Social media is part of almost everyone's daily life. Its networking facilities redefines the way people connect and interact with each other. However, social media is reported being misused in different ways, especially the millennials. There is a need to elevate the teens' level of empowerment on the responsible use of social media. Other technological innovations like augmented reality (AR) and digital gamification provides pedagogical benefits. Digital gamification in the classroom is a teaching strategy that translates content and delivery into a game using digital technology. On the other hand, AR is an emerging technology to enlarge real-life situations in multimedia. Research shows both technologies increase interactivity well as attention span among the learners. Additionally, these technologies, including social media, are among the many useful tools in teaching twenty first century learners once correctly used. With this, a game-based mobile application was developed to advocate responsible use of social media among teens. The learning content was gamified in augmented reality to provide an innovative teaching and learning way at Silliman University. This paper describes the gamification design of the learning trail on the topic of responsible use of social media. Specifically, it presents the publishing process of the augmented reality mobile application about responsible use of social media. Kuhlmann's 3C Model (Challenge, Choices, Consequences) was utilized to formulate the learning content. It also demonstrates the design phases, game mechanics, and the general evaluation of the learning application. Four challenges were developed. These are (a) be familiar with security and privacy policies, (b) do not express concerns about others, even if you think you are anonymous, (c) respond to digital offenders, (d) do not tell the world about an upcoming vacation. These challenges were translated into graphics and animations. The animated material was compiled, programmed, and published to a server of the mobile application. The gamified learning trail on responsible use of social media is accessible through QR codes leading to the augmented reality interface. The design was validated and found to be relevant and engaging.

Most educational institutions made sure that instruction was uninterrupted at the start of the COVID-19 pandemic. As a flexible learning method, most schools chose online distance learning (ODL). Consequently, the Internet is among the many tools that ensures continuity in teaching and learning. Many schools have adopted ODL using their learning management system (LMS). However, schools are challenged in attaining the expected engagement among students. Students must cope with the new learning environment wherein they are physically separated from teachers and peers. This research aims to assess the engagement of senior high school in the ODL environment. Specifically, it describes the respondent’s engagement profile, preferred learning resources and activities, and challenges faced in ODL. Student logs from the university LMS during the second semester of 2020 – 2021 were utilized for engagement profiling. On the other hand, an online survey was conducted among 424 students to gather their preferred learning resources, activities, and challenges experienced in ODL. Results show that assignments and files are the most common resources used during the ODL. It shows that attendance and quizzes are what students often visit. Quiz and Wiki are where students spend their time. The result indicates that Slideshows and PDF or MS word materials are the most preferred learning materials. The Lesson is the most preferred learning activity, and students perceived that this activity is the most useful in the ODL. Lack of motivation or confidence earned the highest mean of 3.49, described as “every time.” Heavy workload, procrastination, lack of interaction, and technical issues are rated “every time,” showing that respondents are heavily challenged. In terms of coping, the result indicates that daily login and breaking down responsibilities were the most common mechanism. Communicating with the teachers yielded the lowest coping mean. The study concludes that engaging students in online distance learning are very challenging, especially when learners are not ready. Preferences in terms of learning resources and activities are multi-faceted. There is a need to improve the variation of asynchronous activities like interactive multimedia, such as gamification.

Information technology plays a critical role in educational management and administration. With information technology integral to shaping trust in the workplace, this paper aims to determine digital trust in educational institutions. Specifically, this article presents the measurement of digital trust level in terms of hardware, software, and people in educational institutions. It also shows the relationships and differences between digital trust and the respondents' socio-demographics, employment, and technological profiles. An online survey questionnaire was utilized using the Marcial-Launer Digital Trust in the Workplace Questionnaire, with 878 responses from academic institutions analyzed. A 4-point forced Likert scale and weighted mean were used to measure the level of trust. Chi-square and one-way ANOVA were utilized to determine significant relationships and differences, respectively. A multiple regression was calculated to predict the level of digital trust on the profiles of the respondents. The results illustrate a moderate level of confidence in electronic devices, hardware and software systems, information systems, and people with access to technology in academic workplaces, with a mean of 2.92. The results also show that socio-demographics, employment profiles, and technologic profiles appeared to be significantly related, at the same time showing differences in the level of digital trust. Gender, income level, and connectivity satisfaction were significant predictors of the level of digital trust in the academic sector. Therefore, it is concluded that there is reasonable trust in information technology in terms of hardware, software, and people in academic institutions. Teachers and non-teaching staff have adequate confidence in electronic devices, hardware and software, information systems, and people who have access to digital technology in the academic working environment. It is recommended that IT departments and similar offices orient, guide, and train employees on the use of electronic devices, for them to be familiar with and confident in using such technology. School administrators need to exert more effort to augment the trust levels among their employees.

Whole-person education is what many educational institutions aim for, especially in these times of rapid technological innovations. Silliman University, one of the oldest universities in the Philippines, offers whole-person education to achieve total human development. This study is an innovative technology integration in the classroom of the course “whole-person education”. Specifically, this paper describes the development of a mobile game application that integrates augmented reality. Applying the gamification theory, a learning trail about the 5Cs of Silliman Education - Classroom, Church, Culture, Court, and the Community, was integrated. The learning trail consists of three learning paths, and each path consists of ten checkpoints. Three qualifying questions were embedded to determine the player’s learning path. Each checkpoint is augmented using QR codes. Players need to complete the game in the shortest possible time. The educational game mobile application was developed using Appery.io, a rapid development, integration, and deployment platform. The mobile application runs on the Android operating system as part of the first release. A survey was conducted among 244 players of the game application. A 4-point scale questionnaire is integrated into the game app, asking the players about their level of agreement with the statements representing their game evaluation. The result shows that the game application was evaluated positively by the respondents, with a mean of 3.69. Expressly, the players agreed (  = 3.69) that they learned a lot about the AR trail. The students also agreed (  = 3.35) to the statement, “I would like my teachers to integrate apps like this in my classes.” The result implies that augmented reality and gamification as teaching strategies in the classroom are perceived positively and accepted by the students. The educational game promotes the understanding of whole-person education especially in a developing country where digital divide is a pressing issue.