UNDERSTANDING THE ROLE OF ONLINE GAMING COMMUNITIE.

In Partial Fulfillment
Of the Requirements for the subject
Practical Research I

By:

REMMUEL Y. LIBUHAN
May 2024

i
 “UNDERSTANDING THE ROLE OF ONLINE GAMING COMMUNITIES”.

A Research Study Presented to

The Faculty of Kibatang senior High School
Kibatang, Don Carlos, Bukidnon

In Partial fulfilment of the requirements in Practical Research of the Computer System

Servicing (CSS) Strand

REMMUEL Y. LIBUHAN
May 2023

ii
 APPROVAL SHEET

This Research entitled “UNDERSTANDING THE ROLE OF ONLINE

GAMING COMMUNITIES”. Prepared and submitted by Remmuel Y. Libuhan in
partial fulfillment of the requirements in practical research 1 of the Computer System
Servicing of Kibatang senior high school has been examined and accepted in the grade
of .

RHODA GRACE C. ANTONE

Subject teacher

Date of Oral Defense

May 2024

iii
 ACKNOWLEDGEMENT

To our god almighty creator, savior, and a father who made all things possible. Who
blessed a lot to make this research possible.
The author conveys his gratitude of the following

I extend my deepest gratitude to my adviser, and practical research teacher Rhoda

Grace C. Antone, whose guidance, expertise, and overwhelming support have been
invaluable throughout the course of this research. Her insightful feedback and
encouragement have played a pivotal role in shaping the direction and quality of this
study.
I would also like to express my sincere appreciation to my friends and classmates
who have been a constant source of motivation and inspiration. Their thoughtful
discussions, constructive critiques, and camaraderie have enriched my research
experience and made the jouney more enjoyable.
In closing, I express my heartfelt gratitude to everyone who has played a part in
the completion of this research. Your contributions, whether big or small, have left an
indelible mark on this journey of exploration and understanding.

iv
 ABSTRACT

As part of our research on the impact and effective usage of technology in

Kibatang National High School, we would like to acknowledge the valuable insights and
perspectives shared by the students during our study. We appreciate their willingness to
participate in our research and provide us with honest feedback.

The students' responses have highlighted the significant role that technology plays
in their learning experience. They have expressed their satisfaction with the availability of
computers, projectors, and other technological resources in the school. These resources
have facilitated their access to educational materials, online resources, and virtual learning
platforms, which have enhanced their academic performance.

Moreover, the students have emphasized the importance of digital literacy skills
in today's world. They have acknowledged the need for training in areas such as coding,
digital citizenship, and cybersecurity to prepare them for future careers and everyday life.

However, the students have also raised concerns about the limitations of
technology in education. They have highlighted issues such as unequal access to devices,
internet connectivity challenges, and the potential for distractions during online classes.
These challenges need to be addressed to ensure that technology is used effectively and
equitably in education.

In conclusion, we would like to thank the students for their contributions to our
research and encourage them to continue sharing their thoughts and ideas on this important
topic. We believe that their insights will help us develop strategies for improving technology
usage in education and enhancing learning outcomes for all students at Kibatang National
High School.

v
 TABLE OF CONTENTS

CONTENT PAGES
Cover page I.

Title II.

Approval Sheet III.

Acknowledgement IV.

Table of contents V.

Chapter 1. The Problem

Introduction 1

Statement of the Problem 3

Scope and Delimitation 3

Significance of the Study 4

Definition of Term 5

Chapter 2. Review of Related Literature

Social Interaction and Community Building in Online Gaming: 7

The use and effect of smartphones in students 9
Online Gaming Communities as Learning Environments: 11

Analysis of Utilization of Gadgets as Effective Learning Media in Innovation 13

Education
Student Learning Achievement 15
Chapter 3: Methodology
Research Design 17
Population of the Study 18
Sampling Design 18
Instrumentation 18
Methods of Gathering Data 19
Data Analysis 20
Ethical Consideration 21

vi
 Trustworthiness 22
Chapter 4: Result and Discussion
Chapter 5: Conclusion and Recommendation
Conclusion 31
Recommendation 31
References 32

vii
 CHAPTER 1

The Problem

Introduction

Online gaming communities have become a prominent and influential aspect of

contemporary society, reshaping the way individuals engage in digital entertainment. These

virtual communities provide platforms for players to connect, collaborate, and compete,

creating dynamic social spaces within the realm of gaming. Understanding the role of online

gaming communities is crucial for comprehending their impact on individuals and society at

large. This study aims to delve into the history, background, and significance of these

communities, shedding light on their evolution, motivations, and implications.

The roots of online gaming communities can be traced back to the early days of

multiplayer gaming. In the 1970s and 1980s, with the advent of home computers and the rise

of arcade games, players began to connect and compete with each other. However, it was the

emergence of the internet in the 1990s that paved the way for the exponential growth of

online gaming communities. The development of multiplayer games, chat rooms, and forums

facilitated the formation of virtual communities where players could interact and share their

gaming experiences.

As technology advanced, online gaming communities evolved in both scale and

complexity. Massively multiplayer online games (MMOs) gained popularity, offering vast

virtual worlds where players could engage in cooperative and competitive gameplay. These

communities became hubs for social interaction, enabling players to forge friendships, form

guilds or clans, and participate in virtual economies. With the advent of social media

platforms and streaming services, online gaming communities expanded further, reaching a

global audience and solidifying their position as an integral part of gaming culture.

1
 Understanding the role of online gaming communities holds significant importance

across various domains. Firstly, from a social perspective, these communities provide

opportunities for individuals to connect with like-minded players, fostering a sense of

belonging and camaraderie. Exploring the social dynamics within these communities can

unveil the formation of social hierarchies, the emergence of leaders and influencers, and the

development of unique subcultures.

Secondly, studying online gaming communities has psychological implications. These

communities often serve as spaces for self-expression and identity exploration, allowing

players to adopt virtual personas and experiment with different aspects of their personality.

Additionally, the motivation to achieve in-game goals, the impact of competition on player

behavior and well-being, and the psychological benefits of social support within these

communities are all areas that warrant investigation.

Lastly, online gaming communities have significant cultural implications. They

contribute to the creation of shared experiences, narratives, and symbols within the gaming

world. These communities shape the way games are played, perceived, and discussed,

influencing game developers, media, and the broader gaming industry. Understanding the

cultural dynamics of online gaming communities can foster inclusivity, facilitate the design

of engaging and immersive experiences, and inform policymakers and stakeholders in the

gaming ecosystem.

In conclusion, delving into the role of online gaming communities provides valuable

insights into their historical development, motivations, and societal impact. This study is

essential for understanding the social, psychological, and cultural dimensions of these

communities, enabling the creation of inclusive gaming environments, the design of

meaningful gaming experiences, and the promotion of positive online interactions. By

2
embracing the complexities of online gaming communities, we can harness their potential to

shape the future of digital entertainment and human interaction in the digital age.

