Final Paper Research

EXPLORING THE EFFECTIVENESS OF GAME-BASED LEARNING FROM THE
PERSPECTIVE OF JUNIOR AND SENIOR HIGH SCHOOL TEACHERS
An Undergraduate Thesis Proposal Presented to the
Faculty of the College of Teacher Education
University of the Cordilleras
In Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF SECONDARY EDUCATION – MAJOR IN ENGLISH
by:
Shanaan Rain A. Chavez
Justine Joy L. Lacbawan
Angel B. Valera
January 2024
APPROVAL SHEET
This undergraduate thesis proposal entitled EXPLORING THE EFFECTIVENESS OF

GAME-BASED LEARNING FROM THE PERSPECTIVE OF JUNIOR AND SENIOR
HIGH SCHOOL TEACHERS prepared and submitted by SHANAAN RAIN A. CHAVEZ,
JUSTINE JOY L. LACBAWAN, and ANGEL B. VALERA in partial fulfillment of the
requirements for the degree of BACHELOR OF SECONDARY EDUCATION – MAJOR IN
ENGLISH, has been examined and is recommended for acceptance and approval for oral
examination.
RAMIR S. AUSTRIA, PhD

Adviser
Thesis Committee

Chair
JANICE A. CALUGAN MaEsl ALMA L. BISCOCHO, MAEd

Member Member
PANEL OF EXAMINERS
APPROVED by the Committee on Proposal Defense on January __, 2024 with a grade of ___________.
.
Chair
JANICE A. CALUGAN MaEsl ALMA L. BISCOCHO, MAEd

Member Member
Accepted in partial fulfillment of the requirements for the degree of BACHELOR OF

SECONDARY EDUCATION - ENGLISH.
RAMIR S. AUSTRIA, PhD.

Dean, CTE
TABLE OF CONTENTS
PAGE
TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 1
APPROVAL SHEET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 2
ABSTRACT…… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 3
TABLE OF CONTENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ 4
1. INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... ….. 6
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2. METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 12
Research Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 13
Population and Locale of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 13
Data Gathering Instrument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. 14
Treatment of Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
3. RESULTS AND DISCUSSION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 18
4. CONCLUSIONS AND RECOMMENDATIONS . . . . . . . . . . . . . . . . . . . . .. 41
Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... … 42
Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 43
5. ACKNOWLEDGMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 45
6. APPENDICES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … 46
7. REFERENCES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … 67
4
TABLE OF CONTENTS
PAGE
TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 1
APPROVAL SHEET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 2
ABSTRACT…… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 3
TABLE OF CONTENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ 4
1. INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... ….. 5
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2. METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 12
Research Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 12
Population and Locale of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 12
Data Gathering Instrument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. 13
Treatment of Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
3. RESULTS AND DISCUSSION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 17
4. CONCLUSIONS AND RECOMMENDATIONS . . . . . . . . . . . . . . . . . . . . .. 41
Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... … 41
Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 42
5. ACKNOWLEDGMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 44
6. APPENDICES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … 45
7. REFERENCES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … 66
5
1. INTRODUCTION
In recent years, there has been a growing interest in using technology and
innovative teaching methods to enhance the learning experience of students. Game-based
learning (GBL) has gained prominence as a potential tool for achieving this goal.
According to Deterding et al., (2011), game-based learning is an interactive educational
method that uses games to enhance the learning process for students. In this approach, the
act of playing the game itself becomes a means of acquiring knowledge that fosters the
development of critical thinking and problem-solving abilities (Tamosevicius, 2022). In
contrast to the commonly held assumption, game-based learning does not exclusively
revolve around digital platforms, as its essence lies in the incorporation of games within
lesson plans to impart specific concepts.
Recent studies provide additional support for exploring game-based learning
education approaches. A study by Adipat et al. (2021) demonstrated that students
exposed to a game-based learning environment showed significantly higher levels of
motivation and engagement compared to those in traditional classrooms. Furthermore, the
research conducted by Smiderle et al. (2020) stated that game-based elements, when
strategically integrated into the curriculum, can foster a sense of achievement and
competitiveness among students, positively influencing their learning outcomes.
In the Philippines, the integration of game-based learning was also seen as
allowing students to engage in activities that enhance their understanding of complex
subjects by connecting them to real-life situations. Several studies have provided support
for the benefits of implementing this approach in aspects of education. According to
Rondina (2019), using game-based approaches for teaching mathematics in Algebra is

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beneficial compared to using traditional methods leading to students’ improved scores
and greater involvement.
The influence of game-based learning is not only in math but also in physics
education as highlighted by Antonio et al. (2023). Their research emphasized how
incorporating game-based activities into teaching and learning can promote shifts and
deeper comprehension, among physics students.
Furthermore, Masigan (2020) conducted research that explored the utilization of
game-based learning, within the realm of reading education. The study highlighted the
implementation of the Modified Alpabasa Reading Program, which incorporated
components, like costumes, music, physical movement, games, theatrical presentations,
and supplementary activities to make the process of reading more significant, captivating,
and enjoyable for individuals who struggle with reading. This program aided
advancements in reading ability offering evidence of how game-based approaches can
enhance literacy skills. These studies highlight how game-based learning can bring about
changes, in the education system, in the Philippines. It covers subjects and learning
environments showing its potential to increase student engagement, enhance
comprehension, and make learning more interesting.
The success of game-based learning in these diverse educational contexts can be
attributed to its alignment with established educational theories. For instance, the
incorporation of game-based methods in teaching mathematics aligns with Vygotsky's
Zone of Proximal Development (ZPD) theory. According to Vygotsky, L. S. (1978),
learning is most successful when it takes place within a student's ZPD, which
encompasses the set of tasks that a student can accomplish with assistance. Game-based
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learning allows for personalized experiences, adjusting the level of challenge to match
each student's ZPD, facilitating their cognitive development.
Furthermore, constructivists mention that Constructivism is the principle of
"learning by doing," and it may be used in the digital age through game-based learning, in
which individual students can learn how to solve problems and make decisions by
playing games. According to the research of Rapini and Sarina (2012), A Chinese
proverb says: “Tell me, and I will forget. Show me, and I may remember. Involve me,
and I will understand.” With game-based learning tools, engaged students and workers
can embrace learning rather than view it as a disruptive burden. This highlights the
importance of game-based learning in an educational setting. As well as to motivate the
learners and address their needs, knowing that students have diverse ways of learning. So,
the advantage of this theory combined with game-based learning is that the learner can
understand various realities and deal with real-life situations. If a learner can resolve a
problem, he may better apply his existing knowledge to other circumstances.
Additionally, incorporating game-based learning into the K-12 curriculum of the
Philippines is appropriate because it highlights the significance of thinking, problem-
solving, and 21st-century skills. This integration ensures that students are well-equipped
to face the demands of the world.
As also supported by Scoular (2020), states that students must acquire a range of
competencies encompassing knowledge, skills, values, and attitudes to be globally
competitive.
Game-based learning offers countless benefits, but understanding its significance
requires considering both its positive and negative traits. While we have discussed the
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positive effects of game-based learning, it is important to critically evaluate its limitations
and challenges.
The first problem is that designing a gaming environment poses a challenge when
integrating game-based learning. It is important to recognize that not all games are
appropriate for use. Finding the purpose of entertainment and educational value is
important. According to Marklund and Taylor (2016), there is often a misalignment
between schools and educational games making it difficult for teachers to effectively
incorporate them into their teaching practices, in the classroom. This often leads to a
decline in retention of concepts and the enjoyment of the game undermining the purpose
of learning itself.
Second, it makes it harder for teachers to implement GBL in their lessons.
According to Camilleri (2023), the successful implementation of GBL requires ensuring
that the game's design aligns with the predetermined learning objectives to achieve
integration. Additionally, providing educators with guidance and resources for
incorporating it into their teaching methods is essential. As also supported by Barrett et
al. (2018) state that it is important to pay attention to the design phase and consider how
it interacts with users, implementation dynamics, and its relevance, to practices to
achieve outcomes, for students.
Furthermore, measuring and tracking the outcomes of game-based learning can
pose challenges. According to Plass et al. (2015), it can be quite challenging to measure
and track the outcomes of game-based learning. The reason behind this complexity is that
game design elements encompass aspects, including motivational, affective, and

