EXPLORING THE LEVEL OF INCLINATION IN PLAYING

VIDEO GAMES AMONG GRADE 8 AGUSAN NATIONAL HIGH SCHOOL

STUDENTS AND THEIR ACADEMIC PERFORMANCE

A Research Proposal
Presented to the Faculty of
AGUSAN NATIONAL HIGH SCHOOL
Senior High School
Butuan City, Philippines

In Partial Fulfillment of the Requirements for the Subject

Practical Research 2 (Quantitative Research)

JOYCE D. ESTAMPA
GLYCERYL D. GUZON
MYZA M. MATIBULIG
ALCAFF IAN D. MAUNG
JACK DAVE NALIATAN
KURT MANUEL T. QUESIO

September 2022
 APPROVAL SHEET

This Practical Research 2 Paper with the title“XXXXXXXXXXXXXXXXXXXXXXX

XXXXXXXXXXXXXXXXXXXXXXXXXXXX” prepared and submitted by XXXXXXXX,
XXXXXXXX, XXXXXXXX, XXXXXXXX, XXXXXXXX in partial fulfillment of the
requirements for the course of PRACTICAL RESARCH 2, has been examined and
recommended for acceptance and approval for Oral Examination.

JENNY LYN T. NALUPA, PhD, EdD

Adviser

PANEL OF EXAMINERS

Approved in partial fulfillment of the requirements for the coursePractical Research 2 by

the Oral Examination Committee on December 15, 2022 with a grade of PASSED.

JENNY LYN T. NALUPA, PhD, EdD

Chairperson

DOLYNESSA J. GALEON, MAEd CHARLANE M. GALINDO, MAEd

Panel Member Panel Member

Accepted and approved in partial fulfillment of the requirements for the course
Practical Research 2.

AMALIA B. RINGOR, DevEdD

Academic Track Head

RUTH A. CASTROMAYOR, MAEd

P IV, SHS- Assistant Principal

DENNIS R. ROA, DPA

P IV, School Principal
 ACKNOWLEDGMENT

The researchers would like to extend their heartfelt appreciation and gratitude to the

following persons who have contributed for the success of their research study.

Dr. Jenny Lyn T. Nalupa, the Chairperson, for her excellent ideas and great

contributions that improved the study of the researchers.

Prof. Dolynessa J. Galeon, Panel Member, for her expertise in the technical aspects

that give ease to the refinement of the research format.

Prof. Charlane M. Galindo, Panel Member, for her valuable suggestions in the

improvement of the presentations of the study.

Prof. Hazel H. Montederamos, the Researcher’s Class Adviser, for the constant

reminders, advises, ad motivations for the success of this research study.

Prof. Xe Mc Kevin B. España, the Researcher’s Practical Research 2 Subject Teacher,

for the full support and guidance in the making and conduct of this research study.

Almighty God, for the strength and knowledge given to the researchers to complete this

research study.

The Researchers
 DEDICATION

This piece of work is heartily dedicated to our beloved parents for the full support, love

and care, and financial assistance in the completion of this research study.

Dr. and Capt. Ramel B. Nalupa

Dr. and Dr. Kenny Roger S. Nalupa

Atty. and Atty. Kristian L. Mondragon

Engr. and Engr. Peter T. Lopez

Arch. and Arch. Jhasper Ryan L. Acerdao

The Researchers
 ABSTRACT
(150 words to 250 Words. One Paragraph only. Doubled Spaced.)

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxx.

Keywords:xxxxxxxxxx, xxxxxxxxxx, xxxxxxxxxx, xxxxxxxxxxx, xxxxxxxxxxx, xxxxxxxxxxx, xxxxxx,

xxxxxxxxxx

Contents:
1. Short Introductory Statement
2. Purpose of the Study (Statement of the Problem)
3. Research Methodology of the Study (Research Design, Environment, Respondents)
4. Results of the Study
5. Findings of the Study
 TABLE OF CONTENTS

Page

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

DEDICATION iv

ABSTRACT v

TABLE OF CONTENTS vi

LIST OF TABLES vii

LIST OF FIGURES viii

LIST OF ACRONYMS ix

CHAPTER

I THE PROBLEM 1

Introduction 1
TheoreticalFramework 5
Conceptual Framework
Statement of the Problem 13
Hypothesis 14
Significance of the Study 15
Definition of Terms 16

IIREVIEW OF RELATED LITERATURE AND STUDIES 17

III RESEARCH METHODOLOGY 28

Research Design 28
Research Environment 28
Research Participants 29
Research Instruments 29
Data Gathering Procedure 30
Statistical Treatment 31
Ethical Considerations 32
IVPRESENTATION, ANALYSIS AND INTERPRETATION
OF DATA 33

VSUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS 45

Summary of Findings 45
Conclusions 47
Recommendations 49

REFERENCES 51

APPENDICES 60

A Letter of Consent of the School Principal 61

B Letter to the Participants 62

C Survey Questionnaire 63

CURRICULUM VITAE 65
 LIST OF TABLES

Table Title Page

1 Write the Title of Table 1 10

2 …

3 …

4 …

5 …
 LIST OF FIGURES

Figure Title Page

1 Write the Title of Figure 1 11

2 …

3 …

4 …

5 …
 LIST OF ACRONYMS

(In Alphabetical Order)

ABM Accountancy, Business, and Management

HUMSS Humanities and Social Sciences
STEM Science, Technology, Engineering and Mathematics
 Chapter I
THE PROBLEM

Introduction

Video games have been used as a form of physiotherapy or occupational therapy in many

different groups of people. Such games focus attention away from potential discomfort and,

unlike more traditional therapeutic activities, they do not rely on passive movements and

sometimes painful manipulation of the limbs. Video games have been used as a form of

physiotherapy for arm injuries, Video games have also been used in comprehensive programmes

to help develop social and spatial ability skills in children and adolescents with severe learning

disability or other developmental problems, including autism. Video games are a ubiquitous part

of almost all children's and adolescents' lives, with 97% playing for at least one hour per day.

The vast majority of research by psychologists on the effects of "gaming" has been on its

negative impact the potential harm related to violence, addiction, and depression. However, A

more balanced perspective is needed, one that considers not only the possible negative effects

but also the benefits of playing these games. Considering these potential benefits is important, in

part, because the nature of these games has changed dramatically in the last decade, becoming

increasingly complex, diverse, realistic, and social in nature. A small but significant body of

research has begun to emerge, mostly in the last five years, documenting these benefits. Time

have been immersed in a world of high-definition television, Facebook, YouTube, internet

radio,"green" cars, outrageous thrill rides, 3-D technology, etc. But no area of technology has

become as prominent as that of video gaming. Over 70 percent of video games are played

cooperatively. When people play these games, they’re either communicating online or playing

side by side. One 2017 study by the International Journal of Humanities and Social Sciences
Research found that multiplayer games could actually increase cooperation. They practiced for

two hours and were then observed playing with or against another middle schooler from the

study. The results were taken after 20 trials and showed that the kids who played cooperatively

scored higher than the kids who played competitively or didn’t play at all! Researchers

concluded that video games could improve teamwork skills when played cooperatively, Also

video games as a way to escape is not what the average gamer looks like, involving children

those who played more video games were more likely to have good social skills, perform better

academically, and to have built better relationships with other students because of the social and

collaborative component to some types of games. Video games are defined as interactive

electronic games which aim primarily to entertain players. Video games enable players to access

virtual environments, 2D or 3D, within specific rules and conditions that vary from game to

game. Online gaming is one of the most popular pastimes among most people, espicially to

teenagers, young people

Theoretical and Conceptual Framework

This study is supported by the theories on attitude formation. According to Cherry