Statement of the Problem

1. How do online gaming communities influence social interaction among participants?

2. What role do online gaming communities play in shaping the development of social

skills, teamwork abilities?

3. What extent do online gaming communities contribute to the creation of inclusive and

supportive environments?

Scope and Delimitation of the Study

This study is limited to the perceptions of 15 respondents on understanding the role of

online gaming.

Significance of the Study

The following are the significance of the study:

For the gamers/ Players. For gamers/players, this study helps them realize the

potential to enhance their gaming experience. By delving into the dynamics and intricacies of

online gaming communities, the study can provide gamers with a deeper understanding of the

social, psychological, and cultural aspects that shape these communities. This knowledge can

empower gamers to navigate and engage more effectively within these communities, forge

meaningful connections with fellow players, and create a positive and inclusive gaming

environment that enriches their overall gaming journey.

For the parents. This study will provide them with valuable insights into the positive

aspects of online gaming communities. The study can help parents understand the social,

cognitive, and developmental benefits that their children can derive from participating in

these communities. By gaining a deeper understanding of the role these communities play in
3
their children's lives, parents can make more informed decisions, offer guidance and support,

and foster a balanced approach to their children's gaming activities, ensuring a safer and more

enriching gaming experience for them.

For the community. This study helps them to promote a better understanding and

appreciation of online gaming as a legitimate form of community engagement. By exploring

the social, psychological, and cultural dimensions of these communities, the study can help

break down stereotypes and misconceptions surrounding online gaming. It can foster a more

inclusive and accepting community that recognizes the value of virtual interactions,

celebrates the diversity of interests and hobbies, and encourages positive engagement both

online and offline.

For the future researcher. For future researchers helps them provide potential to

serve as a foundation for further exploration and advancements in the field. The study can

provide a comprehensive overview of the historical development, social dynamics,

psychological aspects, and cultural implications of online gaming communities. It offers a

starting point for future researchers to delve deeper into specific aspects, conduct more

targeted investigations, and contribute to the evolving understanding of the intricate

relationship between online gaming communities and their impact on individuals and society.

4
Definition of Terms

To have a common understanding of the terms used in this study, the following were

defined operationally.

Understanding. Is the process of comprehending or grasping the meaning,

significance, or nature of something. It involves gaining insight, knowledge, or awareness

about a particular subject or concept, often through observation, analysis, or study.

Understanding goes beyond surface-level awareness and involves a deeper comprehension

and ability to make sense of information or experiences.

Role. Refers to the function, position, or purpose that an individual or entity plays

within a particular context or system. It defines the responsibilities, tasks, and expectations

associated with a specific role or position. Roles can be formal or informal and shape the

interactions, contributions, and influence of individuals or entities within a given setting or

situation.

Communities. Refers to groups of individuals who share common interests, values,

or goals and actively engage with one another. They involve social interactions, relationships,

and a sense of belonging among members who come together based on shared characteristics

or experiences. Communities can exist in various contexts, ranging from physical locations to

virtual spaces, and can contribute to social support, collaboration, and collective identity

formation.

Online gaming. Refers to the activity of playing video games over the internet,

typically involving multiple players from different locations. It encompasses a wide range of

interactive digital games that can be accessed and played through various platforms, such as

consoles, computers, or mobile devices. Online gaming enables players to engage in virtual

5
environments, compete or cooperate with other players, and often involves elements of social

interaction and communication.

Significant. Refers to something that holds importance, relevance, or meaning. It

indicates that an event, concept, or object has a notable impact, influence, or consequence. A

significant factor or finding is one that has substantial implications or makes a meaningful

difference in a given context.

Players/ Gamers. Are individuals who participate in playing video games as a form

of entertainment, recreation, or competition. They actively engage with digital games,

controlling characters or avatars within the game world to achieve objectives or overcome

challenges. Players/gamers can vary in skill levels, preferences, and motivations, but they all

share a common interest in exploring virtual worlds, experiencing gameplay mechanics, and

interacting with the game environment.

6
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This Chapter presents the review of related literature that are arrange according to the
variable posted in this study. This also provides an idea about the topic that captured the
interest of the researcher and incorporated in this part of paper to support and back up the
discussion of the proceeding chapters.
Social Interaction and Community Building in Online Gaming:

In recent years, educators have been using a wide range of technological opportunities to

improve students' engagement in the educational process. Information and communications

technology (ICT) has penetrated daily life, and researchers and practitioners are continuing

their attempts to find ways to implement ICT in education (Dudin et al., 2017; Basak et al.,

2018). Teaching foreign languages can be viewed as one of the suitable areas of education. In

particular, the traditional learning environment focused on the teacher has transformed into

individual self-directed learning. It calls for new methods of learning such as mobile learning

for studying foreign languages.

Research statistics (Hwang and Tsai, 2011; Persaud and Azhar, 2012; Bukharaev and

Wisam Altaher, 2017) allow us to state the high potential for the development of mobile

communications and, as a result, predict the popularity of mobile learning. At present, the

algorithm of consumer behavior of young people receiving higher education is changing

already (Gladilina et al., 2022). They are increasingly actively shaping their educational

trajectories using the mobile Internet as an additional resource for learning and self-education

(Kukulska-Hulme, 2013).

One of the most important advantages of mobile learning is that its application leads

to increased involvement and more efficient and accelerated assimilation of the necessary

skills and abilities (Tyurikov et al., 2021). With traditional methods of education, teachers, for

example, often need to develop methodological material focused on various situations of

7
interaction between students. The presence of a smartphone, the Internet, and various web

resources significantly simplifies the work for the teacher in terms of preparing

methodological material and creating the opportunity for students to study and communicate

at the same time (Miangah and Nezarat, 2012; Sergeeva et al., 2021). The use of mobile

devices in the context of a student group facilitates joint activities and student/student,

student/teacher, and student/group interaction (Gillies, 2016). According to Saccol et

al. (2010), mobile devices erase the barriers between students and the teacher, are used to

jointly develop educational content, increase its availability, update and generate the content

of the training course, and help personalize students' obligations.

Today, almost every student has at least one universal (multifunctional) gadget with a

set of applications, which allows us to conclude that it is impossible to get around the trend of

mobile learning in the modern world (Pechenkina, 2017).

Of interest is the question of whether the use of tools available to students, such as

mobile devices, will increase the effectiveness of learning a foreign language and also have a

positive impact on academic performance. Moreover, in our opinion, it is also necessary to

consider the national characteristics of information perception by Kazakh students, for whom

not textual but audiovisual learning formats are preferable (Ramazanova et al., 2022).

In connection with the foregoing, the study problem is to determine the positive

impact of the functional aspects of the mobile form of education on the personal and

academic aspects of learning a foreign language.

