Philippine E-Journals

Gamified Elements in Philippine Education: A Systematic Review

Regine Grace Guisadio | Apple Jane Tordos | Mitch Pocdol | Francine Lou Taboada | Yhena Kyla Petin | Lovella Asentista | Lyn Jane Sumampong | Febverly Catacutan | Ermie Gil Catamco | Katrina Delatado | Alona Lerio | Maria Luz Villanueva | Cyril Cabello

Discipline: Education

 

Abstract:

The rapid integration of digital technology in education has spawned the utilization of gamified components as an approach to increasing learner motivation, engagement, and learning performance. Gamified components—points, badges, leaderboards, levels, and quests—are integrated into instructional design for interactive and fun learning experiences. In the Philippines, interest in utilizing these tools has escalated at all levels of education. Yet, existing literature is still fragmented with differing implementation strategies, methodology procedures, and findings indicated in the study. This systematic review determined the Regional Distribution and Contextual Trends of gamified elements in the Philippine education, the Research Methodologies and Designs of the surveyed articles, the Comparative Analysis of Research Methodologies Across the Reviewed Studies, the Respondent Profiles and Sampling Techniques, and the Conclusions and Pedagogical Implications of the studies regarding the utilization of gamified elements inside the classroom. The study utilized a systematic review approach to integrate findings from nine peer-reviewed academic papers investigating the application of gamification in Philippine education. 9 out of 365 manuscripts were selected as part of the systematic review. The review found that there were common benefits including enhanced motivation of students, increased engagement, and increased learning gains—especially where gamified elements were included in terms of curriculum objectives and instructional clarity. In spite of such encouraging results, the review also pointed to challenges like unequal exposure to technology, lack of adequate teacher training, and inconsistent implementation—especially in rural or underprivileged schools. Also, few studies reported longer-term findings or theoretical rationale for studying gamified learning. Based on combined regional data and cross-mapping of effective practices, this study provides evidence-based recommendations to teachers, curriculum developers, and policy-makers who desire to adopt gamified components more equitably, effectively, and context-appropriately.