(2016),in psychology, an attitude refers to a set of emotions, beliefs, and behaviors toward a

particular object, person, thing, or event. Attitudes are often the result of experience or

upbringing, and they can have a powerful influenceover behavior. Psychologists define attitudes

as a learned tendency to evaluatethings in a certain way. This can include evaluations of people,

issues, objectsor events. Such evaluations are often positive or negative, but they can also

beuncertain at times. Researchers also suggest that there are several differentcomponents that

make up attitudes. The components of attitudes are sometimesreferred to as CAB or the ABC's

of attitude. Cognitive Component: Your thoughts and beliefs about the subject. Affective
Component: How the object,person, issue or event makes you feel. Behavioral Component: How

the attitudeinfluences your behavior. (Cherry, 2016)There are three key theories that describe

attitude formation. There arethree founders of attitude formation. Attitude formation theories

provide insighthow a person's attitude takes shape and why a person might have a

particularattitude or how that attitude came to exist. Attitudes often direct behaviour on

theperson itself. The three theories used most often to describe attitude formationare

functionalism, learning, and cognitive dissonance

theories. Attitude formation theories suggest that people do what benefits them,hence

thefunctionalist theory. Daniel Katz, a functional theorist, suggests that

Independent Dependent

Playing Video Academic

Games Performance

Figure 1. Conceptual Framework of the Study

Statement of the Problem

This study aims to determine wheter playing video games impacts academic performance

as determined by GPA

Specifically, it seeks to answer the following questions:

1. What are the gained skills when playing video games.

2.What are the profiles of the respondents in terms of:

1.1 Name (Optional)

1.2 Age
1.3 Sex?

3. What are the effects of playing video games in their academic performance

Hypothesis

The study will be guided by the following hypothesis tested at .05 level of its

significance:

Ho1:There is a significant relationship between playing video games and their academic

performance

Significance of the Study

The results of this study will significantly contribute much knowledge and learning that
will give substantial benefits to the following:

ANHS School Administrators.The result of the study will also be helpful to the

administration as it can be used in developing a framework for the program whichneeds

implementation involving the High School students of ANHS and realizing their essential role in

supporting the academic performance of each High School student for keeping aware and well-

informed about the impact of online game to their academic performance.

ANHS Teachers. This will provide facts concerning the status of the

academic performance engaging online games, that would embolden them to help the students by

giving apt, explicit and useful feedback regarding the result of this matter.

Definition of Terms

The following terms used in the study are conceptually and operationally defined.
 Academic. By completing the written and oral exams, giving presentations and

submitting assignments, engaging in class activities and debates. The students performance is

evaluated by the teacher using letter or number grades and side notes.

SHS.This study will help the Agusan National High School about the awareness on the
significant effect of online games in their academic performance . They will be informed enough
to lessen and prevent online gaming

Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related literature and related studies of the present study in

thematic way.

FOREIGN RELATED LITERATURE

Entertainment Video Games For Academic Learning: A Systematic Review

Léa Martinez  Manuel Gimenes and Eric Lambert (January 12, 2022)

Entertainment video games are very popular among young audiences. Nevertheless, despite their

potential to improve cognitive functioning, they are still studied rarely as a tool for digital game-

based learning. To better understand video gaming practices’ value in the classroom, this article

provides a systematic review of literature on the effect of entertainment video games on

academic learning. Our literature search yielded 49 relevant intervention studies published

between 2005 and 2019 that integrated entertainment video games into academic curricula from

preschool to college. Our review revealed that entertainment video games can be an effective

educational tool and are beneficial in almost all academic disciplines, particularly in foreign

language and science. However, research on entertainment video gaming’s effects on academic

learning is still not extensive enough and remains mostly qualitative. Future studies need to
provide a quantitative approach to complete and confirm already-existing literature, particularly

in the environmental and social sciences, physical education, and programming. Given

entertainment video games’ popularity and benefits on cognition and learning, it seems essential

to investigate their practical value further in the education sector and to determine the

mechanisms that mediate their effects on academic learning.

Knowledge Acquisition

Cognitive outcomes refer “to the knowledge structures relevant to perceiving games as

artefacts for linking knowledge-oriented activities with cognitive outcomes” (Lameras et

al., 2016, p. 10). Tasks framed as games and simulations are deployed to develop a diverse range

of cognitive skills, such as deep learning (Vos & Brennan, 2010; Young et al., 2012; Erhel &

Jamet, 2013; Crocco et al., 2016), critical thinking and scientific reasoning (Beckem &

Watkins, 2012; Halpern et al., 2012; Ahmad, 2013), action-directed learning (Lu et al., 2014),

transformative learning (Kleinheskel, 2014), decision-making (Tiwari, 2014), knowledge

acquisition and content understanding (Terzidou, 2012; Elias, 2014; Fu et al., 2016), spatial

abilities (Adams et al., 2016), and problem solving (Liu, 2011; Lancaster, 2014). The effect of

games and simulations on learning remains a controversial issue amongst researchers in the field,

as it will be further confirmed in this article. Some reviewed studies indicate improved learning,

while others show no positive effect on knowledge and skill acquisition compared to traditional

learning methods. The value of simulations can be examined from the perspective of content

change as discussed in Kovalic and Kuo’s study (2012). Simulations are directly linked to the

course content and students are given the opportunity to apply and better understand theoretical

concepts. Additionally, simulations provide an environment in which students can experiment

with different strategies, adopt different roles, and take charge of their own decisions by

assuming responsibility. The latter issue is discussed at length by Liu et al. (2011), who find that,
when solving problems, students are more likely to learn via playing a game than via a

traditional learning experience. Serious gaming, especially given the context of enthusiastic

students, has proved to be an effective training method in domains such as medical education, for

example, in clinical decision-making and patient interaction (de Wit-Zuurendonk & Oei, 2011).

Similarly, Kleinheskel (2014) illustrates the importance of designing self-reflective activities for

nursing students, and aligning such design with cognitive outcomes. When students self-reflect

on simulated clinical experiences, they add to their existing knowledge, and apply new

knowledge to transformative learning. Poikela et al. (2015), in a simulated nursing procedure,

compare a computer-based simulation with a lecture to examine the meaningful learning students

may achieve via the two teaching methods. They conclude that students who participate in the

computer simulation are more likely to report meaningful learning outcomes than those taking

the lecture, due to the strong presence of reflection-based activities and metacognitive themes.

Similar results are present in Chen, (2015), survey in which both solitary players and

collaborative groups achieve equally positive learning outcomes in a game. Students

significantly improve judging by their pre- and post-test assessments, which indicates that the

gaming experience affects their overall performance, and, most likely, promotes conceptual

understanding. Moreover, collaborative GBL allows students to re-construct and co-construct

knowledge, thus encouraging problem-solving through peer discussion. Challenging games

enhance participant performance (Wang & Chen, 2010; Gold, 2016). This finding is supported

by von Wangenheim, (2012), who analyse the cognitive dimension of an educational game

focusing on memory, understanding and conceptual application. The validity of micro-simulation

games is identified by participants in Lukosch, (2016), research who evaluate a specific

microgame as an excellent instrument for enhancing situated and experiential learning by

transferring knowledge to an actual situation at the workplace. The results comply with those of
Riemer and Schrader (2015), where the application of comprehension and transfer of knowledge

are best achieved using simulations. Furthermore, the impact of game-based learning on learning

performance has been observed by numerous researchers across diverse subjects, as reported

above (Zacharia & Olympiou, 2011; Rutten et al., 2012; Beckem & Watkins, 2012; Boeker et

al., 2013; Shin et al., 2015; Hou, 2015; Chen et al., 2015; Tao et al., 2015). For instance, Divjak

and Tomić (2011) provide evidence that computer games impact mathematical learning,

revealing the positive effect of games on student learning outcomes. Reviews by Young et al.

(2012) confirm the effectiveness of using videogames on History, Languages, and Physical

Education. The analysis of four experimental virtual conditions in pre- and post-test assessments

reveal that virtual experimentation promotes conceptual understanding in Physics students

(Zacharia & Olympiou, 2011). A 3D visualisation and simulation laboratory activity on protein

structure is more effective than traditional instruction modules, as described in White, (2010),

research resulting in students preferring to work with visualized simulations. Simulation games

also positively affect clinical practice situations. “The Ward”, a simulation game in Stanley and

Latimer’s (2011) research proves to be an enjoyable and valuable learning tool in addressing

clinical skill practice, nursing practice knowledge, critical thinking and decision-making. Vos

and Brennan (2010) highlight the effectiveness of marketing simulation games, where students

perceive simulations as an enjoyable learning approach, contributing to decision-making, as well

as other valuable knowledge and skills, a finding consistent with Tiwari et al. (2014) survey.