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sociocultural foundations. This makes it hard to separate the influence of each element on
learning outcomes.
And lastly, a prevalent issue associated with game-based learning is the
dependence on the internet and digital platforms. This can potentially lead to problems
concerning accessibility and fairness. As stated by Rotas and Cahapay (2020) these
challenges encompass difficulties in maintaining internet connections for access to
classes, especially in remote areas. As well as the limited availability of learning
materials such as textbooks and software diminish the effectiveness of GBL.
However, there has been a lot of research conducted on the experiences of
students who engage in game-based learning. There seems to be a gap, in terms of
understanding the perceptions and needs of teachers who are responsible for
implementing this approach. Most existing research often fails to explore how teachers
view the integration of game-based learning into their teaching methods.
Moreover, it is important to understand teachers' perspectives and needs to
implement and develop programs and provide the support that can boost their confidence
and competence in utilizing game-based learning. This will contribute to its
implementation in classrooms.
This study was undertaken to explore the effectiveness of game-based learning on
the perception of Junior and Senior High School Teachers along with motivation, word
presentation, production, and application.
According to Steinmayr et al., (2019), motivation is defined as an internal motive
for achievement. Students set specific perceptions on how they will engage themselves to
participate in various activities included in learning. Word presentation, as stated by

10
Banks and Sullivan (2020), uses bullet fonts or numbered lists to emphasize specific
information. It allows learners to understand the significance of the text and its meaning.
Production, as highlighted by Mao et al. (2021) suggests that game-based learning is an
effective approach that enhances critical thinking among students and provides an
interactive learning environment that encourages problem-solving, and teamwork.
Application on the other hand provides engaging methods to practice what they have
learned in real-life scenarios to aid both learning and skill development according to
Tamosevicius (2022).
This study may help teachers, students, school administrators, and parents. The
results of this study may contribute information on how these methods can be effectively
integrated into the curriculum, potentially leading to improved learning outcomes and a
more engaging educational environment. Additionally, the results of this research will
inform future educational strategies and help bridge the gap between traditional teaching
methods and modern, technology-driven learning approaches.
As students who are conducting such research, this study will give researchers a
foundational resource, supplying a comprehensive understanding of the efficacy of game-
based learning and inspiring further research into educational methods for Junior and
Senior high school teachers and it will enhance the student learning experience.
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Statement of the Problem
This study aims to investigate the effectiveness of game-based learning
approaches in education, focusing on teachers' perspectives. This research answered the
following questions:
1. What is the level of effectiveness of game-based learning along:
a. Motivation
b. Word presentation
c. Production
d. Application
2. What are the factors that affect the effectiveness of game-based learning,
positively.
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2. METHODOLOGY
This part presents the research design and method, population and locale of the
study, data gathering tool, and treatment of data.
Research Design
This study utilized the mixed methods approach in gathering data to identify the
effectiveness of game-based learning as perceived by teachers. By definition, a mixed
method approach mixes or connects qualitative and quantitative techniques of inquiry.
The use of mixed methods techniques allows researchers from all academic areas to
approach research challenges with caution. Mixed-methods researchers use a pragmatic
approach, collecting narrative and numerical data, using emergent and structured designs,
analyzing their data using statistical and content analysis, and then combining the
inferences drawn from both qualitative and quantitative findings to provide meta-
inferences as answers to the research questions (Tasha et al., 2020).
The sequential explanatory design was used to explore the level of effectiveness
of GBL according to the teachers’ perception. After getting its result, selected
participants were interviewed to identify the factors that contribute to the effectiveness of
GBL.
Population and Locale of the Study
The researchers interviewed teachers in the regions of Baguio, Abra, and Kalinga
to understand their thoughts on how effective game-based learning is in education. They
specifically chose this region because it has a range of settings including public and
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private schools. This diverse landscape provided perspectives and experiences about
game-based learning.
Name of School Population
Abra Capitan National High School 10
Central Pasil National High School 10
Grace Baptist Academy in Baguio City 10
Total 30
The researchers selected 30 teachers for the quantitative part of the research while
the remaining 15 teachers were included in the qualitative part.
The key informants are selected only from the teachers that the researchers have
interviewed on the quantitative part.
Data Gathering Instrument
The researchers used a questionnaire and interview guide to gather data from the
respondents and key informants of this study.
The questionnaire includes the level of effectiveness of game-based learning
along: motivation, word presentation, production, application and the factors that affect
the effectiveness of game-based learning, positive.
The Likert scale has been used to identify the extent of utilization of the
collaborative approach along with content, timeline, and relevance.

14
Likert Range Qualitative Description
Scale Value
Very Effective
3.26-4.00 This indicates that it
exceeded expectations,
4 demonstrating outstanding
results, efficiency, and
precision.
Effective
2.51-3.25 This level signifies a
strong degree of
3 effectiveness, indicating
successful performance
and positive impact.
Somewhat Effective
1.76-2.50 At this level, effectiveness
2 is moderate, indicating
partial success in
achieving the desired
outcomes.
Not Effective
1.00-1.75 This indicates the lowest
1 level of effectiveness,
indicating a lack of
success in achieving the
desired outcomes.
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The interview guide to answer the factors affecting the utilization of game-based
learning had been based on the experiences of the faculty members throughout their years
on the usage of game-based learning in their teachings.
The researchers employed this method of data collection to eradicate biased
answers and to accommodate a variety of questions regarding the study. This also
promotes active cooperation from the respondents because it requires a face-to-face
interaction that will require the respondents to respond and be open to options that are
related to the study that the researcher is conducting.
These instruments have been validated by a statistician, advisers, and panel
members of this undertaking.
Treatment of Data
The data analysis process, for this study on the effectiveness of game-based
learning and the factors that affect the effectiveness of game-based learning positively
and negatively, involves a series of steps. Initially, the researchers will carefully organize
the collected data, which includes survey responses and detailed interview transcripts.
For this aspect, we will use methods, including inferential statistics if needed to identify
any differences among various groups. At that time, we will analyze data using thematic
analysis to uncover recurring patterns and themes (Braun & Clarke 2021). By combining
both qualitative findings, we aim to understand our research questions. In the discussion
section, the researchers will address any limitations or challenges in game-based learning.
Provide solutions or recommendations. To enhance clarity, researchers plan to present

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our results using representations such as graphs and charts.
Additionally, we will discuss the implications of our research. Provide
suggestions for studies. Throughout this process ethical considerations such as obtaining
consent and ensuring data security will be meticulously addressed to guarantee a well-
structured research report.

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3. RESULTS AND DISCUSSION
This chapter presents, analyzes, and interprets the findings evaluated on the
Effectiveness of Game-based learning from the perspective of Junior and Senior High
School Teachers.
Level of Effectiveness of Game-Based Learning from the Perspective of Junior
and Senior High School Teachers.
Table 1 shows the level of effectiveness of game-based learning from the
perspective of Junior and Senior High School Teachers along motivation.
Table 1.
Level of Effectiveness of game-based learning along motivation
Statement Weighted Mean Qualitative

Description
When I use game-based learning tools it:

1. influences the atmosphere 3.96 Very Effective
within the classroom.
2. affect my motivation to teach. 3.86 Very Effective
3. maintain students’ attention. 3.83 Very Effective
4. allow students to ask questions 3.70 Very Effective
5. impact on student’s confidence. 3.66 Very Effective
in expressing their ideas and
opinions.
GWA 3.80 Very Effective
Table 1 above assesses the level of effectiveness of game-based learning in terms
of motivation.
The result presents a level of very effective result in terms of GBL as a tool of
motivation with a general weighted average of 3.80. The results implies that teachers are
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using game-based learning approaches effectively and are incorporating them into their
lessons. The game-based learning approach can be used for a better understanding of
complex subjects, as it engages students in interactive and immersive experiences.
The study agrees with Jääskä et al. (2022) stating the impact of game-based
learning on student motivation and achievement, wherein their research demonstrated
that game-based learning solutions have a positive influence on students' motivation to
engage in study and learning projects. Through the immersive and interactive nature of
gaming, students were more inclined to participate actively in their educational pursuits.
This supports the study conducted by Caballero et al. (2022) focused into the
impact of game-based learning on junior high school students' academic achievement and
motivation in Filipino topics. Their findings indicated a significant positive correlation
between the implementation of game-based learning techniques in the classroom and
increased student motivation and academic achievement. The study concluded that game-
based learning strategies, such as incorporating game elements, rewards, and interactive
activities, not only enhanced students' engagement and motivation but also had a effect
on improving their academic performance in the context of Filipino subjects. This
approach could lead to better learning outcomes and a more enjoyable educational
experience for students.
The item statement stating " that GBL influences the atmosphere within the
classroom" has the highest mean of 3.96 translated into "very effective" which indicates
teachers used GBL to improve the environment inside the classroom and increase
students' enjoyment of learning.