We believe that mobile learning is not widespread in Kazakhstan, and there are not

enough methodological approaches and scientific research that would help teachers develop

their own foreign language teaching programs for mobile learning. In this regard, the

scientific novelty of the study lies in the fact that it analyzes the influence of such factors as

8
ubiquity, content, interactivity, self-efficacy, academic performance motivation, and

perceived satisfaction and usefulness, which will help teachers in Kazakhstan to more

actively implement mobile learning, especially under certain restrictions (e.g., during the

lockdown caused by the spread of COVID-19).

When analyzing studies on various aspects of the problem, we focus on studies on the

essence of mobile learning and the role of mobile technologies in organizing indirect

communication necessary for the implementation of the educational process, as well as the

use of mobile technologies in the educational process, including learning foreign languages.

This will allow us to build a model for studying the relationship between academic

performance and perceived satisfaction in the process of mobile learning.

Mobile devices, as one of the forms of modern technologies, invariably attract the

attention of researchers (Henderson et al., 2013; Sung et al., 2016), according to whom the

combination of e-learning, m-learning, mobile devices, and wireless Internet made learning a

foreign language independent of location and time constraints. In our opinion, mobile

learning integrates unique features such as ubiquity, self-control, mobility, interactivity,

personalization, and accessibility. Let us take a closer look at these components.

Generally speaking, mobile learning implies e-learning using mobile devices and

wireless networks (Vázquez-Cano, 2014). However, researchers pay more attention to the

possibilities of distance learning for students. According to Liu et al. (2010), mobile learning

refers to any kind of learning that occurs when the student does not have a fixed,

predetermined place or learning that occurs when the student uses the capabilities of the

offered mobile technologies for learning, which, in our opinion, became especially important

during the period of restrictions caused by the spread of COVID-19.

9
The use and effect of smartphones in students

The emergence of Information and Communication Technology (ICT) and internet

facilities have drastically affected almost every facet of human life. Currently, it is greatly

evident in the way of teaching and learning. Nowadays, smartphones have become a part of

every person’s life. Globally, “People around the world have adopted this new and exciting

technology as one of the most important required facility in their everyday life” (Fawareh &

Jusoh, 2017, p.1). Globally, the explosion of smartphones and its related devices has greatly

transformed teaching and learning in developed nations where developing nations are not the

exception (Tagoe, 2014). The proliferation of these facilities has changed the style of learning

whereby students or learners no more solely depend on paper-based materials. The

introduction of the internet led to the emergence of smartphones which enables learning to

take place irrespective of the geographical location or period of time. Arguably, smartphones

came to the scene to replace the works of the camera, video recorders, digital watches, etc.

For instance, it is becoming so rare for an individual to purchase a digital camera for personal

use except for commercial purposes, and the extent at which people yearn for digital watches

has reduced as a result of the introduction of smartphones. In effect, it becomes redundant for

one to purchase such gadgets which can be found in smartphones. Fawareh and Jusoh (2017)

postulated that having a smartphone is like having a tiny computer in a pocket. It is blatant

that, the potency of smartphone is not only meant for placing of calls and receiving of calls.

Usually, there are amazing features such as for browsing, checking health status, sending and

receiving emails, watching videos, listening to music, chatting, sharing photos, videos and

other 3 documents, to mention but a few. No wonder there is an exponential use of social

media as a result of the emergence of the smartphone. According to Masiu & Chukwuere

(2018), in the 21st century, smartphones have vastly increased due to its exciting features

such as accessing emails, biometric, accessing social media platform and many more.

10
According to technopedia (2019) “A smartphone is a mobile phone with highly advanced

features. A typical smartphone has a high-resolution touch screen display, WiFi connectivity,

Web browsing capabilities, and the ability to accept sophisticated applications.” Ebiye (2015)

regards a smartphone as a smart device used for fast access to knowledge, geared towards

students achieving their teaching and learning and academic research objectives. The

dramatic growth of smartphone users has also increased the growth of social media users.

Also, in a report from the International Telecommunication Union, it was indicated that about

60% of the world’s population has access to mobile phones (ITU, 2008 as cited in Sarfoah,

2017). In the same report, it is interesting to note that there are more mobile phone users in

the developing nations as compared to the advanced ones (Henry & Quansah, 2013), which

means, developing countries utilize smartphones the more. Among the developing countries,

Malaysia has the highest use of smartphone where “(55%) of Malaysians use their mobiles to

listen to music, half (50%) play online games and almost seven out of ten (67%) Malaysians

watch online videos on their phones.” In the works of (Assabi, 2012 as cited by Quist and

Quarshie, 2016), it was reported that as at 2013/2014 growth estimate, Ghana was placed on

the 14th position by the World Bank in the Top 4 29 countries with the highest growth in the

adopting mobile phones and ICT technology. In the same study, the author postulated that

developing nations in Africa are adopting mobile technology and its related ICT

infrastructure at an increasing rate. Currently, the use of smartphones performs phenomenal

roles as far as teaching and learning are concerned. For instance, students can access their

lecture materials on their smartphones, quickly access information online to meet their

information needs via learning management systems, access academic databases, and a

website to mention but a few. This was evident in the works of Masiu & Chukwuere (2018)

where it was stated that “The smartphone has also made students’ lives easier, as they can

access their school information on the gadget through electronic learning (e-learning), and

11
mobile learning (m-learning).” The development of smartphone keeps on evolving as human

lives keep evolving. Due to the varying needs, demand, and taste of smartphone users, the

new version comes frequently with additional features (Alfawareh & Jusoh, 2014). The use

of smartphones in learning has become the latest trend in higher education where an

individual may not necessarily need a computer set to access electronic learning materials.

The phenomenal roles of the smartphone in learning have been revealed by numerous authors

such as in the works of Valk, Rashid, & Elder (2010), that, smartphones have made learning

more flexible, easy and have helped to reduce the ultimate inherent conventional classroom

learning. For instance, a smartphone makes it possible for students to access educational

materials at any time, anywhere and it is highly cost-effective since this opportunity is just a

function of smartphones. Kumar (2011) also brought to bear that smartphone users are able to

download recorded online lectures, and electronic books to enhance learning. According to

Norries et al. (2011), smartphones 5 do not only enable students to access and read materials,

but also, they can take pictures of abstract concepts that are taught in class with the camera on

their smartphones so that they can relate them with concrete ideas at a later date, mostly in

distance education. The significant progression in technology has brought about tremendous

benefits in human life especially in the area of teaching and learning. “Smartphones, the

Internet-enabled devices incorporated with computer applications and software, are among

the eminent breakthroughs in this latest century” (Foen, Hassan, Nor, Malek, 2017). Most

educators have adopted the use of smartphones for teaching due to its perceived usefulness

such as affordability, flexibility, readiness, popularity and other practical functions (Ismail,

Bokhare, Azizan, & Azman, 2013; Pullen, Swabey, Abadooz, & Sing, 2015). According to

Groupe Speciale Mobile Association (GSMA) (2015), “half of the world’s population have a

mobile subscription with smartphone adoption already reaching critical masses in developed

markets.” In as much as there is a sprout in the use of smartphones among students at the

12
tertiary level, “the extent to which this technology has contributed to their academic

achievement is still inconclusive.” In the case of Malaysia, students were not ready for

mobile learning. Hence, the use of a smartphone is not used for learning. In works of

Woodcock et al. (2012), it was demonstrated that students were always found using their

phones for playing games and other leisure activities more than for learning. According to the

researchers own preliminary investigation, it was noted that despite the remarkable benefits

of the smartphone in learning, students mostly use a smartphone on social media platforms

such as Facebook, WhatsApp, Instagram, twitter, snapchat, tango, rather using it for

educational purposes.