Swanson et al. (2011) created a rubric to measure the effectiveness of teaching strategies in

nursing education. The experimental post-test assessment survey aims to evaluate the effects of

three teaching strategies on the outcome of performance and retention of intervention activities,

student satisfaction, self-confidence and practical educational preferences. Results reveal

significantly higher retention scores compared to the first assessment, indicating that high scores
in the improved rubric are related to the interactivity of the simulation scenario. Nevertheless, it

should not be taken for granted that students consistently prefer virtual learning settings to more

traditional face-to-face environments (Hummel et al., 2011). Serious games concerning cognitive

perceptions show varying results. For example, simulations are shown to support the

comprehension and application of knowledge, albeit less effectively than quizzes and adventures

(Riemer & Schrader, 2015). In Fu et al. (2016) review, despite GBL providing a motivating and

enjoyable experience, there is a lack of strong evidence to show that games lead to effective

learning outcomes. In some cases, there is inconsistency in student views regarding the

integration of online games as a positive learning method (Bolliger, 2015). Similar views are

supported by some researchers, who acknowledge students’ and educators’ hesitation towards

virtual simulations and serious games, but they insist on the inclusion of games into course

material, and on instructors’ familiarization with their use (Kapralos et al., 2011).simulating

Instructors’ Engagement

Students are challenged to develop interpersonal, analytical and creative skills,

discouraging absenteeism, feelings of boredom and reluctance, leading to academic achievement.

However, simulations not only exhibit positive effects in the learning experience of the student,

but, also, do so for instructors, as well, in the context of teaching experience. For academics,

simulations raise the level of performance, encouraging students to be more alert and attentive

during class activities (Navidad, 2013), and thus to achieve better learning outcomes. In this

vein, instructors are urged to design simulations to be as challenging as possible to stimulate

student interest in interacting with the simulation as well as with their peers. Felicia (2011)

denotes that instructors agree with students in acknowledging the educational benefits of video

games, such as an understanding of difficult concepts, improvement of spatial awareness and

analytical skills, critical thinking, and problem-solving strategies. To enable them to do so,

instructors emphasize the importance of clearly expressed learning goals to guide students when

using simulations in an online instructional technology course (Kovalik & Kuo, 2012).

Even setting aside the potential learning benefits derived from participation in GBL, a stronger

connection between games and curricula remains to be forged, as well as the application of more

dynamic academic challenges, so as to better adapt to the knowledge of diverse learners

(Pløhn, 2013). Following such reasoning, as indicated in the literature, faculty plays a key role in

achieving learning goals via the use of games and simulations. The instructor role correlates with

the demand for abstract learning concepts. In their meta-analysis, Wouters and Van Oostendorp

(2013) show how instructors, acting in a facilitating and supporting role, can foster learning,

particularly in selecting and discussing new information and where higher order skills are

involved in the learning outcomes. Similarly, instructors can monitor student behaviour and

evaluate not only the capabilities, but also the attitudes of tomorrow’s higher education managers

during the decision-making process. Rutten et al. (2012) focus in their literature review on the

level of instructional support in GBL, and suggest that a pedagogical framework for the

application of computer simulations in education requires a corresponding integration of the

educator’s role.

The Impact Of Video Games In The Acquisition Of English Language: The Case Of Saudi
Youths

Over the last few decades, teaching English become a phenomenon in Saudi Arabia,

especially to young learners. English is taught as a main subject in kindergarten and elementary

schools. Like any other children, Saudis accept new foreign languages easily, but they get bored

very fast if the teacher is teaching them using the old conventional methods and techniques. The
aim of this paper is to prove that games are effective tools when devised to explain vocabularies

and they make it easier to remember their meanings. This paper deals with a literature review of

teaching English vocabulary to young learners using games. Then it discusses the importance of

using games in teaching vocabulary and in what way using them is helpful. After that it

investigates the practical implications of using games to teach vocabulary that includes the

implementation of vocabulary games and some examples of games that could be used to teach

vocabulary to children. And finally it examines challenges teachers face when teaching

vocabulary using games to young learners.

Social Skills/Teamwork

Simulation games are often seen as powerful tools in promoting teamwork and team

dynamics (Stanley & Latimer, 2011; Tiwari et al., 2014; Lin, 2016; Wang, 2016), collaboration

(Hanning, 2012), social and emotional skills (Ahmad et al., 2013), and other soft skills, including

project management, self-reflection, and leadership skills (Siewiorek, 2012; Wang et al., 2016),

which are acquired through a reality-based scenarios with action-oriented activities (Geithner &

Menzel, 2016). In a Spanish management course, simulations enabled students to build pivotal

capacities, such as management abilities and team working to enable the success of future

managers (Arias Aranda et al., 2010). A computer simulation at a university in Taiwan led to

comparatively higher learning gains against traditional teaching through collaborative laboratory

activities (Shieh, 2010), by facilitating students to carry out more active learning and improving

their conceptual understanding. Simulation scenarios provide improved social and

communication skills, which lead to the enhancement of student knowledge (Sarabia-Cobo et

al., 2016). Additionally, collaboration is considered an essential element in the learning process

(Elias, 2014). The findings of Hummel et al. (2011) reveal that serious online games improve the
quality of learning when it comes to problem-based situations in the workplace by using active

collaboration. For this reason, faculty members are urged to create learning environments to

support active participation by students in the educational process. Moreover, according to the

constructivist approach, the instructor’s role is a significant factor in empowering groups to

construct knowledge in a collaborative manner (Hämäläinen & Oksanen, 2014). The instructors

engage higher education students in the process of formulating hypotheses, interpreting context,

providing explanations, and describing observations, by designing and implementing a

collaborative and interactive GBL environment. In Yin et al.’s study (2013), students react

positively to participatory simulations, due to the belief that the system helps them advance their

conceptual understanding effectively through scaffolding, discussion, and reflection. Participants

in Cózar-Gutiérrez and Sáez-López’s study (2016), while stating that video games are non-

essential tools in an educational context, nevertheless, value GBL as an immersive environment

that facilitates increased activity and student engagement. Teamwork, however, seems to be a

controversial issue in Costa, (2014) which evaluates improvement of knowledge sharing. Some

learners consider teamwork as a means to facilitate decision making in a game, while others

express dissatisfaction due to their peers, be it the latter’s reluctance to take on responsibility or

poor negotiation capabilities. Research by Bolliger et al. (2015) similarly indicates that some

learners remain hesitant, as they feel the use of games may actually decrease opportunities for

communication with peers and instructors. Merchant et al. (2014) conclude that student

performance is enhanced when playing individually rather than in a group.

Foreign Language Practice In Simulation Video Games: An Analysis Of Game-Based Fl

Use Dynamics

Video/digital games have grown into a mainstream language-mediated activity that

attracts millions of foreign language (FL) learners worldwide. While empirical studies have
demonstrated that digital game-based interactions offer valuable opportunities for FL practice

and learning (e.g., Sundqvist & Wikström, 2015), little is known about the specific dynamics of

FL use that facilitate FL learning. The present exploratory case study examined three Arabic

learners’ game-based FL use when playing the Arabic simulation-management video game

Baalty. The study was framed by an ecological approach to FL learning, and data were collected

through gaming journals, interviews, observations, and think-aloud protocol. Findings revealed

that a number of specific dynamics including engagement, active FL use, and embodied meaning

motivated, promoted, and scaffolded FL practice in the course of gameplay. Pedagogical and

research implications are discussed.

FORIEGN STUDIES
Perceptual Skills

Other studies confirm the power of games and simulations in developing cognition

abilities, especially in the instances of virtual simulations enhancing complex cognitive skills

(Helle et al., 2011; Siewiorek, 2013), such as self-assessment (Arias Aranda, 2010), or higher-

order thinking (Crocco et al., 2016). These are meta-cognitive skills, regarded as essential

elements of in-depth learning. The incorporation of game mechanisms into simulations is widely

recognised by researchers as beneficial, especially regarding laboratory tasks, where simulation

scenarios urge students towards problem-solving and, reflection, thus achieving metacognitive

outcomes (Hou & Li, 2014; Hou, 2015). Kikot, (2013) concur with the above researchers, stating

that students perceive simulation-based learning (SBL) environments positively when asked to

achieve dynamic learning outcomes, including thinking, interpreting, and associative skills.

