Year: 2025
Type: article
Study design: Observational Study
Abstract: The study investigated the awareness and utilization of game elements and techniques among junior high school mathematics teachers in the division of Camarines Norte. Key findings revealed that while teachers had a moderate level of awareness of elements like points, leaderboards, certificates, and badges, and techniques like Math bingo, team competitions, logic puzzles, and brainteasers, their actual use of these elements and techniques in the classroom was limited. Techniques such as virtual competitions and experiential learning were less familiar and underutilized by the teachers. This gap was attributed to a lack of training, limited access to technology, and time constraints. The study proposed a training program focused on gamification principles and practical implementation strategies to address these challenges. This initiative aims to enhance teachers' skills and confidence in integrating game elements and techniques into their mathematics instruction, ultimately improving student engagement and learning outcomes.
Author: John Michael Factor
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4410928751