one study by Tinambunan and Orongan (2023). Game-based learning is the process of

achieving learning objectives using games. This study examined the effects of game-based

learning on academic achievement and motivation in science 9 students at Valencia National

High School in Valencia City, Bukidnon. It employed a quasi-experimental study design in which

two groups were given access to learning that was both game-based and non-game-based.

Academic and non-academic assessment instruments were used. The statistical techniques

applied were descriptive statistics and analysis of covariance (ANCOVA). The results of the

study showed that students exposed to GBL scores were "satisfactory," whereas non-GBL

students obtained a "did not meet expectation" result, indicating that after the intervention,

academic success had improved. The student's academic performance and motivation differed

noticeably between the groups, with the aggregate means for both groups being "moderately

motivated."
 The study's results led to the following conclusions: utilitarian value had the highest

mean for GBL, self-concept had the lowest mean in both groups, and intrinsic worth had the

highest mean for non-GBL. After the intervention, the student's non-GBL academic performance

was still defined as "DNME." Students' desire for scientific learning for both groups under non-

GBL and GBL learning is "moderately motivated." Thanks to GBL, students' academic

achievement improved from "DNME" to "Satisfactory". Consequently, the experimental GBL

students outperformed the non-GBL control group. The study found that GBL and non-GBL

students had different motivations for science. Thus, the null hypothesis is refuted. The children's

academic performance showed a statistically significant difference between the two groups,

proving that GBL enhanced and positively impacted the student's academic performance and

disproving the null hypothesis. Consequently, academic performance improved and students'

motivation levels skyrocketed when GBL was implemented instead of typical classroom

education.

One more study by Salas et al. Al (2023) "Enhancing Grade 3 Students' Multiplication

Skills at Subabasbas Elementary School Using the Kahoot Game" Math is one of the subjects

taught in elementary schools, and kids think it's hard and uninteresting. The researchers integrate

the Kahoot game as a remedy for these problems. This study evaluated how successfully the

Kahoot game enhanced the multiplication skills of grade 3 pupils at Subabasbas Elementary

School during the 2022–2023 academic year using a quasi-experimental methodology. The

researchers' responses were the thirty-one third-graders who were divided into the experimental

and control groups. A printed questionnaire is provided for the respondents to fill out. The

findings demonstrated that the pre-and post-test scores of the two groups differ significantly.

Students that play the Kahoot game improve their math skills. Researchers also found that
students were more willing to participate when the Kahoot game was played in class. The

researchers offer suggestions for improving and enhancing the study's effectiveness based on the

research findings. For instance, they recommend that teachers assist kids in practicing using the

tab and that they have access to a tablet with a strong internet connection.

According to the researchers' findings, pupils' multiplication skills can be effectively

enhanced by playing the Kahoot game. However, since the scores of the two groups are just

marginally different, it doesn't mean that the controlled group doesn't help the students' scores.

because the Kahoot game and the conventional teaching method were utilized as interventions by

both groups. However, when the Kahoot game was employed, the researchers discovered that

pupils were more eager to participate in class. Siemens' (2005) Connectivism Theory, which

acknowledges technology as a significant role in learning and holds that we always have options

about how we learn, provided support for the current investigation. The instructor helps the

students draw connections between what they already know and what they learn, whether

through traditional teaching techniques or game-based learning tools like the Kahoot game.

Similar to how students connect the knowledge that has been taught to them through traditional

means of education from the teacher to the knowledge that has been suggested through game-

based learning or digital games. As a result, students will need to be able to identify knowledge

gaps and become more adept at using technology to independently look for the most recent

information on any subject.