Silvia (2012) also references cognitive and metacognitive outcomes derived from a multi-role

simulation. The simulation helps students apply the concepts they learn in class by connecting

the theoretical issues with real-world situations, thus developing their analytical skills, and
through comparing different viewpoints, which leads to enhanced critical thinking. Students use

the interactive nature of simulations to develop arguments, make judgements and evaluate

situations. More importantly, simulations encourage students to develop self-awareness.

Similarly, Cela-Ranilla, (2014) conducted a study in which students display a tendency to

perform better in analytical work, such as monitoring, planning and assessment rather than in

action-based work. Wouters et al. (2013), on the other hand, find serious games to be more

effective in terms of learning and retention. Learners can also actively participate in a web-based

simulation to facilitate immersion and reflection, leading to deeper understanding of the content

(Helle et al., 2011). A simulation framework can facilitate learning in terms of flow experience

and learning strategies. Indeed, in a study conducted by Li, Cheng, and Liu (2013), the

framework helps students lacking background knowledge to balance challenge and skill

perceptions, while for students with average to advanced levels of knowledge, it facilitates the

learning experience by either reducing the challenge perception or promoting the skill

perception. Along the same lines, Pasin and Giroux (2011), analyse the mistakes students make

in simulations using an empirical prototype. Results show that, although simple decision-making

skills are easily acquired through conventional teaching methods, simulation games are useful

tools for mastering managerial skills, such as complex and dynamic decision-making. Lin and Tu

(2012) also confirm that simulations enable students to train themselves in decision-making.

Genre/familiarity issues

Students achieving high scores respond more positively to online games compared to low

achieving students. Regarding genre perceptions, male students express more enthusiasm

towards digital gaming than female students, or at least spend more time playing computer
games compared to girls (Hainey et al., 2011). This may be due to the fact that boys tend to be

more familiar with computers and web-based technologies. Girls may choose to avoid digital

game-based learning methods, due to their negative preconceptions about gaming, preventing

them from harnessing the positive aspects of online gaming (Chen et al., 2010). These studies

indicate a difference in perception based on gender when engaging in DGBL environments.

However, research by Riemer and Schrader (2015) concluded that female students reported a

more positive attitude and perception of affective quality compared to the male students. Also,

high assessment scores in web-based games depend on the professional experience of the

players. Unexpectedly, in Dzeng et al.’s experimental survey (2014), despite the high test scores

achieved in both web-based and paper-based games, students without work experience achieve

the highest post-test scores, probably because they are more familiar with using technological

tools. The experiments in Erhel and Jamet’s study (2013) indicate that serious games promote

learning and motivation, provided they include features that prompt learners to actively process

the educational content. To sum up, games and simulations lead to improved affective outcomes

for university students such as attitudes, motivation, emotional involvement, self-efficacy and

satisfaction. A growing body of literature supports the positive attitude shown by students

towards games and simulations, as they consider them essential instructional tools that provide

motivation and engagement in an active learning environment.

Video Games And Health

  studies have reported adverse effects of playing video games, including auditory

hallucinations, enuresis, encopresis, wrist pain, neck pain, elbow pain, tenosynovitis, hand-arm

vibration syndrome, repetitive strain injuries, peripheral neuropathy, and obesity. Some of these
adverse effects seem to be rare and many resolve when the patients no longer play the games.

Furthermore, case reports and case series cannot provide firm evidence of cause and effect or

rule out other confounding factors. On balance, given that video game playing is highly prevalent

among children and adolescents in industrialised countries, there is little evidence that moderate

frequency of play has serious acute adverse effects from moderate play. Adverse effects, when

they occur, tend to be relatively minor and temporary, resolving spontaneously with decreased

frequency of play. More evidence is needed on excessive play and on defining what constitutes

excess in the first place. There should also be long term studies of the course of video game

addiction.

Simulations
Simulations create a scenario-based environment, where students interact to apply

previous knowledge and practical skills to real-world problems, also allowing teachers to reach

their own goals, as well (Andreu-Andrés & García-Casas, 2011; García-Carbonell &

Watts, 2012; Angelini, 2015). During scenario-based training, the player acquires important

skills, such as interpersonal communication, teamwork, leadership, decision-making, task

prioritising and stress management (Flanagan, 2004). The practical scenario may be carried out

individually or within a team (Robertson et al., 2009), leading to collaboration and knowledge

sharing.With the explosion of Web 2.0 technology, increased opportunities to engage with

technological applications in a collaborative and participatory way have emerged, promoting

information access, shared ideas, knowledge exchange, and content production (McLoughlin &

Lee, 2008). Digital simulations, which engage students in the interactive, authentic, and self-

driven acquisition of knowledge, are being adopted in higher education. Connolly and Stansfield

(2006) define game-based e-learning as a digital approach which delivers, supports, and
enhances teaching, learning, assessment, and evaluation. Game-based e-learning is differentiated

from GBL, which tends to cover both computer and non-computer games.Delivery platforms are

an essential aspect for game designers when creating and distributing games and simulations

(e.g. computer, video, online, mobile, 3D, etc.). Designers must pay attention to characteristics

such as the technical challenges, modules and techniques associated with the game design, the

players involved in gaming, and the teaching modes (e.g. single, multi-player, collaborative,

synchronous, etc.). This study examines the diverse curricular areas and learning objectives each

game intends to access.

Previously conducted reviews/meta-analyses on games and simulations in higher education

To establish a context, the researchers, initially, examined the relevant literature on the

effectiveness of all types of games and simulations in learning outcomes. Many papers are

analysed and summarised as follows, providing useful guidance for this study. Through their

systematic review, Tsekleves et al. (2014) provide insight into the barriers and benefits of using

serious games in education. (Regarding benefits, the authors catalogue: achievement and

rewards, interactivity and feedback, motivation and competition, playfulness and problem-based

learning, collaborative learning, progression and repetition, as well as realism and immersion.

Finally, they propose some guidelines to help stakeholders better implement serious games in

education. Similarly, Bellotti, (2013) suggest useful guidelines for the performance assessment

of serious games. Following user performance assessments, they offer an overview on the

effectiveness of serious games in relation to learning outcomes. Results reveal the effectiveness

of serious games in motivating and achieving learning goals, the importance of providing

appropriate user feedback, while emphasizing that new types of games are best deployed through

proper instructor guidance. Moreover, they stress aspects they consider important, such as
performance assessment with a view to fostering adaptivity, as well as personalisation, and

meeting needs on an individual basis (e.g. learning styles, information provision rates, feedback,

etc.). The instructor’s role is also outlined by Lameras et al. (2016) who provide conceptual and

empirical evidence on the manner in which learning attributes and game mechanics should be

designed and incorporated by faculty, specifically with a view to fully integrate these into lesson

plans and the learning process as a whole. Games allow practitioners to quickly come to grips

with the way in which learning activities, outcomes, feedback and roles may vary, as well as to

enhance the in-game learning experience. Similarly, the systematic review of 64 articles by de

Smale, (2015) concludes that there is a positive or neutral relationship between the use of

simulations and games and learning achievement. The researchers arrive at three recurring

conditions for the successful use of simulations and games: the specificity of the game, its

integration in the course, and the role of a guiding instructor, which are all conditions in line with

Bellotti et al. (2013)‘s results. Young et al. (2012) choose 39 articles that meet the inclusion

criteria related to video games and academic achievement, concentrating on the use of traditional

games versus video games for educational purposes. The studies are categorised by subject,

namely History, Mathematics, Physical Education, Science, and Languages. Results indicate that

there exists limited evidence of the benefits of including education games in the traditional

classroom environments, a finding which is contrary to the aforementioned studies. Smetana and

Bell (2012) examine computer simulations to support instruction and learning in Science. In their

comparative study between computer games and traditional games, they conclude that computer

games can be as effective, if not more so, than traditional games in promoting knowledge,

developing procedural skills and facilitating conceptual change. To integrate them properly as

supplementary elements (Rajan, 2013), games require the adoption of high-quality support

structures, student participation, as well the promotion of cognitive and metacognitive skills.
This finding contradicts the study carried out by Girard, (2013). This study treats video games as

serious games but considers their effectiveness as a controversial issue, finding that only few

games result in improved learning, while others have no positive effect on knowledge and skills

acquisition, when compared to more traditional methods of teaching. In contrast, in their meta-

analysis, Clark et al. (2015) systematically review articles to study the detailed effects of digital

games on learning outcomes, concluding that games are important in supporting productive

learning and highlighting the significant role of gaming design beyond its medium. Prior to this

review, but running along the same lines, Backlund and Hendrix (2013), in their meta-analysis

reported positive outcomes in learning when using serious games in the educational process.