Online Gaming Communities as Learning Environments:

Smartphones are a popular communication form worldwide in this century and likely to

remain as such, especially among adolescents [1]. The phone has evolved from basic

communicative functions–calls only–to being a computer-replacement device, used for web

browsing, games, instant communication on social media platforms, and work-related

productivity tools, e.g. word processing. Smartphones undoubtedly keep us connected;

however, many individuals are now obsessed with them [2,3]. This obsession can lead to

detrimental cognitive functions and mood/affective states, but these effects are still highly

debated among researchers.

Altmann, Trafton, and Hambrick suggested that as little as a 3-second distraction (e.g.

reaching for a cell phone) is adequate to disrupt attention while performing a cognitive task

[4]. This distraction is disadvantageous to subsequent cognitive tasks, creating more errors as

the distraction period increases, and this is particularly evident in classroom settings. While

13
teachers and parents are for [5] or against cell phones in classrooms [6], empirical evidence

showed that students who used their phones in class took fewer notes [7] and had poorer

overall academic performance, compared to those who did not [8,9]. Students often multitask

in classrooms and even more so with smartphones in hand. One study showed no significant

difference in in-class test scores, regardless of whether they were using instant messaging

[10]. However, texters took a significantly longer time to complete the in-class test,

suggesting that texters required more cognitive effort in memory recall [10]. Other

researchers have posited that simply the presence of a cell phone may have detrimental

effects on learning and memory as well. Research has shown that a mobile phone left next to

the participant while completing a task, is a powerful distractor even when not in use [11,12].

Their findings showed that mobile phone participants could perform similarly to control

groups on simple versions of specific tasks (e.g. visual spatial search, digit cancellation), but

performed much poorer in the demanding versions. In another study, researchers controlled

for the location of the smartphone by taking the smartphones away from participants (low

salience, LS), left the smartphone next to them (high salience/HS), or kept the smartphones in

bags or pockets (control) [13]. Results showed that participants in LS condition performed

significantly better compared to HS, while no difference was established between control and

HS conditions. Taken together, these findings confirmed that the smartphone is a distractor

even when not in use. Further, smartphone presence also increases cognitive load, because

greater cognitive effort is required to inhibit distractions.

Reliance on smartphones has been linked to a form of psychological dependency, and

this reliance has detrimental effect on our affective ‘mood’ states. For example, feelings of

anxiety when one is separated from their smartphones can interfere with the ability to attend

to information. Cheever et al. observed that heavy and moderate mobile phone users reported

increased anxiety when their mobile phone was taken away as early as 10 minutes into the

14
experiment [14]. They noted that high mobile phone usage was associated with higher risk of

experiencing ‘nomophobia’ (no mobile phone phobia), a form of anxiety characterized by

constantly thinking about one’s own mobile phones and the desire to stay in contact with the

device [15]. Other studies reported similar separation-anxiety and other unpleasant thoughts

in participants when their smartphones were taken away [16] or the usage was prohibited

[17,18]. Participants also reported having frequent thoughts about their smartphones, despite

their device being out of sight briefly (kept in bags or pockets), to the point of disrupting their

task performance [13]. Taken together, these findings suggest that strong attachment towards

a smartphone has immediate and lasting negative effects on mood and appears to induce

anxiety.

Further, we need to consider the relationship between cognition and emotion to

understand how frequent mobile phone use affects memory e.g. memory consolidation. Some

empirical findings have shown that anxious individuals have attentional biases toward threats

and that these biases affect memory consolidation [19,20]. Further, emotion-cognition

interaction affects efficiency of specific cognitive functions, and that one’s affective state

may enhance or hinder these functions rapidly, flexibly, and reversibly [21]. Studies have

shown that positive affect improves visuospatial attention [22], sustained attention [23], and

working memory [24]. The researchers attributed positive affect in participants’ improved

controlled cognitive processing and less inhibitory control. On the other hand, participants’

negative affect had fewer spatial working memory errors [23] and higher cognitive failures

[25]. Yet, in all of these studies–the direction of modulation, intensity, valence of

experiencing a specific affective state ranged widely and primarily driven by external stimuli

(i.e. participants affective states were induced from watching videos), which may not have

the same motivational effect generated internally.

15
Analysis of Utilization of Gadgets as Effective Learning Media in Innovation Education

to improve Student Learning Achievement

Education is a learning process to develop the potential of each individual and create

quality human resources. Therefore education is important to be carried out as well as

possible, so that it is in accordance with the objectives. Educational goals have been stated in

the opening of the 1945 Constitution which reads "educating the lives of the nation and

participating in carrying out world order". The development of science and technology has an

impact on rapid progress in the world of education.

Considering, the importance of education, the government strives to improve the

education system by recovering of the existing curriculum. The curriculum that has been

implemented is the curriculum in 2013, which is intended to improve and develop the
16
existing education. The growth of education is expected to the implementation of the learning

process to be more creative and innovative through learning strategies and employ the

developments of technology in learning process in order to make the students to be active in

the learning process. Thus, the role of teacher has shifted from the only source of knowledge

in the classroom to bea facilitator for students in the classroom. The development of

technology should be utilized as well as possible, in which the students can learn not only

depend on the source of the book, but can use the internet services and electronic books that

can be accessed freely without limit of time and space. It is supporting the effectiveness and

efficiency of the learning process. The development of technology which is currently being

global is a Smartphone technology.

The technology of education includes two forms; they are software and hardware

technology. According to (Cahyadi, 2014: 12) Smartphone is a set of technological tools that

have major applications required in the needs of life, the Smartphone has incredible capacity,

using mobile phone. One of the capacities is able to operate like computer, and ease the users

to bring it everywhere". Meanwhile, according to Backer (2010: 21) revealed that:

smartphone is a phone that brings leading capabilities; as a form of the capacity of the

Wireless Mobile Device (WMD) that can function as a computer by offering features such as

personal digital assistants (PDAs), internet access, email, and Global Positioning System

(GPS), so it makes the users easier to find the data or needs.