Another study by Caballero, Ferrer, and Tiria (2022) "The Role of Gamification in the

Academic Performance of Junior High School Students in Language Subject". Determining the

impact of gamification on students' academic performance in language classes—particularly in

Filipino subjects—was the aim of the study. This research employed the approach of purposive
sampling. Twenty seventh-graders were selected to serve as the study's sample. A pre-test was

provided to both the control and experimental groups. Game-based learning was introduced to

the experimental group. The post-test was administered to both groups, and statistical analysis

was done on the results. The results showed that, in comparison to the control group, the

experimental group's academic performance improved due to gamification, suggesting that

gamification had a beneficial effect on students' academic achievement. The implementation of

gamification in the Filipino course has sparked great enthusiasm among the pupils.

This study sought to determine how gamification impacted students' academic

performance in a seventh-grade Filipino language class, as well as their attitudes toward it and a

list of difficulties and difficulties they encountered. When it comes to language classes,

gamification has improved students' academic achievement, especially in the Filipino language

course. It has been demonstrated that when applied properly, gamification may motivate and

uplift students. The study's participants also show positive attitudes toward the use of games in

the classroom. It supported their growth as critical thinkers, promoted participation, and helped

students recognize the advantages and disadvantages of their subject.

Thirty carefully chosen grade 7 kids and the purposive sample approach were used to

create a quasi-experimental research design. While the control group was instructed using the

traditional way, which included multimedia and audio-visual aids in the new normal, the

experimental group received education through gamification. The research employed open-

source, free gamification platforms, and split the participants into two groups: the experimental

group and the control group. Google Meet served as the platform for synchronous classes, while

Google Classroom served as the main online learning tool for both groups. Ultimately, a test

comprised of thirty items was devised. A pre-test was administered to both groups before the
investigation's commencement. The data was compiled and then statistically evaluated. After the

investigation was over, both groups took a posttest. Statistics were used to analyze the outcomes.

A t-test for independent samples was used to compare the two groups' pretest and post-test

results, while a t-test for correlated samples was used to compare the experimental group's results

before and after the gamification.

It was also discovered that several issues need to be addressed, including a lack of good

internet connections and the types of devices that students use. It is recommended by the

researchers to study the effect of leaderboards and badges on students' motivation and

engagement.

Chapter 3

RESEARCH METHODOLOGY

The methodology is discussed in this chapter. It covers processes, in particular the design,

environment, respondents, instruments, and methods for gathering data, as well as the analysis of

the data used to address the research question.

Design

This study employs a quasi-experimental design and aims to show the relationship

between one independent variable and one dependent variable. Unlike an actual experiment, a
quasi-experiment does not rely on random assignment. Instead, groups of responders are formed

based on non-random criteria. This study also uses a two-group experimental design, the simplest

method for determining the cause-and-effect relationship between two variables is to employ a

two-group design, whereas this study will have the controlled group (traditional paper and pencil

assessment) and experimental group (Gimkit Game Assessment)

The purpose of the research is to ascertain whether improving academic performance

using the Gimkit game as an assessment tool is more beneficial than using the traditional

approach of Grade 3 students at Day-as Elementary School. The information will be examined,

tabulated, and interpreted.

Respondents

The subjects of this study are the grade 3 pupils in section VL from Day-as Elementary

School with 27 students. In this section, the 27 learners are divided into two groups which are the

control group and the experimental group, which will be determined after the pre-test exam by

ranking the scores.

Environment

One of the larger schools in the Cordova District is Day-as Elementary School. It is

situated in Cordova, Cebu, a tiny village, and one kilometer from the town center. Specifically, it

is located in Cordova, Cebu's Barangay Day-as. The late Mayor and Mrs. Victorio Pacaldo

donated its lot. It was founded in 1933 and spans 5,571.79.9 square meters in area. Except for the
previous multipurpose building, which was proposed for removal, it has eight public school

buildings.

The school is managed by Principal 1, Mrs. Annabel T. Pulvera. It has 32 nationally

funded teaching personnel. The school offers kindergarten to Grade 6 There are 854 students

consisting of 436 male students and 418 female students who are currently enrolled in this

academic year 2023-2024.

