Game based learning

Game based learning incorporates game characteristics and principles into learning activities. Learning
activities inspire student engagement and enthusiasm to learn. Digital game-based learning can be used
by educators to support students in developing skills. One significant impact of Digital game-based
learning is appealing to use in the classroom because it changes the learning environment, It can take
learning to the next level and support educators in creating a 21st century classroom. Digital game-
based learning involves using computer and video games as tools to address learning goals. Digital
game-based learning can also be defined as an “Instructional method that incorporates educational
content or learning principles into computer or video games with the goal of engaging learners” (Coffey,
2017, para. 1).

In this study, the researcher considered the report of the Program for International Student
Assessment (PISA) of the Organization for Economic Co-operation and Development (OECD) in 2018
which showed students in the Philippines ranked the lowest among 79 countries in mathematics,
science, and reading. Poor learning outcomes were observed among students in the Philippines across
all three assessments. Over 80% of Filipino students did not achieve a minimum level of reading
proficiency, representing one of the highest proportions of low performers among all PISA-participating
countries. This difficulty in achieving proficiency in the subjects covered in school was due to a lack of
understanding of the language in which they were taught -in the case of mathematics and science, the
English language.

Technological advancements and their rapid development always create new and exciting ways to
engage students learning and meet the growing needs of education. Accounting for this, Bondaug (2021)
pointed out that the impact of games, especially in this era of the technological revolution, is
irreplaceable. Therefore, more materials for game-based learning need to be designed, developed, and
validated to improve and improve learners' achievements.Game-based learning makes classes
entertaining and sustains effort and interest. The games allow young learners to interact, explore, and
experiment with their surroundings. The use of games not only motivates students but also provides
incentives and stimuli to use the language. Some educators might see digital game-based learning as a
way to hook students, especially those who are gamers, and get them interested in learning. However,
there needs to be a more well-developed rationale for using digital game-based learning than just
interest and entertainment value.
 Chu, & Fowler, (2020) discusses educational games that use games to support education and learning.
The game is a support tool that complements traditional teaching methods to enhance the student skills
and experience as an assistance tool work in parallel with normal teaching to improve critical thinking
and student creativity (Blanié, Amorim, & Benhamou, 2020; AlFarsi, & ALSinani, 2017). Using games in
educational education to help students remember is to encourage students to actively participate and to
remember what they have learned. Learning does not mean memorizing, but students can use the game
to memorize important points that can be applied in real situations through exams (Tawafak, & Romli,
Ruzaini and Sohail, 2019; Mathew, Malik, & Tawafak, 2019; Alfarsi, Jasiya, Ragad, Abir, and Maryam,
2019; Tawafak, 2019).

Game-based learning provides a productive environment for themed learning units, learning
computational skills, and improving creativity (Riikonen et al., 2020). In addition, personal interest plays
a significant positive role in students' creativity, which is consistent with previous studies. students are
encouraged to participate in constructivism interconnected learning (Kafai & Burke, 2015), play a game
learning maximum value, and help students have more interest in learning, concentration, the formation
of self-efficacy, through the establishment of contact information environment more deeply involved in
the Internet learning, help students achieve learning effective contact inside and outside class.
Competitive learning is suitable for students especially with game-based learning that to compete with
each other and improve student learning effectiveness (Tawafak, Awanis and Ruzaini, 2019). The most
important thing in preparing an educational game is to gather reasons for training, refine the
educational spirit, and separate the game (Tawafak, Awanis, Sohail, Mohanaad, and Ghaliya, 2019).
(Tawafak, Awanis, and Maryam, 2019; Tokac, Novak, and Thompson, 2019). Most researchers discuss
the importance of games in education as they help to enhance student learning by competing with other
students to enhance student love for learning and achieve more success (Tawafak, Awanis, and Maryam,
2019; Calabor, Mora, and Moya, 2019).

Therefore, connected learning emphasizes the importance of student participation in learning and
creating collaboration. Hughes-roberts et al. (2020) pointed out that game-based learning based on
connected learning can provide inspiration and encouraging learning experience for different
learners.Game-based learning (GBL) is an educational strategy that has become an integral part of
modern education, shifting the focus from lecture and written assignment learning to game learning,
especially in improve learners' vocabulary performance. g. According to Trybus (2015), Game-Based
Learning is an innovative teaching method that integrates game elements into education and learning,
sometimes referred to as gamification.Discussion about modernizing the curriculum must include
solution for keeping students engaged and ensuring they learn how to be critical, confident, and creative
abilities required for success in the modern workplace.
Development of Gamified Materials

According to Glover, 2013 Students’ learning path is determined by the achieved levels of
knowledge and skills. As technology advances, the demand for innovative instructional materials
also increases. As a result, the Department of Education urges teachers to develop instructional
materials. 21st century learners are known to be born where technology is an integral part of
humanlife. For this reason, technology becomes a necessity and integrating it with their everyday
school activity is vital. As technology improves, different types of games are also being developed to
elicit interest and motivation among students.