The use of Smartphone originate used by businessmen and young executives, but

nowadays almost of societies have been using Smartphone, in accordance with the facts and

the data are loaded in Antara news (August 4, 2014), that in 2013 Indonesia is as the largest

Smartphone market in southeast Asia with total sales up to 14.8 million units or at 3.33

billion dollars or equivalent of 39.4 trillion. Meanwhile, according to the research

international data corporation is an international research institute, that the growth of

17
Smartphone sales in Indonesia grew 18% than the previous year, it happened because the

price of the Smartphone is relatively achievable for everyone so it is not surprising that

students also do not want to miss the Smartphone trend, for instance the students at SMPN in

Yogyakarta City.

To innovate is to look beyond what we are currently doing and develop a novel idea

that helps us to do our job in a new way. The purpose of any invention, therefore, is to create

something different from what we have been doing, be it in quality or quantity or both. To

produce a considerable, transformative effect, the innovation must be put to work, which

requires prompt diffusion and large-scale implementation. Innovation is generally understood

as “...the successful introduction of a new thing or method” (Brewer & Tierney, 2012: 15). In

essence, “...innovation seems to have two subcomponents. First, there is the idea or item

which is novel to a particular individual or group and, second, there is the change which

results from the adoption of the object or idea” (Evans, 1970: 16).

Thus, innovation requires three major steps: an idea, its implementation, and the

outcome that results from the execution of the idea and produces a change. In education,

innovation can appear as a new pedagogic theory, methodological approach, teaching

technique, instructional tool, learning process, or institutional structure that, when

implemented, produces a significant change in teaching and learning, which leads to better

student learning. So, innovations in education are intended to raise productivity and

efficiency of learning and/or improve learning quality.

Learning is a process of interaction between students and educators and learning

resources in a learning environment. In the learning process, students are seen as individuals

who are unique and different from one another to have different abilities such as academic

abilities, interests, and background (Palennari, 2011). While the notion of learning according

18
to James O. Wittaker, learning can be defined as a process where behavior is generated or

changed through practice or experience and according to Kingsley (1957) learning is a

process by which behavior (in the broad sense) is generated or changed through practice and

practice. Whereas according to Cronbach (1996) effective learning is through experience.

Effective means that it reaches the target set in the plan. So effective learning can also

be seen in terms of processes and results. In terms of the process, learning is considered

effective if students are actively involved in carrying out the stages of the learning procedure.

In terms of results, it is considered effective if the learning objectives are mastered by

students thoroughly.Globalization has changed our lives from the era of communicating with

pen and paper which takes days before information could get to the destination and one of the

ways in which it changed our lives, is how we communicate effectively through

advancements in Information and Communication Technologies (ICT).

Student perceptions on using cell phones as learning tools: Implications for mobile

technology usage in Caribbean higher education institutions

Advances in technologies and ICTs have led to greater use of mobile technology in the

education sector, and particularly at the university level. Many institutions worldwide have

started to experiment with various learning methods and integrating mobile phone use to

facilitate students’ learning. The higher education sector has become increasingly technology-

driven. More developed countries are using modern advances in educational technologies and

instructional design. These range from e-learning, distance education, Bring Your Own

Devices (BYOD), use of online and social media, student response systems in classrooms, to

now game-based learning, Web 2.0, simulation technology, three-dimensional apps and

virtual classroom environments. These advances in conjunction with newer pedagogies such

as adaptive, collaborative and hybrid learning styles are being used to enhance students’

19
learning experiences. This has created disruption in pedagogical structure and framework of

learning institutions resulting in noticeable shifts from instructor led to more student-learner

centered, self-lifelong modes of learning. Universities in Jamaica and the Anglophone

Caribbean have also embarked on initiatives to increase the use of technologies in their

institutions in response to the emergence of these educational technologies.

For instance, University of the West Indies, the region’s premier higher education

institution in the English speaking Caribbean, with campuses located in Jamaica, Trinidad

and Barbados, through their Centre for Excellence in Teaching and Learning have accelerated

ongoing drive to sensitize and train lecturers in how to use mobile and other ICT technologies

in the class setting. Recent developments such as the “Inaugural Teaching with Technology

Showcase” (2014), e-book access for incoming graduate students allow for real time,

interactive online and group study, and support services provided by MITS, the university’s

information technology services leverage technology use to drive students’ IT requirements

during their course of study, via the UWI Triple A Strategy (2017-2022).

Mobile and ICTs, therefore, provide many opportunities to create, deliver and support

innovative methods of learning. Research points to the use of such technologies in facilitating

collaboration and communication, enhancing creative and interactive learning styles and the

development of tools, applications to aid in the delivery of educational content. Institutions,

therefore, have to carefully weigh investments made in technology against the benefits

realized by students and administration in adopting such technologies in learning

environment. Technology implementation can create its own set of challenges and issues

specific to each institution. This can represent substantial costs and resources expended to

acquire potential benefits.

20
 Hence, a study of students’ perception, views and opinions about the use of cell

phones as a learning tool in class setting is an important consideration for university

administration decision-makers for mobile technology adoption. Students’ user acceptance of

mobile devices in the learning environment is even more critical for Caribbean and

developing world institutions in the context of significant infrastructural, institutional, socio-

economic and financial resource constraints.

The purpose of this paper is to examine students’ perception about the use of mobile

phones in an educational setting in a higher education institution located in Jamaica. Research

indicates that the study of various user acceptance models in developed countries is a useful

technique in predicting successful adoption of technology in learning. Given our unique

challenges and constraints, such studies on student receptiveness to mobile technology use in

classroom scenario may better inform institutions how to integrate mobile phone usage into

pedagogies and delivery modes to enhance student performance and learning outcomes.

This research embarked on an empirical approach by collecting data on a sample of

undergraduate students and soliciting their perception about using cell phones in a class

setting via survey instrument. To elaborate and investigate our main objective, we explored in

further depth two areas:

21
 CHAPTER III

METHODOLOGY

This chapter presents the methodologies used in this study. This part discusses the
research design, study participants, sampling techniques employed in this study, data
analysis, and our role as researchers in this research journey.

Research Design

In this research journey with our participants, we used the qualitative design. We
abide this qualitative research design on the phenomenological approach. The
phenomenological qualitative design attempts to understand how participants make sense of
their experiences.

Thus, we, as researchers, interpret data from the perspective of the participants of
this study (Hancock, Ockleford, & Windridge, 2009). Qualitative phenomenological research
explains the meaning, structure, and the essence and the depths of the lived experiences of a
person, or group of people, around a specific phenomenon (Christensen, Johnson, & Turner,
2010 as cited by Goes & Simon, 2011) in which we, as researchers, extracted information
22
from the participants regarding their experiences and integration of Mobile phones in
academics performance.