Wouters, (2013) performing meta-analytic techniques, used comparisons as well, to investigate

whether serious games are more effective and more motivating than conventional instructional

methods. They found higher effectiveness in terms of learning and retention, but less motivation

compared to traditional instructional methods. Indeed, serious games tend to be more effective if

regarded as a supplement to other instructional methods, and involve students in groups and

multiple training sessions. These findings are compatible with those in the survey conducted by

Rutten, (2012), which focuses on implementing games as laboratory activities, concluding that

simulations have gained a prominent position in classrooms by enhancing the teacher’s

repertoire, either as a supplement to traditional teaching methods or as a partial replacement of

the curriculum. Nevertheless, they stress that the acquisition of laboratory skills cannot be

wholly conducted via simulations. However, in areas where simulations have been widely

accepted as a training tool, simulations can play a significant role in making lab activities more

effective when offered as pre-lab training. Fu, (2016), through a systematic literature review,

identify the multi-dimensional positive impact of serious games in business education, with the

most frequent outcomes being knowledge acquisition and content understanding. The study also
confirms that GBL and serious games can influence player engagement, perpetual and cognitive

skills and social or soft skills. The affective and motivational outcomes are examined in

entertainment games, games for learning and serious games, which reflects the trend of using

gaming elements as both a medium of entertainment as well as a mode of learning. Ritzhaupt,

(2014) produce meta-analysis based on 73 articles, demonstrating that achievement measures

(e.g., standardised test scores) are the most commonly investigated, while the second most

frequent is affective measures (e.g., usability or attitudes towards technology) followed by

behavioural measures (e.g., task behaviour). Merchant, (2014), via a meta-analysis, compare the

effectiveness of games, simulations and virtual worlds in improving learning outcomes. Findings

indicate that playing games individually enhance student performance more than playing

collaboratively. Nonetheless, the researchers claim that there is no statistically significant

difference between the effects of individual and cooperative instructional modules regarding

simulations. Student learning outcomes deteriorate after repeated measures, since after spending

a certain amount of time playing games, the learning outcome gains start to diminish. On the

contrary, Shin, (2015), through meta-analysis, aim to identify the effects of patient simulation in

nursing education. They find significant post-intervention improvements in various domains for

participants who receive simulation education compared to the control groups, thus leading to the

conclusion that simulations are more effective than traditional learning methods, enhancing the

player’s psychomotor, affective, and cognitive skills. In their work, simulations provide students

with authentic clinical situations, allowing them to practice and experience in realistic and safe

environments. Connolly et al. (2012) develop a multi-dimensional approach to categorising

games and offer a review of 129 papers on computer games and serious games, explicitly

targeting cognitive, behavioural, affective and motivational impacts, as well as engagement. The

most frequent outcomes are knowledge acquisition and content understanding, as well as
affective and motivational outcomes. Gegenfurtner, (2014) in their meta-analysis of the cognitive

domain, examine how design elements in simulation-based settings affect self-efficacy and

transfer of learning. They conclude that gathering feedback post-training, as opposed to during

the process, results in higher estimates of self-efficacy and transfer of learning. Researchers also

look at games and simulations from a theoretical perspective. Li and Tsai (2013), examine the

theoretical background and models employed in the study of games and simulations. They focus

principally on the theories of cognitivism, constructivism, enactivism, and the socio-cultural

perspective. Results indicate that although cognitivism and constructivism are the major

theoretical foundations employed by game-based science learning researchers, enactivism and

the socio-cultural perspective are the emerging theoretical paradigms drawing increasing

attention in this field. This literature review indicates an increasing recognition of the

effectiveness of digital games in promoting scientific knowledge and concept learning, while

giving lesser importance to facilitation of problem-solving skills, exploring outcomes from the

viewpoint of scientific processes, affect, engagement and socio-contextual learning. This view is

echoed by other researchers, such as Warren, (2016), who systematically review and demonstrate

the effectiveness of simulation games on satisfaction, knowledge, attitudes, skills and learning

outcomes within nurse practitioner programmes. After comparing online simulation-based

learning with traditional lectures, they find an increase in student knowledge and confidence

when using simulation games. Peterson (2010) also performs a meta-analysis, examining the use

of computerised games and simulations in language education from a psycholinguistic and socio-

cultural viewpoint. Results show valuable opportunities for effective language learning,

confirming that games are beneficial in helping students learn another language. Sitzmann

(2011), using interactive cognitive complexity theory, offers a comparative review on the

instructional effectiveness of computer simulations. To perform the review, she examines three
affective outcomes (motivation, effort, and self-efficacy), one behavioural (effort), two cognitive

(declarative knowledge and retention), and two skill-based learning outcomes (procedural

knowledge and transfer). She concludes that, post-training, simulation-trained learners

demonstrate higher self-efficacy and procedural knowledge. Furthermore, she highlights the

significance of using specific methods to improve simulation learning, namely, integration of

game use within an instructional programme, high level of learner activity, no gaming time limit,

and adopting the simulation game as a supplement to other methods, which is inconsistent with

Wouters et al.’s survey (2013). Hsu et al. (2012) provide a cross-analysed content analysis

agreeing with the previous researchers that topics such as “Motivation, Perceptions and

Attitudes” are of utmost importance. In a recent review of business literature, Carenys and Moya

(2016) discuss the impact of digital game-based learning (DGBL) on students. They examine

DGBL both from a theoretical point of view and on a practical basis through three stages: a) the

evaluation of digital games in the preparatory stage, b) specifying which research has been

deemed appropriate for DGBL deployment, and c) the learning outcomes (cognitive,

behavioural, affective, and multi-dimensional) that can be attained through digital games. This

study moved current research forward in understanding the effectiveness of digital games and

advanced the use of digital games in the classroom. A variety of meta-analyses and systematic

reviews have examined the implementation of games and simulations in the learning process,

either as a main course element or as a supplement to conventional lectures, illustrating the ever

increasing interest of researchers in this promising field

Synthesis of previous reviews/meta-analyses

After studying the previous reviews, it is evident that the most commonly referred games

in past reviews are digital and computerized games (Sitzmann, 2011; Young et al., 2012;
Smetana & Bell, 2012; Girard et al., 2013; Merchant et al., 2014; Clark et al., 2015; Carenys &

Moya, 2016; Warren et al., 2016). The technological revolution and the invasion of Internet in

Higher Education urge students to build digital and collaborative skills for the twenty-first

century through gaming. Also, the emergence of a participatory culture in education spurs

researchers to get involved with digital games and simulations. Other games mentioned are

serious games and their impact on the learning process (Connolly et al., 2012; Bellotti et

al., 2013; Backlund & Hendrix, 2013; Wouters et al., 2013; Tsekleves et al., 2014; Fu et

al., 2016). The researchers refer to serious games since they are basically considered as games

with educational orientation and not with just entertaining ones. Another important element we

have identified is whether games should be fully or partially integrated into the learning process.

