Gamification in a Virtual Ecology (GIVE): Enhancing Classroom Engagement in Physical Education among Senior High School Students

Marcaida, John Louise M; Ortega, Hans Christian A.; Castañeda, Edzel S.; Cadeliña, Pamela Mae M.; Garcia, Rolan Randolf I.; Valenzuela, Luwy R.; Tolentino, Julius Ceazar G.

doi:10.11594/ijmaber.03.11.14

Cited by 4 publications

(2 citation statements)

References 25 publications

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“…Gamification as an instructional strategy and approach promotes active participation and learning among students. Engaging them through game-based activities and the integration of games through pedagogical practices can enhance their academic motivation and performance (Marcaida et al, 2022). According to Jääskä et al (2022), the game-based learning method is strongly suitable to achieve positive learning experiences and improve academic engagement goals.…”

Section: Game-based Learning Activity In Educationmentioning

confidence: 99%

Fostering Pre-service Physical Educators’ Retention of Concepts in a Professional Education Course Using Moneypoly Game

Almario,

Castro,

Castro

et al. 2023

IJMABER

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Diversified development of educational strategies has been increasingly growing in the field of teacher education to address the challenges in residential-based learning brought by the virtual classroom setting. Necessarily, the application of game-based learning (GBL) is viewed to significantly contribute to complementing the students' learning deficiencies. Hence, this study was conducted to increase concept retention among pre-service physical educators (PSPEs) through a game-based assessment strategy called moneypoly game. This descriptive-qualitative collaborative action research study comprised 48 student-participants enrolled in the professional education course, “Curriculum and Assessment in Physical Education and Health Education for K to 12”, at a teacher education institution in Central Luzon, Philippines during the first semester of the academic year 2022-2023. Educational activities related to the moneypoly game were implemented multiple times during the face-to-face class sessions. Subsequently, open-ended reflective questionnaires were administered to obtain authentic and valid data to capture the increment of concept retention among the PSPEs. Adhering to Braun and Clarke’s Thematic Analysis technique, students’ responses were themed via qualitative analysis software powered by MAXQDA Analytics Pro 2022. Findings revealed three (3) emerging themes that helped learners retain long-term memory of the lessons' concepts. This includes (1) learners’ experiences in the moneypoly game that strengthen their concept retention, (2) contributing factors to students’ constant participation, and (3) significant recommendations to improve the game-based assessment strategy in the next cycle. These characteristics of the moneypoly game influenced the way that students learned and remembered information. This led to the perception that the intervention generated multiform driving forces for the learners' all-encompassing learning. The exploration and utilization of GBL could be applied to other areas of discipline to corroborate the findings made in this study.

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Section: Game-based Learning Activity In Educationmentioning

confidence: 99%

Fostering Pre-service Physical Educators’ Retention of Concepts in a Professional Education Course Using Moneypoly Game

Almario,

Castro,

Castro

et al. 2023

IJMABER

View full text Add to dashboard Cite

show abstract

“…Additional challenges were to be coped with since the program's implementation was released at the onset of the Coronavirus pandemic . Teachers and students were forced to adapt to technological advancement brought about by the new normal (Angkay & Tagare, 2022;Camariñas & Tagare, 2022;Marcaida et al, 2022). It was also mentioned that the teachers' competency declined due to the inaccessibility and insufficiency of technological knowledge (Angkay & Tagare, 2022;Camariñas & Tagare, 2022).…”

Section: Introductionmentioning

confidence: 99%

Implementation of the Revitalized Tertiary Physical Education Program in a Higher Education Institution in Pampanga Grounded on the Statutory Policy of the Commission on Higher Education and UNESCO’s Quality Physical Education Model

Tolentino,

Sinio

2024

IJMABER

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The study aimed to evaluate the implementation of the revitalized tertiary physical education program known as the Physical Activity towards Health and Fitness (PATHFit) of a state university in Pampanga, Philippines relative to the statutory standard of the Commission on Higher Education and UNESCO’s Quality Physical Education (QPE) Model. A Mixed Methods Sequential Explanatory Design was utilized involving faculty members (n = 24) and a stratified sample of second-year college students (n = 114). Instrumentations were drafted based on the provisions of two standards considered in the study. The quantitative phase revealed that both the internal stakeholders evaluated the standards of the CMO 39, s. 2021 and the QPE standards and found them to be extremely evident and extremely effective. Additionally, t-tests revealed that there was a significant difference in the evaluation of the respondents. Regression analysis further identified that all five dimensions of the QPE which are assessed in concreteness are significant predictors of program effectiveness. The qualitative phase explored the two dimensions as actualized by the university in terms of notable practices and challenges encountered. It was suggested that the university may institutionalize mechanisms to foster quality physical education standards as embedded in the curriculum development cycle's planning, implementation, monitoring, and evaluation protocols.

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Gamification in Education: A Literature Review

Daineko,

Goncharova,

Zaitseva

et al. 2023

Lecture Notes in Networks and Systems

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Gamification in a Virtual Ecology (GIVE): Enhancing Classroom Engagement in Physical Education among Senior High School Students

Cited by 4 publications

References 25 publications

Fostering Pre-service Physical Educators’ Retention of Concepts in a Professional Education Course Using Moneypoly Game

Fostering Pre-service Physical Educators’ Retention of Concepts in a Professional Education Course Using Moneypoly Game

Implementation of the Revitalized Tertiary Physical Education Program in a Higher Education Institution in Pampanga Grounded on the Statutory Policy of the Commission on Higher Education and UNESCO’s Quality Physical Education Model

Gamification in Education: A Literature Review

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