LA CONSOLACION COLLEGE

(Formerly: Sacred Heart Academy)

PACUCOA ACCREDITED LEVEL II
Bais City, Negros Oriental
Telefax No. (035) 541-5097 email: lccbaiscity@yahoo.com/www.lccb.edu.ph

The Impacts of Using Gamification as Strategy in Teaching English 5 and English 6

of La Consolacion College Bais

A Research Presented to the Teacher Education Department

La Consolacion College Bais

Bais City, Negros Oriental

In Partial Fulfillment

of the Requirements in BEED and BTVTED

Research 1

Arias, Jonard I

Amahit, Vernadeth

Nadal, Felycity
Background of the study

Gamification is a process which adapts the game like related experiences that let

the pupils explore in the field, engage them to the real world, and also in doing

educational activities that make them be active in participating. In education,

gamification is a type of engagement that the players experience with the game itself

which can also be translated to educational relation that has the goal of facilitating the

learning and influence the pupil’s behavior. The teachers and researchers are now

exploring or finding ways to make the gamification be an effective and useful one during

classes that motivates the pupil to be an active listener in the classroom (David, 2016).

This methodological approach called gamification has been used for a number of

years in the study of contemporary language acquisition. By adding game aspects to an

otherwise instructional situation, it is primarily used to improve students' motivation. The

majority of the research on gamification in language instruction has gone into describing

the particular procedures that are employed and estimating the level of motivation that is

generated in the students. Students' opinions of gamification and how useful they think it

is for learning a modern language have not been well studied. This study examines how

sixteen university students who are studying Spanish as a modern foreign language

perceive and are motivated to learn the language after engaging in a gamified learning

environment. Examination of the data acquired from non-participant observation and

student perception surveys (Rodriguez; Argüello, 2023).

Blair (2012) states that viewing pictures or videos with these students taking turns

using an interactive whiteboard, using an online multiplication match, or even during

class is insufficient now. To keep up with that flow, educators are constantly looking for
innovative educational strategies, and it is generally acknowledged that today's schools

have significant issues with motivation and involvement of students (Lee & Hammer,

2011). Working with the 21st-century evolution of for students in the twenty-first century,

gamification as well as game seem to be the learning practices are essential for inspiring

and involving pupils. Utilizing such techniques as due to the traits of the 21st-century

learner, which include the reality that they reinforce critical thinking in addition to

knowledge.

Gamification could provide part of the answer to the present drop in interest and

motivation among students that the educational system is experiencing. On the other

hand, there is a dearth of scientific data regarding the potential benefits of gamification

for enhancing learning motivation. The specific goal of this research is to investigate the

causes, effects, and mediation function of extrinsic learning motivation in the context of

gamification (Luarn; Chen; and Chiu, 2023).

A recent trend is gamification, in which game components are utilized in strange

settings, like education, health, or marketing, as well as social aspects (Hakulinen,

Auvinen & Hanus & Fox, 2015; Koivisto & Hamari, 2015; Korhonen, 2014).

Gamification is growing in popularity each day. It is possible to gamify any task,

procedure, program, or context. Currently, one of its most often used uses is the

Foursquare, a social networking platform where members share their sites and receive

incentives. As an example, the title of Mayor is awarded to users who have checked in the

most times at a specific location (Glover, 2013). The fundamental components of

gamification are incentive systems and rivalry, as Foursquare demonstrates.

 These advancements have caught the interest of the the field of education, posing

the query, "Is gamification beneficial for teaching?" Recently, the newly formed Media

Collaboration According to the Horizon Report (2014 Higher Education Edition),

gamification is growing more and more popular among teachers because it fosters their

creativity and productivity of pupils. It has been customary to use games in education for

generations, but the idea of gamification is very recent. Rewards, badges, and

competitive, cumulative scores offer clear rewards for student conduct, but gamification

is much more than just these basic concepts. The most compelling arguments in favor of

gamification in education are its engaging components, which include quick feedback, a

sense of accomplishment, challenges, and victory (Kapp,2012).