Participants of the Study

The participants of the study were college students who are experiences playing
online games from Grade 11 students. They are Senior High School Student and they are
either male or female. The researchers made sure that the participants came from different
two section so that their answers will not be the same in regards to the research questions.
The participants were selected through the use of purposive sampling technique.
Palinkas, et.al (2003) stated that purposive sampling technique involved the identification
and selection of individuals or groups of individuals that are especially knowledgeable about
or experienced with a phenomenon of interest.
Procedure
The study made use of purposive sampling technique in gathering the sample
Population was immediately administered but prior to such, the researchers’ procedures were:
1. A letter of permission was sent to the concerned offices. Afterwards, a letter of
invitation was sent to the target participants of the study to conduct data gathering.
2. Verbal and written consents were obtained from the participant, indicating that they
agreed to be part of the study which was acquired after the researchers explained the nature
and purpose of the study.
3. The participants of the study were informed and assured that their identity will remain
confidential as well as the materials used in obtaining the data, specifically, the tape records
and notes.
4. The researcher validated the responses of the participants through a member
validation protocol.

The Role of the Researcher

The researcher is the instrument for collecting data in the study. In this study, we
became survey researcher with the different experiences of the participants in online gaming
communities, we actively read and empathically respond to participants' narrations of their
stories and experiences, particularly with regards to their academic life as Grade 11students.
Before the survey questionnaire, the researchers used the local dialect to explain the
nature and purpose of the study. During the survey questionnaire, the researchers carefully
recorded and took notes on the participants' responses to our research questions, while also
encouraging them to openly seek clarifications if needed.
According to Cohen, Manion, and Morrison (2018), when conducting surveys and
using questionnaires, researchers need to focus on making participants feel comfortable. It's
important for researchers to get participants' approval and create a relaxed environment
during the survey. By having friendly conversations and making participants feel at ease,
researchers can encourage them to provide honest and valuable responses to the survey
questions.

Data Collection

23
 The researchers used a survey questionnaire to investigate the concept of using
mobile phones . The survey questionnaire comprised thoughtfully constructed questions,
focusing on different aspects such as utilizing online platforms to enhance academic
performance, the role of online resources in supporting educational pursuits, how online tools
can contribute to academic success, potential challenges related to online engagement and
academic performance, and any activities related to online learning that participants engaged
in.
The survey questionnaire was conducted after the giving of the letter of approval to
the participants of the study. The interview was conducted at a specific time and location
wherein the participants are favorable to his/her comfort.
Cohen & Crabtree (2006) defined that in qualitative research, data collection methods
include direct interaction with individuals through surveys and questionnaires. These
methods is follow:

1. Open-Ended Surveys: Researchers utilize survey questionnaires that incorporate

open-ended questions, allowing participants to provide detailed and subjective
responses. This approach encourages participants to share their thoughts and
experiences in their own words, providing rich qualitative data.

Data Analysis
To find the necessary answers that will supply to the researchers’ questions, the
data was coded and analyzed. The outcome of the questions will provide feedbacks that can
be later used in other similar studies.
William (2006) pointed out that qualitative data is composed of words, observation, and
other information that is not numerical in nature. In qualitative data analysis, the approach is
to deal with the participants rationally rather than statistically. The key to bring order in
understanding the data given by the participants are interpreting and analyzing (Witt, 2013);
thus, the researchers must have the ability to distinguish the outcomes or answers of
questions, speculations and to interpret patterns of human responses as the result of their
knowledge, experiences, and theoretical orientation (Creswell, 2003).
The first step involves collecting the completed questionnaires from participants.
This entails ensuring that all the necessary information has been provided in the
questionnaire responses. The researchers then proceed to compile and organize the data
obtained from the completed questionnaires.
The second step was second coding cycle wherein the researchers reduced and
organized the verbatim idea. Specifically, this was done by the researchers to exclude the
unnecessary pieces of word, phrases that would give more clear results of the study (Witt,
2013).

24
 The third step was In the analysis of the survey questionnaire data, the third step
involves identifying common themes or patterns in the participants' responses. This process,
similar to what Anderson (2007) described, includes carefully reviewing and examining the
data to find recurring ideas or important information. By focusing on the significant parts of
the survey questionnaire, the researchers can draw conclusions and recognize different
themes that emerge from the participants' answers.

Ethical Consideration
The researchers must foresee any ethical issues during the qualitative research
process. These issues may arise before, during, and after the study. The researchers need to
protect the participants of their research by developing trust with them, promoting the
integrity of the research, guarding misconduct and any impropriety that might reflect on their
organizations or institutions, and cope with new challenges (Creswell, 2003). In addition,
Levitt (2007) suggested that the researchers should ensure that the participants would not be
harmed, that permission was observed, and confidentiality was kept in conducting the study
to avoid risks.
This study practiced ethical considerations and the participants’ decision in joining
the study had been considered. The names and the data gathered from the participants have
been remained confidential.
The ethical measures the researchers practiced in this study are the following:

Obtaining Informed Consent

Both written and verbal consent in this study were obtained by the researchers to
the participants, which indicates the participants’ willingness to participate in the study. This
is to inform the participants about the nature, information and purpose of the study. Before
giving the participants the informed consent, the researchers initially verbally informed them
about the study. Participants were informed about the procedure of selection.
The Inclusion of the Informed Consent
1. The participants’ involvement in the study is voluntary and the participant may
withdraw from the study.
2. The participants have the right to decline to answer any of the questions that
he/she does not want to answer. He or she may choose to end answering questionnaires.
3. The participants will not be identified by their names in any report using the
information obtained from the study, and that confidentiality of the participants in this study
will be secured.
4. There are no compensations associated with the participants in this study.
5. The participants will read and understand the explanation provided and had all
his or her questions be answered to his or her personal satisfaction.
6. The participants will be given a copy of this consent form.

Observing Confidentiality, Anonymity and Privacy

Confidentiality and anonymity are related but distinct concepts (Wiles, 2006). The
Oxford Dictionary (n.d.) defines confidentiality as: ‘the state of keeping or being kept secret
or private’. In addition, David (2002) stated that confidentiality means that no information

25
that the participants divulge is not made public or available to others. Anonymity is defined
as: ‘the condition of being anonymous’ (Oxford Dictionary, n.d.). In the ethics literature,
confidentiality is commonly viewed as akin to the principle of privacy (Oliver, 2003;
Gregory, 2003). Talerico (2012) pointed out that the need for privacy is a function of
generally accepted social norms and individual expectations about what information about
oneself should not be known to others.
During the conduct of the study, the researchers made sure that the right of the
participants to confidentiality, anonymity and privacy were carefully observed.
Confidentiality was observed in a way that the gathered information from the participants
were not disclosed to the public. The participants’ right to anonymity and privacy was
observed when the participants’ personal choice was respected to what extent they would
wish to respond to the researchers’ interview questions. Moreover, the researchers had given
them code names because abiding to Creswell (2003), it is important to mask the names of
the participants, wherein the researchers knew what code name belonged to whom.