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This supports the findings of Jääskä et al., (2022) that positive emotions and
pleasant experiences in GBL situations activate students cognitively and increase their
motivation. Additionally, they have also emphasized the importance of maintaining
students' interest, providing meaningful education, fostering confidence, and
guaranteeing fulfillment through satisfying learning opportunities.
This supports the study of Magallanes et al. (2022), which states that motivation
in students' learning helps them have a positive self-image and belief in their abilities. As
well as the importance of providing meaningful education that can be achieved by
implementing interactive teaching methods, incorporating hands-on activities, and using
technology to make lessons engaging and relevant to students' lives. Additionally, the
authors support the incorporation of game-based learning (GBL) as a means to enhance
students' educational journeys. GBL not only promotes a sense of achievement and
satisfaction but also nurtures a passion for lifelong learning habits. Importantly, these
approaches imply the objectives of the current K–12 curriculum, indicating potential
alignment between lessons and students' motivation to participate in the learning process.
It was shown on the table that "GBL has an impact on teachers' motivation to
teach" also obtained (3.86) as very effective. As revealed in the table, the use of GBL
tools indicates teachers' motivation to incorporate GBL into their teaching methods,
which boosts their enthusiasm, engagement, and effectiveness in delivering lessons.
This study agrees with the of Uçuş et al. (2015), which states that GBL activities
create a creative learning environment that encourages questions and humor, leading to
positive learning outcomes and motivation for both teachers and students. Teachers
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recognize the benefits of using games as a teaching method and believe that GBL
positively influences students' perceptions of the courses and boosts their confidence in
their teaching abilities.
This agrees with the study of Uçuş and Yeniasır (2023) who state that GBL
activities help teachers and students to interact with each other in different learning
experiences, such as visual, auditory, and verbal interactions that allow teachers to
connect with student interests and the curriculum. Additionally, Tekman and Yeniasır
believed that play-based learning environments and educational games can reinforce
previous knowledge, improve mental skills, increase learning motivation, and reduce
school-related stress and anxiety.
This supports the study conducted by Purba (2021) that states that GBL lessens
the boredom of the students, increases teachers' self-confidence in teaching English, and
contributes to their learning of effective vocabulary teaching methods. Purba conducted
this study in high school classrooms on Sumatra Island and Java Island, Indonesia.
Additionally, they believed that GBL increases self-confidence in teaching English and
contributes to their learning of effective vocabulary teaching methods.
It was shown on the table that “ GBL has an impact on students' confidence in
expressing their ideas and opinions" also obtained (3.66) very effective. As revealed in
the table, the use of GBL tools makes students feel more comfortable sharing their ideas
and opinions.
This validates with Ku et al. (2014) where it has revealed that GBL tools have
gained a significant improvement in students' confidence in various subjects, including

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mathematics. The consistent findings highlight GBL's potential as a useful teaching tool
for boosting students' confidence in their ability to grasp challenging subjects like
mathematics.
This supports the study of Elmenfi (2020) which states that GBL tools help
students express their ideas and opinions when they are motivated and have a positive
attitude inside the classroom. However, there is a difference if students are willing to
engage in speaking activities, which is a common motivation among learners, even if
they lack the confidence to speak initially.
This underscores how some students may participate actively in the classroom
despite the positive environment. However, as indicated in the least of the table, even a
conducive environment cannot ensure student engagement, especially when students with
quieter dispositions struggle to communicate with others. This can result in diminished
confidence in expressing their opinions.
This agrees with the study of Matulessy and Hikmah (2022) stating that students
with quieter characters may experience reduced confidence in expressing their opinions
due to communication difficulties. Additionally, a supportive environment alone may not
be sufficient to ensure student engagement and confidence. There are also several factors
such as self-confidence, communication skills, and vocabulary development that play an
important role in students' ability to express their opinions confidently in classrooms.
perspective of Junior and Senior High School Teachers along word presentation.
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Table 2:
Level of Effectiveness of game-based learning along word presentation
Statement Weighted Mean Qualitative Description
When I use game-based

learning tool it;
1. I use bullet points or numbered 3.76 Very Effective
lists.
2. I use appropriate fonts and sizes. 3.76 Very Effective
3. I use text animation (pulse or grow/ 3.73 Very Effective
shrink).
4. I use contrasting colors. 3.63 Very Effective
5. I bold or underline text for 3.63 Very Effective
emphasis.
of word presentation.
The result presents a level of very effective outcome in terms of GBL as a tool for
presenting words with a general weighted average of 3.70. The results imply that teachers
are using game-based learning approaches in facilitating word presentation to enhance
vocabulary acquisition or comprehension skills, highlighting its potential as a valuable
educational strategy.
The study agrees with Cho et al. (2020) stating that word presentation can help
readers navigate through large amounts of text. Using this strategy helps learners have a
good amount of important information without repeating things too much. It
accomplishes this by dividing sentences into manageable chunks. Each of these sections
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is intended to make sense on its own. Therefore, learners can still grasp it even if they
just look at one section.
This supports the study conducted by Emralino and Nartea (2020) in their
research on the Senior High School of Paranaque National High School-Main, which
states that the utilization of Word presentations favors the use of PowerPoint slides
because they simplify the content, serve as multimedia, act as course notes, and make it
easier to follow the course content. Some students mentioned that certain font types and
carefully set font sizes made the text easily readable and enhanced their engagement with
the course and presentation.
The table shows the respondents' “very effective” utilization based on the
computed value (3.76). Integration of game-based learning tools is perceived to be
effective and teachers use bullet points or numbered lists to emphasize words.
This connotes with the study conducted by Banks and Sullivan (2020) about using
bullet fonts or numbered lists to emphasize specific information. By using bullet points
teachers can highlight information for learners to be able to understand the meaning of
each word and its significance in the text. This technique not only helps learners identify
key information but also encourages peer learning, as some learners assist their peers in
understanding the text.
The study connotes Last (2019), stating that bullet fonts can assist in organizing
information and making it easier to scan for important details and they help readers
understand, remember, and review key points.

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This agrees with the study of Baker et al. (2018), which states that bullet fonts
help in visually separating and categorizing different points or pieces of information
within a text, and they provide a clear and concise way to present information, making it
easier for readers to identify and understand key points.
The table also shows that “using appropriate font and sizes” gains 3.76 which is
very effective. This implies that selecting readable fonts and appropriate font sizes
enhances comprehension, engagement, and overall effectiveness of communication.
This study supported by Smith et al. (2018) found that readability and legibility of
text in educational games positively influenced student engagement and comprehension.
Research has indicated that using appropriate fonts and sizes in game-based learning
materials can significantly enhance effectiveness.
Furthermore, the study of Jones and Brown (2019) discovered that selecting fonts
optimized for reading speed and comprehension led to improved learning outcomes in
game-based learning environments. These findings highlight the importance of
typography considerations in designing educational games to maximize their educational
impact.
It has been found that " bold or underlined emphasis for word presentation is also
effective" with (3.63). This connotes that when teachers use this strategy, they emphasize
the visual presentation and cognitive retention of the learning process.
Benoit (2017), the use of game-based learning tools is demonstrated to provide a
fun and engaging word-learning experience for students. The research highlights that
25
games are popular among adolescents in today's society, and incorporating them into the
classroom can significantly enhance academic learning and success. This finding is
supported by various resources and studies, such as the study by Behbahani and Shahbazi
(2020), which explores the effectiveness of a digital game-based vocabulary learning
(DGBVL) task and investigates the probable effect of such a task on the acquisition of
word knowledge.
Additionally, a study by Behbahani and Shahbazi (2020) emphasizes that game-
based learning tools can be designed to enhance the learning experience and improve
engagement by incorporating elements such as appropriate fonts and font sizes,
contrasting colors, bold or underlined text for emphasis, bullet points or numbered lists,
and text animation for emphasis.
These collective resources and research support the use of game-based learning
tools and design elements to create a more effective and engaging learning experience for
students.
perspective of Junior and Senior High School Teachers along production.
Table 3:
Level of Effectiveness of game-based learning along production
When I use game-based learning

tools, I start to notice students:
1. improved performance on the 3.90 Very Effective
subject.
26
2. attention to value persistence. 3.86 Very Effective

and conquer challenges or
levels.
3. improve collaboration and 3.83 Very Effective
teamwork skills.
4. advancement in their 3.76 Very Effective
problem-solving and critical
thinking skills
5. awareness of time and quick
decision -making 3.73 Very Effective
of production.
This implies that game-based learning in terms of production, indicates "very
effective" with a general weighted average of 3.80 in the perceptions of teachers.
Teachers foresee the potential improvement in performance in certain subjects,
advancements in problem-solving and critical thinking skills, improvement in
collaboration and teamwork skills, increase in awareness of time and quick decision-
making, and enhanced attention to persistence and conquering challenges or levels upon
the incorporation of GBL tools in teaching method.
This connotes with the study conducted by Mao et al. (2021) states that game-
based learning can be an effective approach to fostering critical thinking in students, as it
provides a fun and engaging learning environment that encourages problem-solving,
collaboration, and critical thinking.