Higher education institutions should rethink and adapt their e-learning models to

support students' learning experiences by utilizing game technology (Alhammad &

Moreno, 2018). The emergence and rapid spread of gamification in educational settings

encourages critical thinking in the creation of initiatives that revolutionize the educational

experiences of students (Garone & Nesteriuk, 2019). But is it really that easy to develop

gamified e-learning systems that work well, particularly for higher education. Positive

learning was proposed by early applied research on gamification of educational

environments, although conflicting results were found (Seaborn & Fels, 2015). Although

gamification has been shown to increase student engagement in general learning systems,

the research supporting its efficacy in higher education settings is conflicting and unclear

because of the complex environment in the higher education context.

The way that universities teach has changed recently, and nearly all of these

institutions now offer courses and learning activities online via e-learning platforms.
These online learning environments do, however, have high dropout and low completion

rates. The main cause of this is the low interest and involvement of the students. The

integration of game design features in non-gaming activities, or gamification, has been

applied to reduce learner distraction and increase student interest in the course. There is

no one-size-fits-all method that is effective in every gamification setting, therefore

selecting the ideal set of game elements for a given scenario remains difficult for

gamification designers and practitioners.

The term “gamification” is generally used to denote the application of game

mechanisms in non‐gaming environments with the aim of enhancing the processes

enacted and the experience of those involved. In recent years, gamification has become a

catchword throughout the fields of education and training, thanks to its perceived

potential to make learning more motivating and engaging. This paper is an attempt to

shed light on the emergence and consolidation of gamification in education/training. It

reports the results of a literature review that collected and analyzed around 120 papers on

the topic published between 2011 and 2014. These originate from different countries and

deal with gamification both in training contexts and in formal educational, from primary

school to higher education. The collected papers were analyzed and classified according

to various criteria, including target population, type of research (theoretical vs

experimental), kind of educational contents delivered, and the tools deployed. The results

that emerge from this study point to the increasing popularity of gamification techniques

applied in a wide range of educational settings. At the same time, it appears that over the

last few years the concept of gamification has become more clearly defined in the minds

of researchers and practitioners. Indeed, until fairly recently the term was used by many
to denote the adoption of game artefacts (especially digital ones) as educational tools for

learning a specific subject such as algebra. In other words, it was used as a synonym of

Game Based Learning (GBL) rather than to identify an educational strategy informing the

overall learning process, which is treated globally as a game or competition. However,

this terminological confusion appears only in a few isolated cases in this literature review,

suggesting that a certain level of taxonomic and epistemological convergence is

underway. (Caponetto, 2014)

(Agapito, J., & Rodrigo, Ma. M., 2017) Gamification is defined as the addition of

game-like elements and mechanics to non-game contexts to encourage certain desired

behaviors. However, existing studies have mostly implemented reward-based game

elements which have resulted to contrasting behaviors among the students. Meaningful

gamification, characterized as the use of game design elements to encourage users build

internal motivation to behave in a certain way, is contended to be a more effective

approach. The foundation of this concept is the 'Self-Determination Theory', which states

that there are three components associated with intrinsic motivation: mastery, autonomy,

and relatedness. It focuses on the design and implementation of a programming-based

activity management system embedded with game design elements that map to the

different components of the Self-Determination Theory. The elements employed are:

feedback cycles, freedom to fail, and progress to support mastery; control to enable

autonomy; and collaboration for relatedness.

Statement of the Problem

Gamification can be used as a strategy in teaching to make students more

enthusiastic about listening and learning in their classes. The study south to assess the

effectiveness and reliability of their teaching strategy compared to the traditional paper

and pencil test method while examining these two approaches this study will identify

some advantage and limitations in order to mold future educational practices.

1. How do elementary teachers face gamification in terms of student engagement?

2. What is the performance of the pupils in the (name of the game)?

3. What is the 4th quarter grade of the pupils in English 5 and English 6?

4. Is there a significant difference in the performance of pupils in the gamification

activity when group according to sex?

5. Is there a significant relationship between performance of the pupils in the

gamification activity and their 4th quarter Grade 5 and Grade 6?

Hypothesis

1. There is no significant relationship between the performances of the pupils in the

gamification activity and their 4th quarter grade in English 5 and English 6.

2. There is no significant difference in the achievement of student when grouped

according to sex.
Significance of the study

The findings of this research study are beneficial to the following;

To the students: Pupils become more participative and active when it comes to

physical activities rather than the traditional one which is the paper and pencil test. They

love to be engaged in activities where their body can move freely. The outcome of this

study will test whether the pupils are listening to the given discussion of the teacher

during classes.