Trustworthiness
According LaBanca (2010), a research definition of trustworthiness might be:
“Demonstration that the evidence for the results reported is sound and when the argument
made based on the results is strong.” To ensure the trustworthiness of this study, we subjected
our interview guide questions to validation by experts in our school. We made sure that we
have the skills of listening, understanding and the trait of acceptance. We also made sure that
we will not be bias and their statements will be kept privately. Lincoln & Guba (2006),
posited that trustworthiness of a research study is important in evaluating its worth;
trustworthiness involves establishing credibility, transferability, dependability, and
confirmability.

Credibility
The credibility is involved in establishing that the results of the research are
believable.
This is a classic example of ‘quality not quantity’. The credibility criteria involve
establishing that the results of qualitative research are credible or believable from the
perspective of the participants in the research (Williams, 2006). Since from this perspective,
the purpose of qualitative research is to describe or understand the phenomena of interest
from the participant’s eyes. To ensure credibility in this study, we submitted our interview
guide questions to be validated by experts in our school. The validated letters were given to
the participants of the study which stated whether they agree or disagree to the data that have
been transcribed. The participants also were encouraged to give comments to improve the
transcribed data. In the conduct of our interview, we made sure that the results will be the
exact narration of the participants’ lived experiences.

Transferability
Transferability refers to the degree to which the results of qualitative research can be
generalized or transferred to other contexts and settings (Williams, 2006). Transferability,
from a qualitative perspective is a prime responsibility of the one doing the generalizing. To

26
ensure the findings of this research, we made sure that we followed the proper procedure and
guidelines in conducting qualitative research. We also made sure that the descriptions of the
participants’ experiences and feelings are clear and understandable so that people with the
same condition or experience will understand and reflect with the experiences of the
participants of the study.

Dependability
Highlights the importance of acknowledging the evolving circumstances during the
research process. As a researcher, it is crucial to recognize and describe any changes that may
occur in the research environment and how these changes can impact the study (Williams,
2006). In this research using a survey questionnaire, we established a positive and trusting
relationship with the participants. We placed our full confidence in the sincerity of the
participants as they shared their experiences and feelings through the questionnaire. To
ensure the reliability of the participants' responses, we utilized the survey questionnaire as a
means to collect consistent and dependable data.

Confirmability

Lincoln & Guba (1985), as cited by Sahinkarakas (2006) stated that confirmablity is a
degree of neutrality or the extent to which the findings of a study are shaped by the
respondents and not researcher bias, motivation, and interest. In this study, the researchers
described the results of the experiences and ideas of the participants rather than the
characteristics and preferences of the researchers.

CHAPTER IV

RESULTS AND DISCUSSION

This chapter provides the results collected during the data gathering procedure of the
study. It entails and contains the discussions of the information shared by our study
participants as well as our analysis and discussions of the themes that emerged from the
participants’ descriptions of their experiences.

Access to Technology: Not all grade 11 learners have equal access to technology devices and
resources. This lack of access creates a digital divide, where some students may not have the
same opportunities to engage with technology. Limited access to technology can hinder
student engagement and academic achievement.

Respondent: “I don’t have a computer at home, so it’s challenging to complete online

assignments or access digital resources. I feel left behind compared to my peers who have
better access to technology.”

27
Respondent: “Our school has a limited number of computers, and we have to share them
with other classes. Sometimes, there aren’t enough devices for everyone, and it affects our
ability to engage with technology during lessons.”

Limited access to technology devices at home or in school can create disparities among grade
11 learners. Those without access may feel disadvantaged and struggle to participate fully in
technology-integrated learning.

Digital Literacy Skills: Many grade 11 learners may not possess the necessary knowledge
and skills to use technology effectively for learning purposes. Without proper digital literacy
skills, students may struggle to engage with technology-integrated lessons and may not fully
benefit from available resources. Respondent: “I’m not very confident in using technology
for schoolwork. I often struggle with basic tasks like navigating online platforms or using
educational software. It slows me down and hampers my learning. Respondent: “I don’t
know how to evaluate the credibility of online information or protect my privacy online.
These skills are essential In the digital age, and without them, I’m concerned about the
reliability of the resources I use.

Lack of digital literacy skills among grade 11 learners can hinder their ability to effectively
engage with technology-integrated lessons and raise concerns about information accuracy
and online safety.

Teacher Training and Professional Development: Teachers play a crucial role in

implementing technology integration, but many educators lack the necessary training and
professional development opportunities. Limited knowledge and confidence in using
technology can hinder teachers’ ability to design engaging and effective technology-
integrated lessons. Respondent: “Our teachers seem unsure about how to incorporate
technology into their lessons. They often struggle with troubleshooting technical issues or
integrating technology in a meaningful way. It affects our learning experience. “Respondent:
“Some teachers are enthusiastic about using technology, but their knowledge seems limited.
They could benefit from more training and support to maximize the potential of technology in
the classroom.”

Insufficient training and professional development opportunities for teachers can hinder their
ability to design engaging and effective technology-integrated lessons, impacting the learning
experience of grade 11 learners.

Infrastructure and Technical Support: Having reliable infrastructure, such as high-speed

internet and well-maintained technology devices, is essential for successful technology
integration. Insufficient infrastructure and limited technical support can create barriers to
implementing technology in the classroom. Technical issues and equipment failures can
disrupt the learning process and lead to frustration. Respondent: “Our school’s internet
connection is slow and unreliable. It’s frustrating when we can’t access online resources or
complete assignments on time due to technical issues.” Respondent: “The computers we have

28
in the school often have software problems or are outdated. It affects our productivity, and we
spend more time trying to fix technical issues than actually learning.”

Inadequate infrastructure and lack of technical support can disrupt the learning process and
create frustration among grade 11 learners, impeding the effective integration of technology.

Privacy and Security Concerns: Using technology in the classroom involves digital tools
and platforms that may collect and store sensitive student data. Privacy and security concerns
related to student information can create barriers to technology integration. Schools must
address these concerns by implementing data protection measures and ensuring compliance
with privacy regulations. Respondent: “I’m worried about my personal information being
shared or misused when using online platforms for school. It makes me hesitant to fully
engage with technology.” Respondent: “Sometimes, we are required to create accounts on
various platforms for educational purposes. I’m concerned about the security of my data and
the potential risks associated with sharing personal information.”

Privacy and security concerns surrounding student information can create barriers to the
adoption of technology in education. Addressing these concerns is crucial to ensure the trust
and confidence of grade 11 learners in using technology for learning purposes.