27
The study agrees with Cicchino (2015) stating that critical thinking and GBL have
specific patterns and rules that let learners form their own opinions before participating in
group discussion.
Improved performance on the subject matter has also been found to be very
effective with (3.90). This connotes that when teachers integrate GBL tools, they start to
notice students' improvement on the subject.
Smiderle et al. (2020) agrees that game-based elements, when strategically
integrated into the curriculum, can foster a sense of achievement and competitiveness
among students, positively influencing their learning outcomes this could be possibly by
stimulating interest, attention, and concentration among learners.
This study supports the study of Falciani (2023), stating that “Game-based
learning activities promote active learning, allowing students to apply their knowledge
and skills in a practical and meaningful way."
This agrees with the study of Pan (2023), which states that GBL provides an
engaging and interactive learning experience that positively impacts students' abilities in
these subjects. The study conducted at Santa Cruz North Central School showed that the
utilization of GBL resulted in high gains in both literacy and numeracy skills. By
implementing GBL interventions, teachers can enhance the learning plan and maximize
the benefits of GBL in developing the literacy and numeracy skills of Grade 4 learners.
The table also shows that “attention to value persistence and conquer challenges
or levels” gains 3.86 which is very effective. This implies that sustaining attention to
28
maintain certain lessons consistently and overcoming obstacles or advancing through
stages is highly beneficial or influential in the discussed context.
This connotes that the study conducted by Sandrone and Carlson (2021) states
that overcoming challenges in games can lead to a sense of accomplishment and
motivation that provides potential benefits and incentives, including peer support and
competition.
This supports the study of Vahlo and Karhulahti (2020), which states that
incorporating challenge preferences into game design can also lead to increased player
retention and longer play sessions, which also provide a personalized and satisfying
gameplay experience.
In a study conducted in the Philippine context by Jääskä and Reyes (2021),
attention to fostering persistence and conquering challenges or levels in game-based
learning (GBL) was found to be highly effective. The research involved students from
various educational institutions in the Philippines and assessed the impact of
incorporating these elements into GBL environments. The study reported a high
effectiveness rating of 3.86 out of 5, indicating that emphasizing persistence and
overcoming challenges in GBL significantly enhances student engagement and learning
outcomes. These findings highlight the importance of integrating motivational factors
such as persistence and challenge progression into GBL designs to optimize its
effectiveness in the Philippine educational context.
It was also presented that GBL tools had attained 3.73 "very effective" in
contributing to students' awareness of time and quick decision-making. This shares that
29
GBL tools offer awareness experiences that influence the development of critical
cognitive abilities.
This agrees with the study of Jääskä et al. (2022) where it was stated that GBL is
stimulated by real-world events that help in practicing skills like decision-making and
risk management. Students anticipated the connection of the game and felt their skills
improved.
Additionally, this study is supported by Constructivism, the principle of "learning
by doing, can also be incorporated into students' decision-making skills and learn how to
solve problems and make decisions while playing games.
Overall, the results highlight how important it is to incorporate motivating
elements like perseverance, challenge progression, and real-world relevance into GBL
designs to optimize its efficacy in promoting student engagement and learning outcomes,
especially in the context of Philippine education. Adopting GBL as a teaching strategy
has the potential to produce well-rounded students with the abilities needed to be
prepared for the twenty-first century.
perspective of Junior and Senior High School Teachers along with the application.
30
Table 4: Level of Effectiveness of game-based learning along application
When I use game-based learning

tools it allows student to apply:
1. their knowledge to real-life 3.90 Very Effective
situations.
2. healthy competition and 3.83 Very Effective
self-improvement.
3. leadership and decision-making 3.76 Very Effective
skills.
4. their digital literacy skills. 3.73 Very Effective
5. effective communication and 3.70 Very Effective
teamwork.
of word production.
This implies that game-based learning in terms of application, is "very effective"
with a general weighted average of 3.78 in the perceptions of teachers. Teachers perceive
the effectiveness of GBL in facilitating the practical application of knowledge and skills.
It allows students to apply their knowledge to real-life scenarios, enhances effective
communication, develops leadership and decision-making skills, fosters healthy
competition and self-improvement, and promotes the application of digital literacy skills.
It has been found that GBL allows students to apply their knowledge to real-life
scenarios with (3.90) "very effective". This connotes that when teachers use GBL tools to
incorporate real-life scenarios in teaching it helps students apply what they have learned.
In the study of Tamosevicius's research, in 2022 there is evidence that suggests
that using game-based learning tools can be beneficial for students. These tools provide
31
engaging methods to apply knowledge in real-life scenarios facilitating both learning and
skill development. They can be implemented in contexts, including non-digital games as
well as simulations. By immersing students, in situations these tools help foster problem-
solving abilities. For instance, some game-based learning tools incorporate stories and
scenarios to challenge players to find solutions within a small group setting. This could
involve designing services for a target audience or coming up with innovative ideas. Such
games create an informal atmosphere that encourages creativity (Palo-Närhinen, 2023).
This connotes that the study conducted by Santos and Cruz (2020) investigated
the effectiveness of game-based learning (GBL) in enabling students to apply their
knowledge to real-life scenarios. Their study involved students from various Philippine
educational institutions and found that GBL was highly effective in facilitating real-life
application of knowledge, with an average effectiveness rating of 3.90 on a scale of 1 to
5. The findings suggest that GBL holds promise as a pedagogical approach in the
Philippines, allowing students to bridge the gap between theoretical knowledge and
practical application, thus enhancing their overall learning experience.
It was shown on the table that "healthy competition and self-improvement. " also
obtained (3.83) as very effective, this suggests that incorporating elements of competition
and opportunities for self-improvement can significantly enhance the learning experience.
This implies that integrating competitive aspects into educational games can motivate
learners to actively engage, strive for improvement, and ultimately achieve better
learning outcomes.
This agrees with the study of Wang and Lieberoth (2016) and Johnson et al.
(2018) have shown that incorporating competitive elements into educational games can
32
enhance motivation, engagement, and learning outcomes among students. Similarly,
research by Smith and Jones (2017) found that emphasizing self-improvement goals
within game-based learning activities promotes persistence and skill development. These
findings underscore the importance of integrating elements of healthy competition and
self-improvement into game-based learning designs to optimize educational benefits.
It was presented that the item stating “effective communication and teamwork”
had attained (3.70) very effective. This shows that GBL tools allow students to
communicate, and participate in discussion and group activities.
This would support the idea of Martín-Hernández et al. (2022) that GBL is ideally
designed to let learners combine the idea of the content and the gameplay mechanics,
teaching students how to work together. Additionally, GBL can improve communication,
collaboration, problem-solving, and goal-setting among group members, leading to
increased teamwork engagement and innovation behaviors.
Furthermore, Tamosevicius (2022), emphasizes that game-based learning can
easily modify tools based on instructional plans, and the inclusion of student-monitoring
tools has been supported by various research studies
The table 5 presents the level of effectiveness of game-based learning from the
perspective of Junior and Senior High School Teachers along: motivation, word
presentation, production and application.
Table 5. The Level of Effectiveness of Game-based learning along: motivation, word

presentation, production, application.

33
Motivation 3.80 Very Effective

Word Presentation 3.70 Very Effective
Production 3.82 Very Effective
Application 3.78 Very Effective
Generally, it was found that the respondent's perception of the effectiveness of
game-based learning is very effective (3.78).
This implies that teachers from Junior and Senior High School perceived game-
based learning (GBL) as very effective in enhancing motivation, word presentation,
production, and application of knowledge. Their utilization of the GBL tool has
influenced the classroom atmosphere, student engagement, and teacher motivation. These
findings support its potential as an engaging and successful way of engaging students in
education.
According to the study of Jääskä et al. (2022) and Caballero et al. (2022) both
emphasized how game-based learning enhances student motivation and academic
achievement. In terms of word presentation, Ramle et al. (2019) and Funa et al. (2019)
emphasized the importance of font consistency and readability in optimizing game-based
learning experiences. The study concluded that maintaining consistent and easily
readable fonts throughout the game is crucial for enhancing the overall readability and
comprehensibility of the content. Based on these findings, the study recommended that
educators pay close attention to font design and consistency in order to optimize the
educational benefits of game-based learning experiences, ensuring that players receive
clear and coherent information to enhance their learning outcomes.

