Date of Publication

2025

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Physics

Subject Categories

Educational Technology | Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Nikko Lorenz P. Lawsin

Defense Panel Chair

Voltaire Mallari Mistades

Defense Panel Member

Maricar S. Prudente
Socorro E. Aguja

Abstract/Summary

A gamified e-module is a digitally-centered learning instrument that integrates gamification aspects like points, levels, obstacles, and interactive components, to engage students and promote learning. The purpose of this action research study was to investigate the effectiveness of a researcher-developed gamified e-module intervention to improve language acquisition, specifically subject-specific vocabulary and conceptual understanding, as well as students' problem-solving with respect to Kirchhoff's Rules, Magnetism, and Polarization. The students in General Physics 2 have faced similar challenges, primarily due to limited language acquisition, technical language in play, and issues with conceptual reasoning, for a significant period. The research used a mixed-methods action research design that was counterbalanced and merged quantitative and qualitative methodologies to gain a deeper understanding of the effects of the intervention. Survey questionnaires, concept and problem-solving assessments, and semi-structured interviews were conducted among 99 Grade 12 STEM learners. Descriptive statistical analysis, Wilcoxon signed-rank test, Kruskal-Wallis test with DSCF pairwise comparison, and Spearman and rank biserial correlations were used to examine the quantitative data, as well as calculation of effect sizes. Qualitative data underwent reflexive thematic analysis. The quantitative statistical analysis of the intervention showed gains in learner's vocabulary acquisition, conceptual understanding and problem solving. The qualitative responses provided evidence that the gamified e-module used in this study supported learner motivation, engagement to a deeper level and retention of concepts. Overall, the study provided some insight regarding considerations for future development of a gamified e-module, including enhancing gamification features, experimenting with interface usability, diversifying instructional obstacles, and adding guided examples to close learning gaps and to sustain motivation in academics.

Abstract Format

html

Note

Undated; Publication date supplied

Language

English

Format

Electronic

Keywords

Gamification; Simulation games in education; Physics—Study and teaching; Educational technology

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8-2028

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Available for download on Tuesday, August 01, 2028

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