Figure 2. Locale of the Study

Instruments
 This study will use an interview questionnaire, a set of questions designed to gather

valuable data from participants is called a questionnaire, which is a research instrument. These

tools have an interview-style format and contain both written and spoken questions; and test

examination to gather data and information. The interview questionnaire will be given to the

teachers in Day-as Elementary School who will experience using the Gimkit game in the class so

that the researcher could gather information about the difficulties in implementing the Gimkit

game in enhancing the academic performance of the student.

Then for, the test examination, it was divided into two (2) rounds. The first round is for

the pre-test in which the learners will answer the given test examination. The second round is the

post-test, where the learners answer another set of the given test examinations after the

intervention. Based on the research study, "The effect of reinforcement using the Gimkit game on

learning the subject" the purpose of this study was to assess the impact of reinforcement on

students' accomplishment exam results utilizing the Gimkit game and question-and-answer

format.

Data-gathering procedure

To acquire and gather data for this study, the researcher will use a systematic approach. A

systematic method is a procedure that relies on the application of precisely specified and

repeatable processes. It is also sometimes referred to as a rules-based approach. Before the

researchers will conduct the study, the researcher will need approval from the principal of Day-as

Elementary School and a letter granting permission from the CTE Dean of Cordova Public
College. When permission is granted, the researcher will go to Day-as Elementary School to

conduct the study.

In the data gathering, the researchers will let the respondents who are the Grade 3 VL

answer the pre-test examinations. The score that they got will be recorded as a pre-test score and

be ranked from the highest to the lowest scores to divide the class into two groups, the control

group and the experimental group. For one week, the researchers will use the intervention, the

Gimkit game for the experimental group, and the traditional paper and pencil test for the control

group.

After conducting the study, the researchers then proceeded to the post-test examination,

where the subjects answered another set of examinations to test if there was an improvement in

the scores of the subjects. On the other hand, the researchers will interview the students

regarding their opinions on playing the Gamkit game to enhance their academic performance.

Afterward, the teacher will reveal the difficulties they might experience in implementing the

Gimkit game in the class. The data will be organized, tallied, and tabulated. Following that, these

would be examined and interpreted.

Statistical Treatment of Data

Statistical Treatment of data is essential to make use of data in the right form. The

statistical tools we use will be as follows:

 1. Mean – This is also known as the average and is calculated by dividing the total sum of

the values in a sample by the total number of items in the sample. It is also an essential method

for performing statistical analysis, providing a standard measure of central tendency by

displaying the average data. This statistical instrument will be used in our research project to

ascertain the students' pre- and post-test central scores.

2. Standard Deviation – a metric that quantifies the expected deviation of a random

variable from its mean. It establishes the degree to which a set of data values deviates from or is

distributed around its mean (average). This statistical tool is used to assess how reliable the

information is. In this study, the subject's pre-and post-test scores were compared to see how

close they were.

3. Paired Sample T-test – assesses the means of two variables for a single group. The

procedure computes the fluctuations in the values of the two variables for each occurrence and

ascertains whether the average deviates from zero. The procedure also estimates the t-test effect

size automatically. This will be used in our study to see if the pre-and post-test results for the two

groups (Controlled Group and Experimental Group) differ significantly.

4. Thematic Content Analysis (TCA) - is a descriptive display of qualitative data. Using

this instrument, the researcher will conduct interviews with instructors to get data about their

challenges or difficulties in applying the Gimkit Game to improve students' academic

performance.

Scoring Procedure
 Based on the respondents` accurate responses, the pre-test and post-test will be graded.

The exam results will be classified and evaluated.

Table 2: Qualitative Description of Exam Scores

Score Range

Description

Interpretation

22.5 – 25

Outstanding

The students demonstrate a high knowledge of solving math problems.

20.01 – 22.5

Very Satisfactory

The students demonstrate moderate knowledge of solving math problems.

17.51 – 20

Satisfactory

The students demonstrate limited knowledge of solving math problems.

