Exploring the Influence of Game-Based Learning Tools to the Students’ Level of Engagement in Social Studies of Humanities and Social Sciences Students at Tanauan, Institute Inc.
Article Sidebar
Main Article Content
In recent years, educators have increasingly explored innovative and technology-enhanced teaching strategies to improve student engagement, particularly in subjects that are often perceived as challenging or less engaging, such as Social Studies. One of the most prominent approaches is Game-Based Learning (GBL), which integrates game design elements and principles into instructional activities to create more interactive, meaningful, and student-centered learning experiences.
Grounded in motivational and constructivist learning theories, Game-Based Learning emphasizes active participation, experiential learning, and intrinsic motivation. From a theoretical perspective, GBL aligns with constructivist ideas that learners build knowledge through active engagement and interaction with content, as well as self-determination theory, which highlights the importance of autonomy, competence, and relatedness in sustaining student motivation and engagement. These frameworks help explain why game-based approaches may positively influence students’ behavioral, emotional, and cognitive engagement in learning environments.
Downloads
References
Aala, A. M., Buenvinida, L. P., Tan, C. S., Yazon, A., & Manaig, K. A. (2023). Factors Influencing Learners’ Participation in Physical Education in The New Normal: An Input to Curriculum Development Program. International Journal of Theory and Application in Elementary and Secondary School Education. https://www.semanticscholar.org/paper/27476f4ee47166f5a78bf09053bb5ede3df6899a
Acojido, V. R. (2023). The Learning Interest in Social Studies Education: In the Lens of Junior High School Students.https://www.researchgate.net/publication/37402 7307_The_Learning_Interest_in_Social_Studies_Education_In_the_Lens_of_Juni or_High_School_Students.
A-Qarni, F. (2015). Collaborative Strategic Reading to Enhance Learners’ Reading Comprehension in English as a Foreign Language. Academic Journal of Interdisciplinary Studies. https://www.semanticscholar.org/paper/43d69fa211d7533a86cd1511d95c734210c af504
Alcantara, M. (2023). Impact of motivational strategies on student engagement. https://www.researchgate.net/publication/371540492_STUDENT_ENGAGEME NT_ACADEMIC_MOTIVATION AND_ACADEMIC_PERFORMANCE_OF_I NTERMEDIATE-LEVEL_STUDENTS
Alharbi, M., & Durugbo, C. (2020). The Role of Gamification in Driving Student Engagement: A Review of the Literature. Education and Information Technologies, 25(6), 5865-5883. Retrieved from https://link.springer.com/article/10.1007/s10639-020-10302-7
Alonzo, T. L., & Ferrer, J. (2021). Gamification techniques to enhance student engagement in social studies through collaborative learning. Philippine Journal of Educational Research, 38(4), 44-61. https://www.semanticscholar.org/paper/f9c23e83818d4eeca30e8f65c938f46554d0 99f4
Alsawaier, R.S. (2018) The use of gamification could provide a partial solution to the decline in learners’ motivation and engagement the schooling system is facing today.
Alvarado, R. (2019). Participation Levels of Students in Social Studies Classes. Retrieved from https://www.ijisrt.com/assets/upload/files/IJISRT24APR681.pdf
Anderson, C. A., & Dill, K. E. (2016). Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life. Journal of Personality and Social Psychology, 78 (4), 772-790. https://doi.org/10.1037/0022-3514.78.4.772
Baluyot, M. A., & Santos, F. (2023). Student engagement and collaboration through education games in the Philippines. Journal of Interactive Learning Research, 34(3), 163-178. Retrieved from https://www.semanticscholar.org/paper/a9e596e3cc1c15e3c5f13787df857ab5c4cd 3b2e
Bautista, L. R. (2018). Impact of Game-Based Learning on Student Engagement and Class Participation in Social Studies. Philippine Educational Research Journal, 25(2), 45-58. https://www.per.edu.ph
Bautista, N., & Araneta, A. (2019). Impact of Student-Centered Learning on Engagement. Philippine Educational Research Journal,10(4),73.https://example.com/philippine- educational-research.