Bernik et al. (2019) stated that raising student interest and engagement in learning activities
offered within a gamified system is the goal of e-learning gamification which leads to provision of
superior knowledge assessment results. Hasan et al. (2019) found that students’ engagement and
learning processes are supported by the utilization of the gamification environment.Gamification
per se is the use of game mechanics in a non-gaming context and is positive and intrinsically
motivating gameful experiences. Both technology and games when used in teaching have positive
effects on psychological and behavioral aspects and can be more enjoyable For instance, digital
based-games as one of its kinds, can decrease cognitive load, improve learning achievements and
increase student’s motivation.

As the literature evolves, the significant positive impact of gamification on student engagement is
more evident.The findings of a study by Yellas and Bouzenoun in (2022), suggest that learners tend
to be more engaged and motivated when teachers incorporate some game elements into the
lessons, creating a continuous progression that propels students towards the next learning step.
Teachers also expressed that gamification strategy is important to ensure the sustained attention of
the students and to encourage students to engage in class effectively.Gamification allows students
to have a unique learning experience as students get to choose gaming elements that can help them
achieve their specific learning goals (Pektas & Kepceoglu 2019). The researchers also claimed that
gamification strategy can help learners to increase motivation and engagement. The incorporation
of gamification strategy in lessons is preferred by the learners and they are satisfied with gamified
lessons (Yellas & Bouzenoun 2022). This is align with the finding of a study by Yildrim in 2017. This
highlights the importance and need of incorporating the elements of gamification in English lessons
to ensure an effective teaching and learning process takes place.
 Sin and Said in (2020) highlights the integration of gamification into teaching and learning process
as a means to improve students’ interest and provide students with a more enjoyable learning
experience, particularly in the context of learning English which eventually contributes to better
learning outcomes.Teachers’ perspectives gathered in a study conducted by Omar and Yunus in
(2020) proves the role of gamification in improving students’ learning outcomes and language
achievement. This clearly shows that students prefer engaging in gamified activities, highlighting the
positive impact of gamification on student engagement.

Furthermore, Alsulaimani (2022) stated gamification in e-learning helps students become an

observer and has control over everything students obtains due to his eagerness to complete each
subtask in order to receive its own incentives. It can be said that the design of e-learning activities
based on digital inducement encourages tutees to set goals and insight to beginning certain
academic assessments and aids them in creating different plans to deal with obstacles. Additionally,
Su and Cheng (2013) claimed that the inclusion of gaming in e-learning platforms motivates students
to attempt new things and allows them to engage in pleasurable learning experiences.Gamification
in online learning aids teachers in utilizing personalized and adaptive techniques like testing for
estimating student performance, which can be used to customize feedback and content (Gilyazova
& Zamoshchanskii, 2020)

Tsay et al. (2018) argued that a gamification learning system will improve student engagement,
motivation, and performance through the successful integration of design principles and student-
centered learning. The fundamental goal of e-learning is to increase student-teacher interactions,
quick feedback, assignment completion on time, etc. This goal can be achieved by effectively
utilizing aspects of gamification, which in turn improve the usefulness of e-learning. Gaining awards
and points encourages competition and increases interest. It might be a way to provide a flexible,
user-centered learning environment that encourages users to pursue their personal
objectives.TechTeach can adjust to various situations, it seeks to improve student participation and
use gamification to create a more engaging, enjoyable, and digital learning environment (Portela,
2022).
 References ( Pahabul)

•Sin, O. K. & Said, M. N. H. M. (2020). Accessing Effect of Gamification for Primary Pupils’ English
Learning Performance. Innovative Teaching and Learning Journal 4(2): 73-76.Subban, P. (2006).
Differentiated Instruction: A Research Basis. International Education Journal 7(2): 935-947.

•Omar, N. B., & Yunus, M. B. M. (2020). Literature Made Easy: Exploring the Use of Games in
Learning a Short Story. ESL Practitioner: The Journal of the English Language Teaching Centre
1(8):17-23.

•Yellas, M. & Bouzenoun, A. (2022). Teachers’ and Students’ Perception towards Using Gamification
in Teaching English Language. PhD. Dissertation, University of Mohamed Seddik BenYahia, Algeria.

•Pektaş, M., & Kepceoğlu, İ. (2019). What do prospective teachers think about educational
gamification?. Science Education International 30(1):65-72.

•Kafai, Y. B., & Burke, Q. (2015). Constructionist gaming: Understanding the benefits of making
games for learning. Educational psychologist, 50(4), 313-334.

•Riikonen, S., Seitamaa-Hakkarainen, P., & Hakkarainen, K. (2020). Bringing maker practices to
school: tracing discursive and materially mediated aspects of student teams’ collaborative making
processes. International Journal of Computer Suppor.

•Hughes-Roberts, T., Brown, D., Boulton, H., Burton, A., Shopland, N., & Martinovs, D. (2020).
Examining the potential impact of digital game making in curricula-based teaching: Initial observations.
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