15.01 – 17.50

Poor
The student demonstrates a lack of knowledge in solving math problems.

15 - 0

Needs Improvement

The student does not know how to solve math problems.

APPENDICES
TRANSMITTAL LETTER

March 10, 2024

MRS. ANNABEL PULVERA

School Head

Day-as Elementary School

Cordova, Cebu

Dear Mrs. Pulvera:

Greetings of peace!

The undersigned is currently enrolling in Research in Education (RES). The researcher is

conducting a study entitled "EFFECTIVENESS OF GIMKIT IN ENHANCING ACADEMIC

PERFORMANCE AMONG GRADE 3 STUDENTS IN DAY-AS ELEMENTARY SCHOOL".

Thus, the course requires that permission be obtained from all participants, especially from the

administration of the said institution.

Moreover, this letter is to request your permission to conduct this research for your

freshmen students. The objective of the research is to evaluate the effectiveness of Gimkit as a

game-based learning platform in enhancing the academic performance of students, particularly in

the Science subject. This research study also wants to explore how Gimkit a game-based tool

influences student participation, motivation, and overall engagement during educational

activities among the Grade three students which could be of great help to your institution.

The undersigned is hoping for your favorable response regarding this matter.

Respectfully yours,

MARIA LOUELA T. DATIGRAN

Researchers' Representatives

Noted: Approved:

JENYLEN T. CABISO, Dev.Ed.D MRS. ANNABEL PULVERA

 Adviser School Head

Appendix B

INTERVIEW QUESTIONNAIRE FOR TEACHER

The following questionnaire is designed for academic research aiming to identify the

difficulties that may be faced by the teacher in implementing the Gimkit game in Grade 3

learners at Day-as Elementary School.

None of the following questions have correct or incorrect answers, and your answers will

be kept completely confidential. Please make sure you have thoroughly read each item before

answering because your responses will be used in the research. Thank you for your support and

cooperation.

Part I. Basic Information

Name: (optional) _________________________________________________________

Field of Specialization: ____________________________________________________

Years of teaching experience: _______________________________________________

Part II. Open-Ended Questions:

1. What is the relevance of the Gimkit game as an assessment tool to enhance the academic

performance of the students?

2. What are the challenges associated with using the Gimkit game to improve students` academic

performance?

3. Based on your observation, how may these difficulties or challenges be resolved?

4. After finding a way to solve those difficulties, would you still use the Gimkit game for your

strategies to enhance the academic performance of the students?

BIBLIOGRAPHY
Avşar, G., Ozan, C., & Aydın, E. (2023). The effect of reinforcement using the Gimkit game on

learning the subject in nursing students. Nurse Education in Practice, 68, 103595.

https://doi.org/10.1016/j.nepr.2023.103595

Caballero, Lilibeth & Ferrer, M & Tiria, Renato. (2022). The Role of Gamification in the

Academic Performance of Junior High School Students in Language Subject. 8. 1-4.

Dahalan, F., Alias, N., & Shaharom, M. S. N. (2023). Gamification and Game Based

Learning for Vocational Education and Training: A Systematic Literature review.

Education and Information Technologies. https://doi.org/10.1007/s10639-022-11548-w

EdTech Books. (2022). Gimkit. Cc_By-nc. https://edtechbooks.org/onlinetools/gimkit

Edwards, L. (2023, September 15). Gimkit: How to use it for teaching.

TechLearningMagazine. https://www.techlearning.com/how-to/what-is-gimkit- and-

how-can-it-be-used-for-teaching-tips-and-tricks

Feinsilber, J. (2021, December 7). What's next for me and Gimkit. . . - The Gimkit Blog -

Medium. Medium. https://medium.com/gimkit/whats-next-for-me-and-gimkit-

948a3459d275

Larmand, A. (2023, June 7). GimKit: a classroom review tool with a game show format.