Most of the researchers agree that games should be treated mainly as supplementary elements

(Sitzmann, 2011) since full integration requires high-quality mechanisms, students’ engagement,

and instructors’ support. In other cases, the integration of games in the curriculum could either

function as a supplement to existing teaching techniques or as a partial substitute for traditional

teaching methods (Rutten et al., 2012). Moreover, games could even be fully integrated for

achieving better learning outcomes (Lameras et al., 2016) because games add diversity in

educational teaching modules. Nevertheless, the integration of games depends on instructors’

contribution and the way they design and incorporate games in their teaching. This means that

instructors should be equipped with knowledge and experience, and be aware of providing

guidance to students as regards the proper way of playing games. The beneficial contribution of

game-based learning is broadly identified by the majority of previous reviewers, especially

regarding cognitive outcomes. Results indicate that games can be as effective as traditional

learning modes, revealing their effectiveness in promoting knowledge acquisition (Smetana &

Bell, 2012; Backlund & Hendrix, 2013; Clark et al., 2015; Warren et al., 2016), as well as

content understanding and concept learning (Connoly et al., 2012; Li & Tsai, 2013; Fu et

al., 2016). Additionally, students achieve their learning goals through playfulness and problem-

based learning (Tsekleves et al., 2014), thus leading to self-efficacy and transfer of learning

(Gegenfurtner et al., 2014). Another substantial impact emerged is the effectiveness of games not

only in the cognitive domain but also in the affective and behavioural domains (Ritzhaupt et

al., 2014; Shin et al., 2015; Tsekleves et al., 2014; Fu et al., 2016; Carenys & Moya, 2016). The

affective domain is thoroughly discussed by the reviewers. In particular, games influence

students’ motivation, engagement, and satisfaction of the game-based learning. Regarding

behavioural outcomes, few reviews have been conducted, showing that games offer a plethora of

opportunities for collaborative learning, enhance interactivity and feedback among players, and

develop social and soft skills as well. Some other studies contradict these findings, in a way that

they do not reveal positive effects of games (Young et al., 2012; Girard et al., 2013; Merchant et

al., 2014), or reveal a rather neutral effect (de Smale et al., 2015). In these reviews, games and

simulations appear to have some or no positive effects on knowledge and skills acquisition when

comparing with traditional instructional methods..

Data analysis and synthesis

The identified articles are analysed using a qualitative content analysis technique, which

leads to a coding scheme, including a main category, three sub-categories and several associated

topics related to the main categories. The researchers unanimously agree upon the coding that

emerged from the analysis of the reviewed papers. To ensure inter-rater reliability (p) with

respect to the quality of article coding procedures, a small random sample (n = 20) of the

selected articles is coded in duplicate. The calculated reliability exceeds 93%, which is a high
quality of agreement across coding categories. Furthermore, a review of mixed-methodology

studies provides high-quality evidence, due to a combination of quantitative and qualitative

elements in terms of methodological triangulation. The researchers examined the studies from

varying viewpoints. Firstly, they analysed the data set characteristics, such as the continent on

which the studies are conducted, the subject discipline, the methodological research design, the

types of games and simulations identified, and the time period in which the majority of the

studies took place. The emphasis is on the analysis, measures, and design of the quantitative

methodology (experimental, quasi-experimental, pre-test, post-test surveys, etc.), as well as the

qualitative methods used in the reviewed surveys. To sum up, the review studies are selected

through a systematic process with pre-arranged criteria. There is no intended bias applied to the

selected studies, and although the majority of studies come from Europe, this is simply the result

of the systematic selection process.

Local Related Literature

Educational Games

A second group of literature reports on games used as a teaching tool within formal

curricula targeting students undergoing formal education. Among the first, and perhaps best-

known example of serious games used for natural resource management curricula in the 1970s is

the Fish Banks game, which was used to educate players about dilemmas arising through the

joint management of open access resources. Using games as a teaching tool is a well-discussed

topic, and as a teaching method serious games are generally preferred by students over more

traditional lectures. These games put students into a more active role, allowing learning by doing

and ownership of their role in ways that lectures do not.Given the complexity of contemporary
issues in resource management and environmental governance, which require the integration of

multiple disciplinary knowledge, as well as good understanding of social and political processes,

using games integrating scientific information with information about contemporary policy

processes seems to hold promise for education.Games are assumed to support a deeper

understanding of contemporary environmental challenges. For instance, Flood et al. in their

review of serious games on climate change, find that besides educational outcomes, often these

games also lead to improved awareness. Flood et al. comment that, during game-play, students’

work with data and descriptions/simulations of real-world policy processes helps them in their

learning processes, but also allows them to have a close-to-real-world experience. Chen and

Martin discuss the potential of role-playing as an educational tool for transformative learning.

They anchor their assumptions in the way players engage with each other, and experience

different situations during game-play. They use the Climate Change Policy course (for

management students in the Community of European Management Schools, CEMS) network as

reported by Paschall and Wüstenhagen to provide an example of how such a (two-day intensive

role-play) experience can (potentially) foster transformative learning. In addition to scientific

facts, Chen and Martin see value in participants having to choose a role to play (i.e., they need to

take a stand/adopt a perspective), and then play and advocate for it. This, they assume, requires

higher order thinking, reflection, and examination of both internal and external influences on

environmental attitude and behavior. Also, some literature, albeit much less, reports on serious

games for training and education of stakeholders, farmers, and other practitioners. For instance,

Pruksakorn et al. report on using a role-playing game named “Soil analysis and appropriate

fertilizer use game” (SAAFU) designed for farmers with a low formal education to learn about

soil analysis before planting, and, by extension, to improve the appropriate chemical fertilizer

usage. Ferrero et al. report on using a serious game for water professionals to complement
existing training materials for them to better understand the problem at hand, to explore with

strategic decisions financial investments, and to see how stakeholder collaboration impacts water

supply safety management. Complementing this report, Erisman et al. report on a game named

NitroGenious, developed and used to improve understanding among policy makers about the

nitrogen pollution problems in a selected area in The Netherlands. However, we note that

literature reporting on games used for training of practitioners, and other stakeholders, is less

frequent compared to literature on games used for the teaching of students undergoing education.

This could be linked to differences of context within which these two groups are located, and to

differences of opportunities educators have to assess and reply of the needs learners have.

Teachers/educators have daily contact and a good overview of student performance in class. That

knowledge might allow them to better grasp what needs students have and search /choose among

alternative pedagogical methods/tools. While the extensions agents, and related agencies, know

well what information and content should be delivered on a subject matter, they might not have

an overview of practitioners’ learning needs and preferences. Nevertheless, practitioners’ are a

more heterogeneous group (e.g., age, education, interests) compared to students. These are,

however, tentative assumptions given that, to the best of our knowledge, no overview of used

serious games for training practitioners / stakeholders is available. In contrast, literature reporting

on serious games used as part of formal education on natural resource and environmental

governance is thoroughly reviewed. These reviews, however, find that studies often fail to

establish links between the learning theory used to inform game development, expectations in

terms of outcomes, and frameworks used to establish the game effectively and deliver learning

outcomes. Much of the literature on educational games seems to agree that the core objective of

these games is to educate, train and help students acquire knowledge. However, these aspects

often go unreported. For instance, Chen and Martin discuss the potential of role-playing games,
and in so doing use as an example the game developed by Paschall and Wüstenhagen which

conceptualizing it as a tool for transformative learning. The discussion by Chen and Martin is

relevant and points to several aspects of interest pertaining to game-play. However, that they

remain silent on the hypothesis and objectives, in terms of transformative change, as applied by

those who developed the game. Albeit, of interest is insight and suggestions they offer on how

different aspects of game-play (e.g., discussion, confrontation with opponents, etc.) provide

space for participants’ transformative learning and the resulting outcomes. Mezirow assumed

that transformative learning results in lasting change processes, yet Chen and Martin and