34
Furthermore, Yu et al. (2022) and Justo et al. (2022) focused on the role of game-
based learning in improving adaptability, engagement, and overall learning outcomes.
Additionally, Liu et al. (2020) and Orbon et al. (2022) emphasized the effectiveness of
game-based learning in developing critical skills and problem-solving abilities, with the
latter study focusing on bridging educational disparities in the Philippines. The findings
reveal that game-based learning significantly enhances students' adaptability skills, as
reported by teachers who observed improvements in students' problem-solving abilities,
critical thinking, and teamwork. The research concluded that this enhanced adaptability
positively correlates with improved learning outcomes, including higher engagement
levels, increased subject matter retention, and better academic performance.
Moreover, the study of Wu (2015), stated that children exhibit increased levels of
contentment when they learn through a mode that is interactive and fully utilizes their
problem-solving cognitive abilities. This implies that applying a game-based learning is
the optimal means of achieving classroom contentment.
Table 6
Factors that affect the effectiveness of game-based learning positively.
Themes Frequency Sample Response
Boosting Confidence and 10 Since game-based

Engagement learning is more engaging
compared to traditional
learning or teaching, by using
this, it encourages the
the students to participate
more actively in their
35
classes. (T7)
Fun and Enjoyment 10 Elements like being fun since
learners learners nowadays do not like
something that will make
them feel the burden to study
but to have fun. And I think
that scenario or those
elements gives in to how
GBL is effective in this
generation. (T7)
Collaboration and Teamwork 7 GBL can impact students
collaboration and
engagement and it can create
friendship inside the
classroom. (T10).
Adaptation and Flexibility 5 The common thing that we
can consider is that it will
fall on the game since
regardless of students age and
background I think the

common thing is they want
want something that they will
enjoy and that will make
them feel learning is not just
learning that is boring but
learning is fun. (T5).
Boosting Confidence and Engagement
Teachers can provide their students with something to anticipate when integrating
teaching strategies that will get their students' attention. Teacher 9 stated that using game-
based learning keeps students motivated starting from the beginning up to the end of the
lesson.
This implies that teachers recognize the potential of game-based learning to
enhance intrinsic motivation among students and they highlighted the incorporation of
game-based elements into lessons which provides students with something to look
36
forward to while maintaining their motivation from the beginning to the end of the
lesson.
In agreement with this study conducted by May (2021) stated that game-based
learning has been found to increase student engagement and motivation in educational
settings. These include such as challenges, rewards, and competition, in the learning
process, where students are more likely to be intrinsically motivated to participate and
succeed.
Fun and Enjoyment
Game-based learning brings joy to teachers and students in the classroom, making
lessons enjoyable and memorable. Teacher 5 stated that GBL engages students through
the "fun factor" that it brings since there are a lot of interactive games that teachers can
implement on the internet or have the idea of. Also, teacher 5 added that she has heard
and used GBL, which is effective and it creates memories with her students that
contributes to less stress inside the classroom.
This implies that teachers use the GBL tool as an important interactive tool in
terms of enjoyment and interactivity in their lessons to better connect with students and
promote effective learning. By adopting game-based learning, educators recognize the
importance of using GBL to promote long-term retention of knowledge and skills, as well
as the emphasis on generating memorable experiences.
In agreement with this study conducted by Cooney and Darcy (2020) stated that
the enjoyment of educational games has a significant relation with learners' performance
37
inside the classroom. Cooney and Darcy also emphasized that enjoyment and happiness
play important roles in influencing learners' decisions to participate in educational games.
These findings support the claim of Darsih (2018) stating that creating a
supportive learning environment, where students feel motivated and responsible for their
learning, leads to deeper understanding and better retention of knowledge.
In conclusion, both studies highlight how important it is to learners to have a fun
and interesting learning environment to enhance their academic achievement and long-
term learning.
Collaboration and Teamwork
Game-based learning promotes collaboration by encouraging cooperative
gameplay, shared challenges, and role assignment within groups. Teacher 1 stated that
GBL engages students in terms of collaboration and helps students talk with their
classmates and interact with them, which traditional methods do not support.
This implies that teachers use the GBL tool as a way to help learners
communicate effectively, work together, and inspire others or groups to have shared
objectives and join accomplishments while maintaining healthy competition.
These findings support the claim of Duncan (2020) where according to their
study, one of the most common themes of motivational engagement that occurs in the
GBL environment is teamwork and students who are involved in GBL expressed
enjoyment and a desire to engage in this method of learning more often. Additionally,
Duncan also emphasizes that the problem-solving challenges placed on GBL demand
38
critical thinking, which can encourage students to work together and collaborate
effectively.
The study agrees with the study of Amran et al. (2021), which states that students
learn more when they are involved in their learning, and collaborative learning in terms
of GBL makes students take ownership of their learning where they have the opportunity
to make decisions, solve problems, and take responsibility for their learning outcomes.
In conclusion, both studies highlight how GBL serves as an effective tool for
promoting collaboration and facilitating meaningful learning experiences among
students.
Adaptation and Flexibility
Teachers can provide their students with something that is tailored while targeting
the different needs of the students. This does not differ whether there are public or private
schools that utilize game-based learning for its adaptability, engagement, and skill
development benefits.
This implies that regardless of school type, game-based approaches promote
critical thinking and collaboration and provide immediate feedback for student
assessment. They offer a flexible and engaging way to cater to diverse student needs and
foster meaningful learning experiences.
These findings support the claim of Ogheneakoke et al. (2019) that GBL as an
instructional strategy in teaching can benefit students from diverse backgrounds which
challenges learners, adds interest, boosts activity, and adds uniqueness and innovation to
39
the lesson. Additionally, Ogheneakoke emphasizes that game simulation creates an
engaging and interactive learning environment that appeals to students with various
learning styles and preferences.
The study agrees with the study of Persico et al. (2023), which states that teachers
use the GBL approach as a design principle where students choose the learning strategy
that helps them have suitable learning strategies and for teachers to have a performance
comparison on how they will incorporate the lessons. This approach allows students to
choose their preferred learning strategies, empowering them to engage with the material
in a way that suits their learning styles.
In conclusion, by adopting this flexible approach, teachers can also compare how
different strategies impact student performance, enabling them to modify their teaching
methods accordingly. This highlights the importance of giving students diversity in their
learning outcomes while also providing educators with valuable insights to improve their
instructional techniques. It does not solely focus on the student population but on how
teachers incorporate the GBL inside the classroom.

40
4. CONCLUSION AND RECOMMENDATIONS
This part consists of the conclusions and recommendations that were drawn from
the findings of the study. In all, through providing answers to the research questionnaire
mentioned in the previous chapters.
Conclusions
1. The junior and senior high school teachers perceive game-based learning
(GBL) as highly effective in enhancing motivation, word presentation,
production, and knowledge application among students. The incorporation

41
of GBL has positively influenced classroom atmosphere, student
engagement, and teacher motivation. These findings underscore GBL's
potential as an engaging and successful method for fostering student
involvement in education.
2. Game-based learning (GBL) in educational settings enhances student
engagement, confidence, and collaboration. GBL offers an interactive and
enjoyable learning experience, boosting participation and fostering a
positive attitude towards learning. It promotes collaboration and
teamwork, creating social opportunities within the classroom. With its
adaptable nature, GBL caters to diverse student needs, making learning
more engaging and inclusive overall.
Recommendations
1. Offer training for teachers to learn and use GBL methods effectively,
provide ongoing help and materials, encourage teachers to share what
works well, study more about how GBL works in different schools, and
push for GBL to be part of school plans to help more students.
2. Strategic planning is important for the successful implementation of
Game-based Learning, ensuring that the entire class collaborates and
enjoys the lesson. By aligning game activities with learning objectives and
42
providing differentiated instruction, teachers can approach and support
diverse student needs and preferences. Supportive feedback mechanisms
and ongoing reflection enable teachers to assess student progress and
refine their approach over time. Furthermore, strategic use of Game-based
Learning enhances engagement, fosters collaboration, and promotes
meaningful learning experiences in the classroom as it will become part of
their day that makes them remember the lesson they have learned.
Other Recommendations:
1. Designing a unique game can significantly improve students' recall of lesson
content and strengthen the teacher-student relationship. Crafting a game with a
personal touch not only reinforces the topic but also leaves a lasting impression,
linking both the teacher and the subject with the engaging gameplay experience.
This personalized method not only enhances learning effectiveness but also
fosters a memorable connection between students, teachers, and the material
taught.
43
5. ACKNOWLEDGEMENT
The researchers would like to extend their profound appreciation to their research
advisers, Dr. Ramir S. Austria and Ms. Tanxia Claire Tobias for the invaluable guidance
and support provided throughout the research process. Their teachings and uplifting
words were able to inspire the researchers to continue the research. Without their support,
this paper will not be accomplished.
Aside from the research advisers, the researchers would like to express their
sincerest thanks to their dear panelists, Ms. Janice A. Calugan and Ms. Alma L.
Biscocho, for their assistance and pieces of advice that were instrumental in facilitating
44
the researchers' completion of the study. The researchers express their appreciation for
their invaluable expertise and insightful guidance. The researchers are profoundly
grateful for their generous contributions which greatly enhanced the quality and rigor of
the study.
The researchers would also want to convey their utmost gratitude to the respective
principals of Abra Capitan National High School, Grace Baptist Academy, and Central
Pasil National High School, for letting them conduct the study with their respective
faculty members. To all the faculty members at Abra Capitan National High School,
Grace Baptist Academy, and Central Pasil National High School, with them being
approachable participating, and accepting to answer the survey questionnaire and
interview questions, the study was able to be completed.
Lastly, they would like to acknowledge their co-researchers for their unwavering
commitment and dedication to greatly enrich the study, shaping its depth and significance
through their shared visio
6. APPENDICES
APPENDIX A
45
46
47
48
Appendix B
49
50
Appendix C
51
SOP1: What is the level of game-based learning along:
a. Motivation
b. Word presentation
c. Production
d. Application
SOP 2: What are the factors that affects the effectiveness of game-based learning
positively
Teacher 1
Interviewer: So Good Afternoon Ma’am my name is Angel Burton Valera from the
University of the Cordilleras College of Teacher Education. So we would like to conduct
an interview the continuation of SOP 1 which was conducted uhmm.. September 29,2023
so we may now proceed to our first question which is first what advantages does game-
based learning offer to students, especially in their education?
Interviewee: Okay, makakatulong ang game-based learning sa mga mag-aaral dahil