Eduporium Blog. https://www.eduporium.com/blog/rising-resources-gimkit/

Partovi, T., & Razavi, M. R. (2019). The effect of game-based learning on academic achievement

motivation of elementary school students. Learning and Motivation, 68, 101592.

https://doi.org/10.1016/j.lmot.2019.101592

Shiken.ai. (2023, July 8). The best alternative to Gimkit in 2023. https://shiken.ai/how-to-

learn/free-alternative-to-limit
CURRICULUM VITAE

MARIA LOUELA T. DATIGRAN

Catarman, Cordova, Cebu

datigranmarialouela.cte.cpc@gmail.com

09273457121
PERSONAL INFORMATION

Nationality: Filipino

Marital Status: Single

Age: 22

Birth Date: January 27, 2002

Sex: Female

Religion: Roman Catholic

EDUCATIONAL BACKGROUND

TERTIARY

2021 – Present Cordova Public College

Gabi, Cordova, Cebu

Bachelor of Elementary Education

SECONDARY

2019 – 2021 Senior High School

 Cordova Catholic Cooperative School

Poblacion, Cordova, Cebu

2015 – 2019 Junior High School

Cordova Catholic Cooperative School

Poblacion, Cordova, Cebu

PRIMARY

2009 – 2015 Catarman Elementary School

Catarman, Cordova, Cebu

SEMINARS / WEBINARS ATTENDED

2022

WORK EXPERIENCE

2021 – Present Admin Staff at Golden Cordova Enterprises

MAELOU JEAN S. ANOOS

Purok Sacred Heart, Buagsong, Cordova

anoosmaeloujean.cte.cpc@gmail.com

09276553483
PERSONAL INFORMATION

Nationality: Filipino

Marital Status: Single

Age: 22

Birth Date: December 04, 2001

Sex: Female

Religion: Roman Catholic

EDUCATIONAL BACKGROUND

TERTIARY

2021 – Present Cordova Public College

Cordova, Cebu

Bachelor of Elementary Education

SECONDARY

2020- 2021 Senior High School

Cordova National High School

 Day- as, Cordova, Cebu

2016 – 2019 Junior High School

Cordova National High School

Day – as, Cordova, Cebu

PRIMARY

2014 – 2015 Elementary

Buagsong Elementary School

Buagsong, Cordova, School

SEMINARS/ WEBINARS ATTENDED

2016 – June Positive Peer Relationship Seminar

2019 – May Volunteer Catechist

2021 – March Tambayayong Movement

2021 – March Pillar on Health "Cordovanhon Youth: Road to Emotional

Resilience"

2021 – October Voter`s Education Forum

2022 – May Suicide Prevention Awareness Month

2023 – February Kabataan Kontra Druga at Terorismo

WORK EXPERIENCE

2022 – April Grand Cordova-Cashier

CHRISNOR T. BASAYA

Gabi, Cordova, Cebu

basayachrisnor.cte.cpc@gmail.com

09051686076

PERSONAL INFORMATION

Nationality: Filipino

Marital Status: Single

Age: 21

Birth Date: August 13, 2002

Sex: Female

Religion: Catholic
EDUCATIONAL BACKGROUND

TERTIARY

2021- Present Cordova Public College

Cordova, Cebu

Bachelor of Elementary Education

SECONDARY

Senior High School

2020 -2021 Benthel Asia School of Technology

Gabi, Cordova, Cebu

2015 – 2019 Junior High School

Bethel Asia School of Technology

Gabi, Cordova Cebu

PRIMARY

2014 – 2015 Elementary

Gabi Elementary School

Gabi, Cordova, Cebu

SEMINARS/ WEBINARS ATTENDED

2019 - May Volunteer Catechist

2023 – August Youth Volunteer Training Course and Occupational First Aid

Training

WORK EXPERIENCE

2021 – 2022 PSA Teller

ELLAH MARIE BALO

Purok 6, Catarman, Cordova, Cebu

ellahbalo7@gmail.com

09363756598

PERSONAL INFORMATION

Nationality: Filipino

Marital Status: Single

Age: 24

Birth Date: September 1, 1999

Sex: Female
Religion: Catholic

EDUCATIONAL BACKGROUND

TERTIARY

2021- Present Cordova Public College

Cordova, Cebu

Bachelor of Elementary Education

SECONDARY

2016 -2018 Senior High School

Proverbs Ville Academy Foundation Inc.