To the teachers: Teachers are the one who mold their pupils to be the better

version of their selves and to showcase their talents, skills, intelligence and capabilities in

everything they do. Results from this study will help the teachers to determine if the

gamification is an effective way to use as a teaching strategy in the elementary grade.

To the school administrators: The results finding from this study can have a

contribution to the institution of La Consolacion College Bais. It can give administrators

in schools useful information and resources to improve instruction, raise student

achievement, and foster an innovative and continuously improving school climate.

To DepEd: For DepEd, the outcome of this research will have an impact of

employing gamification as a teaching approach in English 5 and 6 that can be profound,

ranging from better learning outcomes and student engagement to better teacher

professional development and curriculum development efforts.

Scope and Limitation

This research study focuses on finding out how gamification is an effective

strategy in teaching English 5 and English 6 in La Consolacion College Bais. The

population of this study will be composed of pupils from the elementary department in

grade 5 and grade 6 in La Consolacion College Bais. The researchers will be conducting

a survey through observing the class during the whole period of the English subject. The

duration of this study will start from the end of 4 th quarter period for the school year 2023

to 2024.

Conceptual Framework
According to TechTarget written by Bryan Barney, gamification is a strategy that

integrates entertaining and immersive gaming elements into nongame contexts to enhance

engagement and motivate certain behaviors. Gamification uses game design and

mechanics, such as badges, leaderboards, points and rewards, to encourage active

participation and make tasks fun and enjoyable. Gamification is used in various fields,

including education, marketing, employee training, health, wellness and customer

engagement. For instance, educational applications might use gamification to make

learning more engaging for students, while businesses might use it to improve employee

performance, encourage customer loyalty, or reward employees and customers.

Successful gamification requires an understanding of target audiences, their motivation

and the context in which the strategy is applied.

 Gamification is defined as a technique, a strategy, or a mindset that interpolates a

closed loop of trigger-action-feedback into routine-based tasks for employees or users, to

improve the rates of adoption, engagement, and success. This article explains how

gamification works with examples. It also discusses the top tools and best practices to

remember when implementing gamification (BasuMallick, 2022).

In this part of the study, the researchers visualize the concept and the connection

of every variable that is included in the research. The study wants to investigate how the

students will response or act to the gamification as a strategy in teaching. In the end, the

researchers will achieve the results as feedback on their performances in the class.
GENDER OF
STUDENTS

GAMIFICATION
PERFORMANCE OF BEHAVIOR /
AS STRATEGY IN
EACH STUDENTS ATTITDES
TEACHING

STUDENTS

PROFILE OF THE
RESPONDENTS
Theoretical Framework
(Cherry, 2022) Self-determination is the capacity of an individual to make

decisions and run their own life. Unlike being non-self-determined, which can make you

feel as though other people are in control of your life, being self-determined allows you

to feel more in control of your life. It claims that there are three basic (and universal)

psychological requirements that drive humans to develop and evolve. This theory heavily

emphasizes the idea of intrinsic motivation, or doing things for the intrinsic benefit of the

conduct itself.

Since self-determination affects psychological health and wellbeing, it is a crucial

psychological concept. Another new best practice that has emerged is encouraging self-

determination when working with specific populations, including people who have

intellectual disabilities. The theory of self-determination aims to elucidate the relationship

between self-determination and motivation, positing that people are more inclined to act

when they believe their actions will have an impact on the final result.

Competence
Feeling effective at
one’s activities

Autonomy
Motivation
Having a choice,
and Enhanced performance
being able to be
Engagement and well-being
yourself

Relatedness
Feeling connected to
others, sense of
belonging
Definition of Terms
1. Gamification - is a teaching strategy which integrate game playing activity to

have more holistic engaging class.

Dictionary – The process of adding games or game like element to something

(such as task ) so as to encourage participation.

2. Student – A person who goes to school for learning.

Dictionary - Denoting someone who is studying in order to enter a particular

profession.

3. Teacher – A person who teaches the student.

Dictionary – A person who helps others to acquire knowledge, competencies or

values.

4. Teaching strategy – A techniques that can be used by the teacher in conducting

the class.

Dictionary – Refers to the methods procedures and process that a teacher uses

during instruction.