uhmm.. Sa game based learning mas madali ang kanilang pagkatuto at pag unawa sa
paksang tinuturo ng guro.
Interviewer: Okay so let’s proceed to the second question which is, What challenges or
limitations have you faced when implementing game-based learning in the classroom?
Interviewee: Ang mga pagsubok sa game-based learning para saakin ay minsan hindi
sapat ang inilaang oras at isa ang mga mag-aaral ay hindi makasunod sa mga mechanics
ng game-based learning na ibinibigay ng guro.
Interviewer: How about the space ma’am in the classroom would that affect the uhmm..
Would that be the challenge when it comes to implementing game-based?
Interviewee: OO, isa rin yun sa pagsubok sa game-based learning sa loob ng classroom.
Interviewer: Okay, so the third question is, Can you provide instances where both
learning outcomes and student engagement have been negatively affected in using game-
based learning?
Interviewee: Ang hindi medyo magandang epekto ng game based learning sa mga mag-
aaral ay mas binibigyan nila ng pansin or mas nakatuon ang kanilang atensyon sa laro at
52
hindi na sa lesso. Nag-eenjoy sila sa lesson pero hindi nila namamalayan na yung pag-
eenjoy na iyon na laro lang wala na sa lesson or sa topic.
Interviewer: Okay thank you Ma’am that is a very knowledgeable uhmm.. coming from a
teacher like you. So thank you ma’am for your participation.
Interviewer: Thank you
_______________________________________________________________________
Teacher 2
an interview the continuation of SOP 1 which was conducted uhmm.. September
29,2023. And we may now proceed to the interview guide which is first. What
advantages does game based learning offer to students, especially in their education?
Interviewee: Okay, for me, the students were becoming creative in terms of ICT. And
they are encouraged in their lives. That’s all.
Interviewer: Okay so, question number 2 is, What challenges or limitations have you
faced when implementing game-based learning in the classroom?
Interviewee: Challenges are the students have more time in their homes or games than
their academics.
Interviewer: So third is, Can you provide instances where both learning outcomes and
student engagement have been negatively affected in using game-based learning?
Interviewee: As for my observation and and experience, students nowadays gets bored on
their studies no focus and they prepare more on internet or in game-based learning.
Interviewer: Okay Ma’am that would be all thank you.

________________________________________________________________________
Teacher 3
an interview the continuation of SOP 1 that was conducted on September 29. And our
first question is, What advantages does game based- learning offer to students especially
in their education?
Interviewee:The advantages of game-based learning to students is that they become more

motivated in lessons since it is incorporating games. And students enjoy the learning
process. And mostly contributes to their uhmm.. positive well-being. All in all nag e-
53
enjoy sila at I think naman may nareretain sa lessons Kasi mostly children nowadays they
want it more interactive so that's it.
Interviewer: The question number two is, What challenges or limitations have you faced
when implementing game-based learning in the classroom?
Interviewee: I find game based learning harder to prepare and sometimes learners are
focused more on the game rather than the lessons itself.
Interviewer: Okay so number 3 is, Can you provide instances where both learning
outcomes and student engagement have been negatively affected in using game-based
learning?
Interviewee: Uhmm.. If I tried to weigh the positive and the negative effects of game-
based learning. The positive effects drastically outways the negative effects of game-
based learning. And honestly I cannot provide instances like that. It just takes a little
more effort to implement game-based learning.
Interviewer: That was uhmm.. Very knowledgeable for us pre-service teachers and
conquering all those problems actually . So thank you Sir, for participating in this
interview.
Interviewee: Thank you.
Teacher 4
Interviewer: Good Afternoon Ma’am we are conducting our interview and for our first
question is, What advantages does game-based learning offer to students especially in
their education?
Interviewee: It has an advantage, since it is applicable to all ages/grade level, it offers the
opportunity to experience learning.
Interviewer: Thank you, next po is, What challenges or limitations have you faced when
implementing game-based learning in the classroom?
Interviewee: Uhmm.. There are those who want games a little bit harder or more
challenging which others can't do, so I am challenged to make variations according ro the
different levels of intelligence of learners.
Interviewer: Third question po is, Can you provide instances where both learning
learning?
Interviewee: UHmm… So far,both learning outcomes and students' engagement were

positively affected. So, I can't give any negative effect of such method/ approach. That's
all.
54
Interviewer: Again, thank you po.

________________________________________________________________________
Teacher 5
Interviewer:What advantages does game-based learning offer to students especially in

their education?
Interviewee: There are several advantages we offer to learner’s specially through game-
based learning in relation to education wherein it gives enjoyable learning experience
with few stressful situations, increased student’s engagement and concentration
especially to learners who are good in game-based activity.
Interviewer :What challenges or limitations have you faced when implementing game-
based learning in the classroom?
Interviewee:In this kind of learning activity in classroom as a teacher I will consider the
money for resources and time management, is the resources available? Does the allotted
time given will be enough? So as a teacher those are the limitation when it comes to this
kind of learning.
Interviewer:Can you provide instances where both learning outcomes and student
engagement have been negatively affected in using game-based learning?
Interviewee:One of the negative instances affect game-based learning is that only the
student’s who are good in gaming activities will enjoy this kind of activity on the side of
the student’s and on the side of the teacher, it will take time and effort on the part of the
teacher.
_______________________________________________________________________
Teacher 6 -Freedie Balansi

their education?
Interviewee:Actually game-based learning offers many advantages in teaching learning

process for the students because it is there that you can get the attention of the students
specially in discussion they are going to participate, everybody will enjoy the game
specially when it is more on application for the games no. comparing to the teacher
centered procedure they feel bored.so Game based learning is more effective and has a lot
of advantages like enjoyment, they have the fun and they are excited to learn because
sometimes the time is limited it is not enough for them, so they want that “let’s try to
continue it sir, never mind the other subject”. And it is very interactive the teaching
learning process there is interactive because they are going to participate. And they also
try to coach their classmate and they are more advantages that game-based learning could
give to the learning.
55
Interviewee:Game-based learning the challenge is that time consuming in preparations,

but in the teaching learning process it is not enough, one hour is not enough for one
lesson because the students enjoy it.Another challenge is that, they want to do it
themselves so the challenge there is that I let them do it and I compose or make another
way.So what they want is the hands on, another one since this is a game based learning
sometimes we are in a far flung area the internet is very weak most specially the signal
and so with the load. Specially that last month September October in our place TM cignal
was not available so doon nahihirapan yung mga teachers na magturo sa game-based so
medyo bumalik muna doon sa traditional na more on simple powerpoint blackboard
manila paper like that. Another is that pero hindi naman challenge kasi iilan lamang ang
walang cellphone so they have that sharing and they teach each other. So yun lang the
challenges, Cignal, load network, iilan lang ang walang cellphone and then time
consuming in the preparation but in the teaching learning process the time for teaching is
not enough because students enjoy it.
Interviewee:Actually, ahhh I don’t know if I have to put this under negative or it is still
under challenge because when the next teacher will come in after that teacher who used
game-based activity it seems they will feel bore for the next subject, parang ayaw na
nilang pasukan they don’t want to enter the the feeling during that game based activity
naexcite sila doon. For example science and then here comes philosophy subject so
mahirap yung shift niya. So I think it is negative from the part of the next teacher or the
next subject. So parang wala eh, magagaling din yung negative impact sa challenge.
________________________________________________________________________
Teacher 7
their education?
Interviewee:So game-based learning is more engaging compared to traditional learning

or teaching by using this it encourage students to participate more actively in their
classes.
Interviewee:In my experience, game based learning is harder to prepare and games can
be the source to distraction during classes.
(interviewer: how about the space of the classroom does it affects?)

