Year: 2025
Type: article
Abstract: This study evaluated the reading comprehension skills of Grade 8 students using Avaterrific Quest, a board game designed by the researchers. Employing a quantitative experimental design, the study compared two groups: Jacinto, which received traditional instruction, and Archimedes, which engaged in gamified learning. Pre-tests and post-tests provided numerical data for statistical analysis, assessing the effectiveness of each method. Results indicated that the traditional approach improved Jacinto's mean scores from 21.93 (very limited proficiency) to 36.87 (limited proficiency). In contrast, Archimedes, utilizing Avaterrific Quest, showed a more significant increase, with scores rising from 38.44 (limited proficiency) to 53.58 (proficient). While both methods produced substantial gains, the gamified approach led to greater improvements, highlighting the advantages of innovative teaching strategies. The findings suggest that while traditional instruction positively impacted reading comprehension, the use of gamified learning not only enhanced student engagement but also yielded more pronounced improvements in comprehension skills. Overall, this study underscores the potential of gamified approaches in educational settings to effectively boost learning outcomes compared to conventional methods.
DOI: 10.53378/isrr.169
Institution: Laguna University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4410949535