Gun-ob, Lapu – Lapu City

2012 – 2016 Junior High School

Cordova National High School

PRIMARY

2006 -2012 Cordova Central School

Poblacion , Cordova, Cebu

SEMINARS/ WEBINARS ATTENDED

N/A

WORK EXPERIENCE

2018 – August Sorter at MEPZ First Glory Inc.

2019 – 2021 Customer Support at 6Dots International

2019 – March Customer support at Bosnic Marketing

2021 – November Sales specialist at Jstore Innovation

KYLAH BARING

Basak, Kapaping, Lapulapu City

baringkylah.cte.cpc@gmail.com

09223104538

PERSONAL INFORMATION

Nationally: Filipino

Marital Status: single

Age: 20

Birth Date: March 19, 2003

Sex: Female

Religion: Catholic

EDUCATIONAL BACKGROUND
TERTIARY

2021 - Present Cordova Public College

Cordova, Cebu

Bachelor of Elementary Education

SECONDARY

2019- 2021 Senior High School

Bethel Asia School of Technology

Sudtunggan Road, Basak Lapulupu City

2015 – 2019 Junior High School

Marigondon National High School

Marigondon, Lapulapu City

PRIMARY

2014 – 2015 Elementary

Marigondon Elementary School

Marigondon, Lapulapu City

SEMINARS / WEBINARS ATTENDED

LEADERSHIP TRAINING SEMINAR WITH THE THEME "IGNITING THE SPIRIT OF

VOLUNTEERISM THROUGH EMPOWERING OUR LEADERS"

•PATROL LEADERS CAMP PERMIT COURSE

WORK EXPERIENCE

KOREAN "BINGSU" MAKER

LARIS BERAN

Datag 1, Buagsong, Cordova, Cebu

beranlaris.cte.cpc@gmail.com

09773826040

PERSONAL INFORMATION

Nationality: Filipino

Marital Status: Single

Age: 22

Birth Date: May 17, 2001

Sex: Female

Religion: Catholic

EDUCATIONAL BACKGROUND

TERTIARY

2021 – Present Cordova Public College

 Cordova, Cebu

Bachelor of Elementary School

SECONDARY

2019- 2021 Senior High School

Cordova National High School

Day- as, Cordova, Cebu

2015 – 2019 Junior High School

Cordova National High School

Day- as, Cordova, Cebu

PRIMARY

2014 -2015 Day- as Elementary School

Day- as, Cordova, Cebu

SEMINARS / WEBINARS ATTENDED

N/A

WORK EXPERIENCES

N/A
 MELODY BENTULAN

Purok Maalagaron, Ibabao, Cordova, Cebu

bentulanmelody.cte.cpc@gmail.com

09497975015

PERSONAL INFORMATION

Nationality: Filipino

Marital Status: Single

Age: 21

Birth Date: October 30, 2002

Sex: Female

Religion: Catholic

PERSONAL BACKGROUND

TERTIARY

2021 – Present Cordova Public College

Cordova, Cebu

Bachelor of Elementary School

SECONDARY

2020 -2021 Senior High School

Cordova Catholic Cooperative School

Poblacion, Cordova, Cebu

2015 – 2019 Junior High School

Cordova Catholic Cooperative School

Poblacion, Cordova, Cebu

PRIMARY

2014 -2015 Ibabao Elementary School

Ibabao, Cordova, Cebu

SEMINARS/ WEBINAR'S ATTENDED

N/A

WORK EXPERIENCE

N/A