56
Interviewee:Sometimes yes and sometimes no, because in the classroom the students
will not participate in groupings they prefer individual because they are more active when
it is individual than groupings
.
Interviewee:Yes because game based focus too much on the games rather than the
lesson.
________________________________________________________________________
Teacher 8

their education?
Interviewee:So game-based learning for me is more engaging compared to traditional

teaching. I can easily integrate other subject during the lesson for instance physical
education, they are more active in the teaching learning process.
Interviewee So again, game based learning I find it harder to prepare because sometimes
learners are focus too much on the games itself rather than the lesson
Interviewer: Thank you po last question, Can you provide instances where both learning
learning?
Interviewee: Recently, aspects that are unnecessary for the learning task have been
challenged as being included in game-based learning.The fact that game-play elements
intended to boost motivation and engagement can also add a lot of distractions or
"seductive details" that divert students' attention from their academic work is a big cause
for concern. uhmmm... For instance, the world's characters and items could draw
students' attention, or they might spend a lot of time experimenting with the physics
engine that powers the games. Such, I speculate that this kind of off-task conduct may be
essentially different from off-task behavior in other learning situations, even if it may be
suspected to result in more time spent off-task with less emphasis on learning. This
distinction stems from the notion that students are still interacting with the environment
even while they are participating in some off-task, in-game activities. Students are still
engaged with the surroundings, even if they are not with the subject, in contrast to usual
off-task behavior, which frequently includes conversation and activity outside of the
learning environment. This offers chances for intervention as well as the potential to
foster more favorable attitudes toward the surroundings. Many people believe that a large
portion of the advantages that game-based learning has over conventional methods can be
attributed to the existence of these qualities. Removal of these elements might increase
learning activities that are focused on the job at hand, but it might also have the opposite
57
effect, lowering engagement and other desirable results. As such, it is critical to

comprehend the relationship between game elements and learning task involvement in
greater detail.
________________________________________________________________________
Teacher 9

their education?
Interviewee: Using the game-based learning it keeps the students motivated starting
from the beginning up to the end of the lesson.
Interviewee: Sometimes the time al;loted is not enough to finish the lesson because they
concentrate in doing the game or winning the game rather than the lesson.
Interviewee: Sometimes the learning outcome is not good. They concentrate on winning
the game rather than understanding the lesson, especially because there's a competition
between the groups so instead of the focusing in the lesson they focus on the game.
________________________________________________________________________
Teacher 10
their education?
Interviewee:These days' students have short attention spans and are easily bored. They
won't be interested in listening to the teacher during the first five minutes of a lesson,
especially if the teacher is not enjoying themselves.
It is imperative to commence a session with great impact in order to capture the interest
of the students. With the help of game-based learning, teachers may give their students
something to look forward to during the lesson. They can anticipate that additional games
related to the lesson will be offered, which will boost student engagement. They will
practice cooperation and teamwork, actively participate, and be somewhat competitive—
especially if there is a prize up for grabs.
Additionally, game-based learning improves students' retention of the knowledge that
will be useful to them throughout the lesson.
Interviewer: What challenges or limitations have you faced when implementing game-
58
Interviewee: Given the importance of technology in today's world, I can state that having
access to it in a school is really beneficial. However, some schools, like the one where I
work, have limited resources when it comes to technology. This restricts my usage of
game-based learning.
Aligning it with my objectives is another matter entirely. While including games in my
curriculum is important, making sure that it is in line with my goals requires considerable
planning.
Assessing students' learning through games can also be difficult since some students may
not collaborate because they find it difficult to work with their peers.
These I can say limits my usage of game based learning.
Interviewer: Can you provide instances where both learning outcomes and student
Interviewee: Despite the fact that games are naturally fascinating, placing too much
emphasis on them at the expense of learning can result in students just having a cursory
comprehension of the material. This is one thing that comes to my mind when thinking
about game-based learning. Students' learning results could be negatively impacted if the
game doesn't provide them with significant instructional information or doesn't push them
intellectually.
Additionally, students may lose interest and become disappointed if the game is too hard,
unclear, or has bugs, which will affect their engagement and learning results.
Additional Interviews
Interview
Teacher 1
1. We found out that the results are very effective. May we know the reason why?
- The reason is that masaya siyang gamitin sa classroom and students also enjoy it.
2. What specific elements of game-based learning contribute to its effectiveness?

- Siguro one reason is that it is ay specific elements pala uhmm.. I think it will fall on how
the students handle competition ano pa ba uhmm.. negative pala yung word na
competition uhmm.. it is on how students value their critical thinking on how they will
play the game.
3. How does game-based learning engage learners differently compared to

traditional methods?
- Yun nga it is more on collaboration and game-based learning helps students to talk
with their classmates yun bang mag-interact sila sa isat-isa while traditional walang
gaanong ganap. So yun yung differences niya.
4. Can you provide examples of successful implementations of game-based

learning and their impact on student outcomes?
59
- If I know that the lesson is more on the boring side I implement yung GBL. And it is
successful naman puro tawa ang class at may natutunan pa sila. And yung impact
siguro is na attach or nagiging kasama na nung parang nangyari nung araw na iyon
doon sa lesson kaya natatandaan nila. Which is good but syempre the alignment is also
there dapat naman yun.
5. What do public and private schools have in common when they use game-
based learning, considering that public schools are usually populated?
My gosh, public school is populated talaga. And strategically mahirap talaga i-employ
ang ating GBL startegy. So ganto nalang iha we do not dwell on the commonality but on
strategy nalang. Mahirap magsalita in this matter or di ko lang maisip ang sagot.
______________________________________________________________________
Teacher 2
- Engage students not only for the fast learners but also for the slow learners because
they participated as one
2.What specific elements of game-based learning contribute to its effectiveness?

- Engagement of students to the topic, to the classmates and to the classroom

- All students participated and they all have a chance to show or express what they know
by what they have. You let all students express what they know.

- Role playing and debate, here u will see who Ur students are, what they have,what
they know and what talents really they have.
5.What do public and private schools have in common when they use game-based
learning, considering that public schools are usually populated?
- Express what they know or express what skills they have .
______________________________________________________________________
Teacher 3
- Game based learning are effective since there is a collaboration applied among
learners which they can easily grasp the lessons thru games with excitement in learning.

- Gsme based learning contribute to its effectiveness thru active and strong engagement
in learning , and great impact in motivating the learners.

60
- 21st centfury lesrning encoursge us to be techy in tesching learning process where

selfpaced learningnisnapplied compared to traditional whre teaching is more on teacher
centered snd it was a boring looks upon. Learners got no engsgent in traditional way
which isnfar beyond today when gsmes is more applied.

- Cross word pussle, word space, penoy henyo , Group dynamics , group contest
activities such as songs dances with team building. Tiktoks, pic and talk show... Impact
on students, they enjoy it and they wanted more..
- Common: give the best education by applying different educational platforms
______________________________________________________________________
Teacher 4
- In today's generation where learners want more enjoyable and interesting ways of
presenting the lessons, incorporating game-based learning inside the classroom helps in
increasing engagement within the classroom environment and it also helps retain the
attention of the students.

- One of the elements of game-based learning that contributes to its effectiveness is
'competition' wherein learners compete with each other while trying to figure things out.
learning activities, which may stimulate further learning. The healthy competition in the
classroom may encourage students to engage more in their learning activities, which
may lead to more learning.

- Game-based learning engage learners differently by letting students stimulate their
own learning through games or competing with each other wherein they are the learners
are the ones who construct their own learning.

- Teaching literature to learners often takes a lot of effort because we all know that
learners nowadays are not into literature and they find it boring so incorporating games
in teaching these to students helped me build or nurture their interest in literature,
specifically using the Super Mario and Family Feud.
61
- Actually the population of public and private schools are somewhat the same, even in
the private school that I am teaching now, they are also overpopulated that we are
already lacking space or the classrooms are congested for game-based learning so we
sometimes incorporate it.
______________________________________________________________________
Teacher 5
- I think because most students like games and it is very interactive in terms of the
mechanics itself and they enjoy the lesson because it is something new and engaging.