Paschall and Wüstenhagen report on this not being evident for the stated educational game on

climate change

Games as Interventions

A third group of literature reports on games used as an intervention under the assumption
that these contribute to change processes that go beyond the individual (often referred to by
current literature as social learning processes). Such use of games might have emerged as a
response to the limitations ascribed to participatory interventions e.g., workshops and/or focus
groups, that some research critiques do not fit well in all local contexts. Serious games are
described by some as participatory tools able to engage people (e.g., problem owners) in debate
and activity that can accommodate their needs and create certain opportunities in different ways.
For instance, Flood et al., while focusing on climate change, propose serious games as tools that
can trigger learning about the subject at hand, and assume this could give way to change of
practices and behaviors. Interestingly, several other papers assume games to have potential in
terms of social learning and to bring about transformative change. This literature advances
specific assumptions, as summarized below, about what a serious game can do, and what its
outcomes can be, which contrasts within the literature outlined above describing educational
games, or games for research. First, educational games are broader in scope and often are about a
general issue, at a larger geographical and/or administrative scale, e.g., climate change, and over-
fishing. However, games meant to perform as interventions often target a rather narrowly
identified issue in natural resource and environmental governance, and this much often at a local
scale. Serious games meant to perform as interventions often integrate contextual features and
have finer levels of detail, to ensure that local stakeholders, or problem owners, get motivated
and engaged in game-play and become part of the change processes the research team envisaged.
The second difference is notable in the assumptions and expectations about what a game-play
can trigger. Educational games, while targeting individual “learners” seek to inform, deliver
information, and share knowledge on a subject, whereas research games seek to gather or
validate data. In contrast, games used as interventions place the attention on elements/aspects
regarded (also from a theoretical view point) to have an important role in fostering the
transformative change of interest that goes beyond the individual player. Players are then often
understood and described in their role of “stakeholders” rather than “learners” (e.g., educational
games), or “testers” or “data points” (e.g., research games). Souchère et al. Reported a role-
playing game created with groups of local stakeholders, meant to facilitate negotiations on the
future management of erosive runoff in the Pays de Caux (France). In this, the objective was to
create opportunities for co-operation between stakeholders, and this was done based on
theoretically grounded assumptions about participatory and collaborative activities. Souchère et
al. Defined the game as a tool for mediation and collective thinking that allowed players to see
the collective consequences of their individual decisions, and to share knowledge, ideas and their
vision of the problem, in order to test different strategies. Rebolledo-Mendez et al. reported on
research in which they sought to explore the effectiveness of serious games in improving the
awareness on flooding among the general public in the UK; they considered the game as a tool
helping participants acquire information and a better understanding of the system. Third, when
serious games are used as interventions, substantial effort is also put into integrating updated
scientific data, contextual features, and local circumstances which together can best simulate the
current state of affairs. This is often done with the ambition to recreate near-real-world
circumstances for the game-play to be a meaningful activity to the problem owners. The
recreation of a near-real, meaningful experience is assumed to help players to maintain high
motivation, complete the activity, and be influenced by the experience to which they were
exposed. However, for games used as interventions with the intention of pursuing and/or
fostering change processes, a question that emerges is to what extent such assumptions are
validated in practice. The latter question, however, is poorly understood and underreported. With
very few exceptions, only few studies provide robust evidence of game-play-induced change.
Future research should try to bridge that gap and include methods that assess the effectiveness of
serious games when used as interventions. Assessments need to go beyond verifying whether the
game is an accurate representation of the reality it represents, and beyond reports of a player’s
subjective experience. Rather, assessments need to explore and test the assumptions made about
whether, how, and when the serious game has delivered on the expected outcomes, i.e., change
processes and actions. For instance, the assessment of the FloodSim serious game offers useful
input here. Rebolledo-Mendez et al. note that FloodSim was designed with a stated aim to raise
awareness about flooding policy, however, their assessment shows that most players who were
interviewed gained only a superficial level of awareness, and not of the kind that would allow
them to engage with and understand the policy debate on flood and government expenditure.
They conclude for FloodSim that game design and development should have been more
interdisciplinary and should have better integrated well-established frameworks and knowledge
about the human behavior that is assumed to change. Establishing a conceptual and
methodological link between the expected outcomes with the different traits of game-play [8]
early in the process is a recommendation from which future projects, interested to use serious
games as intervention, could benefit. To conclude this section we want to clarify that we do not
suggest the above being a rigid categorization, and/or mutually exclusive, of game use in the
governance of natural resources and the environment. Rather we suggest the typology, and
corresponding descriptions, as a support to those needing to plan and deliver games in a local
context. Attention to purpose and expected outcomes may guide researchers and practitioners
over choices of game development, test, use, and evaluation—inclusive of theoretical and
analytical frameworks. In the next chapter, we report and reflect on the work done by our team
on developing a serious game meant to perform as a learning-based intervention. In building on
this experience, in Section 4 we then consider social learning research and practice and suggest a
“Development and evaluation framework for serious games used as learning-based
interventions”.

Game Use in the Field

When a project aims to develop and use a game in the field, certain questions need to be

addressed. For instance, what is the minimum number of rounds and how to acquaint the players

with the rules and to engage them in learning, respectively. The timespan for concentration and

availability to complete the gameplay is to be considered. In our case, the numbers of rounds was

related to the number of playing rounds/cycles needed before an effect could be observed on the

results (bank account) and of the new technologies, to all hazards cards had been turned, and

players felt to have had a fair chance to obtain one good dice score. The total time available to

farmers was limited to a morning or afternoon since we wanted them to play at least two

sessions. For the ALEGAMS game, we saw the need for a first session to make farmers

acquainted with all the rules and a second to have them play independently of the moderator.

Local Related Studies

 Chapter III
RESEARCH METHODOLOGY
This chapter presents the research design, research environment, research participants,
research instruments, data gathering procedures, statistical treatment, and the ethical
considerations.

Research Design
This research will use a xxxxxxxxxx research design. xxxxxxxxxxxxxxxxxxxxxxxxx
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx…
Research Environment
The study will be conducted in … xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx…
Research Participants
The participants of the study will be the ... xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx…
Research Instruments
 In order to gather the needed data, this study will use researcher questionnaire …
xxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxx…
Data Gathering Procedure
The researchers will undergo three phases of data gathering procedures namely,
preliminaries, actual data collection, and data management.
Preliminaries. xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx…
Actual Data Collection. Research survey will be personally conducted, facilitated and
collected by the researchers…xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx..
Data Management. The data that will be collected will be kept inside the envelope…
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.
Statistical Treatment
To facilitate the statistical treatment of the data, some statistical tool will be used by the
researchers.
Frequency. xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx…
Percentage. xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx...
Mean. xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx…

Ethical Considerations
This section presents the ethical issues that will be considered to ensure the participants’
dignity and protection before, during and after the conduct of the study. The researchers will
observe the following ethical issues and sustain it.
Autonomy. The researcher’s will asked the participants in a formal way to participate in
the study and to inform them the purpose of the study. They will be assured that they could
withdraw at any time and that their decision is respected. They will be given enough time to
answer the survey questionnaire.
 Beneficence. The rights of the participants of the study will be conscientiously observed.
They will be informed of the expected results of the study, its usefulness andits benefits to them
prior to the giving of the consent.
Justice.The researchers will observe fairness by providing the same attention and
concerns to all participants, such as giving them the same approach and instructions regarding
the questionnaire for clarity and better understanding of the given questions to avoid
misinterpretations. The respondents will be given enough time to answer the questions.
Privacy and Confidentiality. The researchers will inform the participants that their
personal information would be kept private and that any information they provided would be
confidential. Moreover, the researchers only provide the essential information that is needed in
the conduct of the study. All personal information that will be obtained by the researcher’s
refrain from identifying the respondents, and without their permission, the information will not
be disclosed to others aside from the research team. The researchers will also keep the collected
information using codes to ensure the confidentiality of the respondent’s identity. The answered
questions survey instruments will be shredded and burned after the data will be collected,
collated, and checked.
Non-Maleficence. During the conduct of the study, the researchers will not employ any
harm to the participants. The participants will also be ensured that their work status would not
be influenced by their involvement in the study, no matter what the result is.
Veracity. The researchers will assure the absence of deception and the principle of truth
in the study will be manifested. All participants will be adequately informed about the study, and
all information will be presented to them clearly and honestly, including the research’s objectives
and benefits.

Note: All paragraphs should be indented.

 Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter portrays the presentation, analysis and interpretation of data of the present

study that are reinforced with tables and/ or figures and arranged in the same order as they were

presented in the statement of the problems.