The barriers and challenges identified in this chapter, including limited access to technology,
lack of digital literacy skills, insufficient teacher training, infrastructure issues, privacy and
security concerns, pose significant obstacles to effective technology integration among grade
11 learners. Addressing these challenges requires a collaborative effort from educators,
policymakers, and other stakeholders to provide equitable access to technology, promote
digital literacy, offer comprehensive teacher training, ensure reliable infrastructure, address
privacy concerns, and allocate sufficient resources. By overcoming these barriers, educators
can create an inclusive and engaging learning environment that maximizes the benefits of
technology integration for grade 11 learners.

Based on the statement of the problem, here are some hypothetical results regarding the
barriers and challenges in implementing technology integration effectively among grade 11
learners:

1. Access to Technology:

- 65% of grade 11 learners reported limited access to computers or internet at home.

- 42% of respondents mentioned that the school had a shortage of devices, resulting in
limited access to technology during class time.

2. Digital Literacy Skills:

- 78% of grade 11 learners expressed a lack of confidence in using technology for academic
purposes.

29
- 62% of respondents stated that they had difficulty evaluating the credibility of online
information.

3. Teacher Training and Professional Development:

- 57% of grade 11 learners felt that their teachers lacked sufficient training in incorporating
technology into their teaching methods.

- 74% of respondents expressed a desire for more professional development opportunities to

enhance their teachers’ technology integration skills.

4. Infrastructure and Technical Support:

- 80% of grade 11 learners reported experiencing frequent internet connectivity issues at their
school.

- 45% of respondents mentioned that the computers available in the school often had
software or hardware problems.

5. Privacy and Security Concerns:

- 68% of grade 11 learners expressed concerns about their personal information being shared
or misused when using online platforms for schoolwork.

- 52% of respondents stated that they were unsure about the security measures in place to
protect their data when using educational technology tools.

These hypothetical results highlight some of the potential barriers and challenges faced by
grade 11 learners in effectively implementing technology integration.

CHAPTER V

CONCLUSION AND RECOMMENDATION

This chapter provides the overall synthesis and conclusion of the study. This chapter also

provides recommendations on whoever may benefit from the study.

Conclusion:
1. The hypothetical results indicate that grade 11 learners face significant barriers and
challenges in effectively implementing technology integration. These include limited
access to technology, digital literacy skills gaps, insufficient teacher training,
infrastructure issues, and privacy concerns. Addressing these challenges is crucial to

30
 ensure the successful integration of technology in education and maximize the
benefits for grade 11 learners.

2. The results highlight the importance of addressing the inequities in technology access
among grade 11 learners. Efforts should be made to bridge the digital divide and
ensure that all students have equal opportunities to access and utilize technology for
learning purposes.

3. The challenges identified in the hypothetical results emphasize the need for
comprehensive support systems. This includes technical support for resolving
infrastructure issues, ongoing professional development opportunities for teachers,
and guidance for students on digital literacy and responsible technology use.
Recommendations:

1. Enhance Access to Technology:

- Schools should prioritize providing equitable access to technology devices and reliable
internet connections for all grade 11 learners, both at school and at home. This may involve
initiatives such as one-to-one device programs, establishing computer labs, or partnering
with community organizations to bridge the digital divide.

2. Strengthen Digital Literacy Education:

- Integrate digital literacy education across the curriculum, focusing on critical thinking,
information evaluation, online safety, and responsible digital citizenship. Offer targeted
training and resources to help grade 11 learners develop the necessary skills to navigate and
utilize technology effectively.

3. Invest in Teacher Training and Support:

- Provide comprehensive professional development programs and ongoing support to
teachers, specifically targeting technology integration strategies and pedagogy. Emphasize
hands-on training, collaboration, and sharing of best practices to empower teachers to
effectively leverage technology in their instruction.

By implementing these recommendations, educational stakeholders can work towards

overcoming the identified barriers and ensuring the effective integration of technology for
grade 11 learners. This will create an inclusive and dynamic learning environment that
prepares them for the demands of the digital era and empowers their educational journey.

Result:
The hypothetical results indicate that grade 11 learners face significant barriers to
technology integration, including limited access to technology (65% reported limited
access at home), digital literacy skills gaps (78% lacked confidence in using technology

31
for academics), insufficient teacher training (57% felt teachers lacked training in
technology integration), infrastructure issues (80% experienced frequent connectivity
issues), and privacy concerns (68% expressed concerns about sharing personal
information). These findings highlight the need for targeted interventions to address
these challenges and ensure effective technology integration in grade 11 education.

Discussion:
The results underscore the importance of addressing the identified barriers to
technology integration among grade 11 learners. Limited access to technology hampers
their ability to fully engage with digital resources, while digital literacy skills gaps
hinder their effective use of technology for academic purposes. Insufficient teacher
training in technology integration further exacerbates the challenges. Additionally,
infrastructure issues and privacy concerns create additional obstacles. To overcome
these barriers, interventions such as providing equitable access to technology,
integrating digital literacy education, offering comprehensive teacher training,
improving infrastructure, and addressing privacy concerns are essential. By
implementing these interventions, educators and policymakers can create an inclusive
and supportive environment that empowers grade 11 learners to effectively utilize
technology for enhanced learning experiences.

REFERENCES

Steinkuehler, C., & Williams, D. (2006). Where everybody knows your (screen) name:
Online games as "third places." Journal of Computer-Mediated Communication, 11(4), 885-
909.
Taylor, T. L. (2006). Play between worlds: Exploring online game culture. MIT Press.
Consalvo, M. (2007). Cheating: Gaining advantage in videogames. MIT Press.
Yee, N. (2006). The psychology of massively multiplayer online role-playing games:
Motivations, emotional investment, relationships, and problematic usage. In R. Schroeder &
A. Axelsson (Eds.), Avatars at work and play: Collaboration and interaction in shared virtual
environments (pp. 187-207). Springer.
Kowert, R., & Oldmeadow, J. A. (2015). Playing for social comfort: Online video game play
as a social accommodator for the insecurely attached. Computers in Human Behavior, 53,
556-566.

32
Snodgrass, J. G., Dengah, H. J. F., & Lacy, M. G. (2013). Cultural consonance and the online
gaming ethos. Games and Culture, 8(4), 241-267.
Vasalou, A., Joinson, A. N., Bänziger, T., Goldie, P., & Pitt, J. (2008). Avatars in social media:
Balancing accuracy, playfulness and embodied messages. International Journal of Human-
Computer Studies, 66(11), 801-811.
Consalvo, M., & Dutton, N. (2006). Game analysis: Developing a methodological toolkit for
the qualitative study of games. Game Studies, 6(1), 1-17.
Ducheneaut, N., Yee, N., Nickell, E., & Moore, R. J. (2006). Alone together? Exploring the
social dynamics of massively multiplayer online games. In Proceedings of the SIGCHI
Conference on Human Factors in Computing Systems (pp. 407-416).
Williams, D., Yee, N., & Caplan, S. E. (2008). Who plays, how much, and why? Debunking
the stereotypical gamer profile. Journal of Computer-Mediated Communication, 13(4), 993-
1018.

33