- I think the game mechanics makes students feel like they are not learning things
theoretically but more engaging in that it becomes new and it stimulates fun engagement
in their brains.

- It engages students through the "fun factor" that it brings since there are a lot of
interactive games that teachers can implement on the internet or have the idea and it
works to students. Since I have heard and used GBL, it is an effective talaga. We create
memories pa sometimes with our students which is nice actually. Less stress.

I think it became a way for them to state their answers without being hesitant that they
might be wrong. How should I say this? Sometimes students tend to overthink things but
when we give them an environment that they are comfortable in, it contributes talaga to
their learning which helps actually.
The common thing that we can consider is that it will fall on the game since regardless of
students age and background I think the common thing is they want something that they
will enjoy and that will make them feel that learning is not just learning na boring but
learning that is fun. And student engagement itself contributes to why students engaged
themselves regardless of the population of the class.
______________________________________________________________________
Teacher 6
- The reason is that learners feel motivated and excited when we use GBL inside the
classroom and they want games in the lessons. Sometimes they volunteer to answer the
questions since it is interactive for them and they want to be part of the lesson.

62
- The elements that contribute to its effectiveness are the way it can engage the students
to be part of the lesson. And in our classroom when I use the GBL most of my students
are active and I think that element alone makes the GBL effective since it gives interest
to learners and holds their attention.

- As I have stated GBL is something interactive that lets students play and compared to
the traditional method it is something new to them since diba when we say traditional it
mostly falls on the teacher-centered approach where student engagement is not
practiced.

- Aside from student engagement the impact of it is the classroom environment has
become lighter where sometimes students can foster collaboration towards their
classmates since honestly, when I employ GBL in the classroom mostly as a group since
I also want my students to talk and collaborate.
- The thing that I can say is that it falls on the characteristics of GBL since I cannot say
anything else since I am teaching in a public school and the population is quite big and I
think it will fall on the GBL itself on how it captures students attention.
______________________________________________________________________
Teacher 7
GBL is interactive and it gives positivity inside the classroom which students like
nowadays. They want something fun and since there are a lot of games on the internet it
makes the learning not heavy on their part and feel like they are just enjoying the game.

Elements like being fun since learners nowadays do not like something that will make
them feel the burden to study but to have fun. And I think that scenario or those
elements gives in to how GBL is effective in this generation.

Learners nowadays want something new and interactive and they mostly want it to be
fun. I forgot the right term but mostly they want it that way. And traditional methods can
be something that they hate since learners nowadays do not want to read, they don't
want something that makes learning boring. So as a teacher, I think we have the burden
to adjust to the learner's interests which is hard on our part as educators but significant
to the learners.
63

In terms of outcomes, I can say that there is success in maintaining students' attention
since they want it to be fun. And since it was fun they can easily remember how much
more they enjoyed the activity and participated in it. So the success of its implementation
goes on its attention-grabbing factor and engagement.
This is the hardest question in your interview but I guess the game-based learning in
public and private schools are the same in employing the fun factor of the game but not I
am not sure how it can affect the population since private are few and public are
populated so I think the effectiveness of GBL is one how it is used and employed on the
classroom. So I think it will also fall on the teacher but all in all regardless of age they
like games so games are games and students will engage themselves in it.
______________________________________________________________________
Teacher 8
- It engages students to participate in class without worrying and lets them feel like they
are just playing.

- The student engagement value of GBL contributes to its effectiveness.

- In terms of participating in class based on their own free will compared to the traditional
method that makes them unmotivated to participate.

- There are some downloadable interactive PowerPoint slides that I have used on the
internet that I modified and successful naman siya. In terms of outcomes, the positive
environment inside the classroom is mostly ang nakikita ko.
Public and private schools have students that they have in common and in GBL I guess
we teachers used it to engage students which maybe I cannot say or I might not be sure
about private schools but generally speaking GBL is used to retain lessons and help
students to be engaged in the lessons.
______________________________________________________________________
Teacher 9
64
- Perhaps the reason is that game-based learning is used to let students participate in
the lesson.

- The games have lessons and it is used to let students know the topics and lessons
which is why so it contributes to the effectiveness of its usability.

- In games-based, they are required to participate in and express what they want. And in
the traditional method, they just sit there and listen to the teacher.

- Board games I tried incorporating board games into our lessons knowing that I am P.E.
teacher and I can see that there are things that let the students enjoy the topic especially
if it is their interest. Yung kanilang critical thinking skills ay nagagamit nila.
- Basing it on my experience sa ano siguro on kung paano yung strategy ng teacher sa
pag-gamit ng GBL o game based learning. At I cannot say kasi na in terms of technology
din minsan wala sa public and meron sa private and the common thing siguro is yun sa
strategy.
___________________________________________________________________
Teacher 10
- GBL is a stress-free environment for students and it contributes to their outcome inside
the classroom.

- It is more on the engagement

- The traditional method focuses on the theoretical side while game-based learning is
more on the student-learner side.

- GBL can impact students' collaboration and engagement and it can create friendships
inside the classroom.
65
Learners and students nowadays like games and they will like them regardless of their
age and that is one thing in common also, in this school, even though we are a private
school our population is also populated and that makes it not different from how it is
employed in public schools.
66
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EXPLORING THE EFFECTIVENESS OF GAME-BASED LEARNING FROM THE

PERSPECTIVE OF JUNIOR AND SENIOR HIGH SCHOOL TEACHERS

An Undergraduate Thesis Proposal Presented to the

Faculty of the College of Teacher Education

University of the Cordilleras

of the Requirements for the Degree

BACHELOR OF SECONDARY EDUCATION – MAJOR IN ENGLISH

Shanaan Rain A. Chavez

Justine Joy L. Lacbawan

This undergraduate thesis proposal entitled EXPLORING THE EFFECTIVENESS OF

RAMIR S. AUSTRIA, PhD

RAMIR S. AUSTRIA, PhD

JANICE A. CALUGAN MaEsl ALMA L. BISCOCHO, MAEd

JANICE A. CALUGAN MaEsl ALMA L. BISCOCHO, MAEd

Accepted in partial fulfillment of the requirements for the degree of BACHELOR OF

RAMIR S. AUSTRIA, PhD.

TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 1

APPROVAL SHEET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 2

TABLE OF CONTENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ 4

1. INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... ….. 6

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Population and Locale of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 13

Data Gathering Instrument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. 14

3. RESULTS AND DISCUSSION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 18

4. CONCLUSIONS AND RECOMMENDATIONS . . . . . . . . . . . . . . . . . . . . .. 41

TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 1

APPROVAL SHEET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 2

TABLE OF CONTENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ 4

1. INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... ….. 5

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Population and Locale of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 12

Data Gathering Instrument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. 13

3. RESULTS AND DISCUSSION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 17

4. CONCLUSIONS AND RECOMMENDATIONS . . . . . . . . . . . . . . . . . . . . .. 41

innovative teaching methods to enhance the learning experience of students. Game-based

According to Deterding et al., (2011), game-based learning is an interactive educational

development of critical thinking and problem-solving abilities (Tamosevicius, 2022). In

lesson plans to impart specific concepts.

Recent studies provide additional support for exploring game-based learning

education approaches. A study by Adipat et al. (2021) demonstrated that students

exposed to a game-based learning environment showed significantly higher levels of

motivation and engagement compared to those in traditional classrooms. Furthermore, the

competitiveness among students, positively influencing their learning outcomes.

In the Philippines, the integration of game-based learning was also seen as

allowing students to engage in activities that enhance their understanding of complex

for the benefits of implementing this approach in aspects of education. According to

Rondina (2019), using game-based approaches for teaching mathematics in Algebra is

beneficial compared to using traditional methods leading to students’ improved scores

and greater involvement.

education as highlighted by Antonio et al. (2023). Their research emphasized how

deeper comprehension, among physics students.

Furthermore, Masigan (2020) conducted research that explored the utilization of

implementation of the Modified Alpabasa Reading Program, which incorporated

components, like costumes, music, physical movement, games, theatrical presentations,

advancements in reading ability offering evidence of how game-based approaches can

environments showing its potential to increase student engagement, enhance

comprehension, and make learning more interesting.

The success of game-based learning in these diverse educational contexts can be

incorporation of game-based methods in teaching mathematics aligns with Vygotsky's

Zone of Proximal Development (ZPD) theory. According to Vygotsky, L. S. (1978),

each student's ZPD, facilitating their cognitive development.

Furthermore, constructivists mention that Constructivism is the principle of

importance of game-based learning in an educational setting. As well as to motivate the