Note:

1. Present the Statement of the Problem in proper sequence- Problem 1, Problem 2, Problem 3… 2.

2. Give one paragraph to introduce the importance of the problem.

3. Present the Table/s and/ or Figure/s with proper labels.

4. Discuss concisely and comprehensively all what it indicates inthe Table or Figure

Problem No. 1. ________________________________________________________________.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________ .

Table 1.

(Title of Table 1)

Table 1 shows that … (paragraph format)

Figure 1. Sports Most Played By Senior High School Students

Figure 1 shows that… (paragraph format)

Problem 2. _________________________________________________________________.

(Please follow the given example in Problem 1…)

.
.

Note: Paragraph should always be indented.

Chapter IV

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, and recommendations of the

study.

(Note: Your presentation is based on the sequence of the Statement of the Problem. Enumerate it.)

Summary of Findings

Based on the analysis of data of the study, summary of findings were drawn:

1. Write your 1st Summary of Findings based on your Statement of the Problem No. 1.

2. Write your 2ndSummary of Findings based on your Statement of the Problem No. 2.

3. Write your 3rdSummary of Findings based on your Statement of the Problem No. 3.

4. …

5. …

Conclusions
 Based on the summary of findings of the study conclusions were sought:

1. Write your 1st Conclusion based on your Summary of Findings No. 1.

2. Write your 2nd Conclusion based on your Summary of Findings No. 2.

3. Write your 3rd Conclusion based on your Summary of Findings No. 3.

4. …

5. …

Recommendations

On the basis of the summary of findings and conclusions, the following recommendations

are hereby presented.

1.Write your 1st Recommendation based on your Conclusion No. 1.

2. Write your 2nd Recommendation based on your Conclusion No. 2.

3.Write your 3rdRecommendation based on your Conclusion No. 3.

4. You can also have your additional recommendation.

5. You can also have your additional recommendation.

6. …

7. …

8. …
 REFERENCES

(APA Format. Alphabetical Order start with Author’s Family Name)

Asiri, A. M. (2019). Teaching Methods with High Tech Learning in Teacher Centered such as
Flipped classrooms and Student Centered such as Debate Theory. Abba Education College,
Abba Saudi Arabia

Bradburn, N. M., & Manson, W. M. (2020). The Effect of Question Order on Response.
Journal of Marketing Research 1 (4), 57 – 61.

Chomsky, 2018; Nalupa & Nalupa, 2020; Mondragon, 2020; Lopez, 2021; & Tan, 2021.
Qualitative Research and Evaluation Methods. Thousand Oaks Sage Publications
 APPENDICES

Appendix A

Letter of Consent to the School Principal

September 3, 2022

DENNIS R. ROA, DPA

Principal IV
School Principal
Agusan National High School

Thru: RUTH A. CASTROMAYOR

Principal IV
SHS- Assistant Principal

Dear Sir,

A pleasant day!

We are Grade 12 students of Humanities and Social Sciences (HUMSS)and are currently
workingon our Practical Research 2 (Quantitative Research) study entitled: “ECONOMIC
BENEFITS OF HUMSS STRAND GRADE 12 STUDENTS IN ENTREPRENEURSHIP
SUBJECT.” This study aims todetermine the economic benefits thatwill be experienced and
encountered by the Grade 12 HUMSS Strand students on engaging into different business
products creations and production.

Pertinent to this, we would like to ask for your permission to allow us to conduct our
study to our fellow students as our participants here in our school. Rest assured that the data they
will provide will be used only for this study.

We hope for your favorable response on this matter. Thank you very much.

Yours respectfully,

Name of Researcher 1
Name of Researcher 2
Name of Researcher 3
Name of Researcher
4
Name of Researcher 5

Noted

HAZEL H. MONTEDERAMOS
Research Adviser

JENNY LYN T. NALUPA, PhD

Practical Research Group Head

Recommending Approval:

RUTH A. CASTROMAYOR
SHS- Assistant Principal

Approved:

DENNIS R. ROA, DPA

School Principal
 Appendix C

Letter to Participants

Dear Respondent:

Pleasant day.

We, the undersigned students of Humanities and Social Sciences (HUMSS) Strand in our
school are currently working in our Practical Research 2 (Quantitative Research) study
entitled: “ECONOMIC BENEFITS OF HUMSS STRAND GRADE 12 STUDENTS IN
ENTREPRENEURSHIP SUBJECT.” This study is centered on determining the economic
benefits that will be experienced and encountered by the Grade 12 HUMSS Strand students on
engaging into different business products creations and production.

Pertinent to this, we would like to invite you to participate in our Quantitative Research study.
Your participation will invoke a face-to-face activity of which you will be given a survey
questionnaire for you to answer by just choosing the letter of your best choice to generate
answers that will be used in our study. We will ensure the confidentiality of your personal
information at all cost. Your identity will not be revealed to public by any means. Your
participation in this study is voluntary. You may choose not to participate or withdraw your
consent to participate at any time. You will not be panelized in any way should you decide to do
so.
I have read this consent letter and have been given the opportunity to ask questions. I am
therefore, giving my consent in this research study.

Respondent’s Name : ____________________________

Respondent’s Signature : ____________________________
Date : ____________________________

Researchers,

Name of Research 1
Name of Research 1
Name of Research 1
Name of Research 1
Name of Research 1
Name of Research 1
Name of Research 1
Name of Research 1

Appendix D

Survey Questionnaire

ECONOMIC BENEFITS OF HUMSS STRAND GRADE 12 STUDENTS

IN ENTREPRENEURSHIP SUBJECT
Research Title

SURVEY QUESTIONNAIRE

Name (Optional)

Grade:

Direction: Please answer the following questions by encircling the letter of your best choice.
 CURRICULUM VITAE
2x2 Colored Latest Picture
with White Background
Formal Attire
PERSONAL INFORMATION

Name :
Nick- name :
Home Address :
Contact Number :
Date of Birth :
Place of Birth :
Religion :
Blood Type :
Father’s Name :
Father’s Occupation :
Mother’s Name :
Mother’s Occupation :
Language Written and Spoken:

EDUCATIONAL BACKGROUND
Elementary :
School Address :
Year Graduated :
Award/s Received :

Junior High :
School Address :
Year Graduated :
Award/s Received :

Senior High :
School Address :
Year Graduated :
Award/s Received :

GENERAL INFORMATION ON TECHNICALITIES OF THE RESEARCH PAPER

Font Style : Time New Roman /Courier New

Font Size : 12” All Throughout the text except on labeling the Tables

and Figures it should be font size 10” and the

Textinside the Table is even smallerfont size 5 to 10or smaller

as long as readable.

Chapter Titles- Font Size 12” all in uppercase, set to Bold

Section Headings- Font Size 12”, set to Bold

Table Label : On Top of the Table, Left Side, Two Lines, Font Size 10”

Figure Label : Below the Figure, Centered, Font Size 10”

Text Inside the Table: Font Size 5” to 10”

Spacing : Double-space except in References in single- spaced

 Right Margin : Fully Justified

Page Layout : Left Margin 1.5; Right 1”; Top 1”; Bottom 1”

Spacing and
Justification : All pages- text is double- spaced.

Text inside Table : Font size 5 to 10, single- spaced and left margin justified but
Table Headings should be centered and set to bold

References : APA Format-Version 6, single- spaced within but doubled-

spaced between next Author/s

Page Numbering : Always Topmost Right part

Preliminaries Page Number: Use Roman Numerals (i, ii. Iii, iv, …Top Right)

Chapter 1 to Finale/ Curriculum Vitae- Use Decimal Numbers (1, 2.., Top Right)

Chapter Page (Chapter 1, 2, 3, 4 and 5) should not appear but it’s continuous

Do not use Abbreviation, spell- out the words or the acronym then parenthesis
in its first use.

Use Short Size Bond Paper only.

No underlines in any part of the text.

Use BLACK color only in all text in all pages.

Right Margin should always be Fully- Justified.

Set to BOLD all the Chapter Title and Sub- headings and all Headings as well as the
terms that needs to be emphasized.
Prepared by:

JENNY LYN T. NALUPA, PhD, EdD

Practical Research , Subject Group Head