Bee, C. B., Hui, T., & Wai, W. (2015). Innovative Project-Based Learning in Yangzheng Primary.https://www.semanticscholar.org/paper/f14045391b50b0aa2c4079c1868b 28193c7253c7
Bibi, N. (2021). Effect of Activity-Based Games on Students' Academic Achievement in Social Sciences. FWU Journal of Social Sciences, 15(3), 82–95. https://doi.org/10.51709/19951272/Fall-2021/
Bremner, N.(2019) Bremner from learner-centered to learning-centred: Becoming a “hybrid” practitioner International Journal of Educational Research, 97 (1) (2019), pp.5364,10.1016/j.ijer.2019.06.012 https://www.sciencedirect.com/science/article/ abs/pii/S0883035519306871?via%3Dihub
Cheong C., & Lee, M. (2018). The impact of digital game-based learning on student engagement in secondary school social studies classrooms. International Journal of Educational Technology in Higher Education, 15 (1), 1-16. https://doi.org/10.1186/s41239-018-0096-9
Cifuentes, L., & Mena, J. (2020). Exploring the effects of game-based learning on student collaboration and class participation in social studies education. Computers & Education, 148, 103783. https://doi.org/10.1016/j.compedu.2019.103783
Cruz, J. M., & Vicente, L. T. (2019). The Effect of Game-Based Learning on Students' Motivation and Achievement in Social Studies. Asia-Pacific Journal of Educational Technology,14(1), 101-114. https://www.apjet.org/
Cruz, M. J., & Mendoza, A. (2020). Cooperative gameplay and student engagement in civic education through shared online platforms. International Journal of Educational Technology, 15(1), 21-34. https://www.semanticscholar.org/paper/7a05cd19fbbc8a3a63564a71e3f1f808d450 f55f
Cuenca, R. L., & Bañez, A. C. (2023). The role of collaborative games in enhancing social studies learning in Philippine schools. Philippine Educational Research Journal, 35(1), 31-44. Retrieved from https://www.semanticscholar.org/paper/e20e7d177b94281c45edd7bf3ed2299e7c8 7435d
De Guzman, M. C. (2023). Class Participation and Student Performance: A Follow-up Study. https://files.eric.ed.gov/fulltext/EJ1310042.pdf
De Leon, J. T., & Herrera, A. C. (2018). Increased Motivation in Social Studies through Educational Games. Philippine Journal of Educational Innovations, 23(2), 41-55. https://www.pjei.ph/
Dela Cruz, L. P., & Gonzales, R. V. (2020). Enhancing Student-Content Interaction in Social Studies through Game-Based Learning. Philippine Journal of Interactive Learning, 14(2), 51-63. https://www.jphilinterlearn.org/
Dela Cruz, R. (2024). Level of students' motivation and engagement. https://uijrt.com/articles/v5/i7/UIJRTV5I70021.pd
Delos Reyes, M. S., & Barrios, T. A. (2021). Game-Based Learning and Its Impact on Motivation in Social Studies. Philippine Journal of Educational Technology, 19(3), 77-89. https://www.pjet.org/
Demir, M. K., & Budak, H. (2016). The relationship between self-regulating, motivation, and metacognitive skills and mathematics success of 4th grade students. Buka Faculty of Education Journal, 41, 30 41.https://www.researchgate.net/publication/305729458
Diaz, N. A., & Solis, J. A. (2020). Fostering Collaboration in Social Studies Classes through Educational Games. Philippine Journal of Collaborative Education, 12(3), 88-102. https://www.pjce.ph/
Dogan, U. (2015). Student engagement, academic self-efficacy, and academic motivation as predictors of academic performance. The Anthropologist, 20(3), 553-561. https://www.tandfonline.com/doi/full/10.1080/09720073.2015.11891832
Eli, T. B. (2021). Students` perspectives on the use of innovative and interactive teaching methods at the University of Nouakchott Al Aasriya, Mauritania: English department as a case study. International Journal of Technology, Innovation and Management (IJTIM), 1(1), 90–104. https://doi.org/10.54489/ijtim.v1i2.21
Fernandez, M. L., & Aquino, M. D. (2019). The Impact of Interactive Games on Student Learning and Engagement in Social Studies. Philippine Journal of Educational Innovations, 27(1), 76-89. https://www.pjei.ph/
Garcia et al. (2017). Surveying In-Service Teachers' Beliefs about Game-Based Learning and Perceptions of Technological Pedagogical and Content Knowledge of Games. https://www.semanticscholar.org/paper/206ec2f0bdc02e3ec720c939c80ee90c68f4 b8eb
Garris, R., Ahlers, R., & Driskell, J. E.: (2015) Games, Learning, and Society: A Review of the Literature." Journal: Simulation & Gaming, 45(1), 65-88. https://journals.sagepub.com/doi/full/10.1177/1046878113502164
Gee, J. P. (2017). Games and learning: Why game-based learning works. In Game-based learning and the future of education (pp. 39-58). Springer. https://doi.org/10.1007/978-3-319-44408-2_3
Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39-54. https://ajte.edu.au/articles/10.14221/ajte.2016v41n3.6/
Gonzales, D. A., & Rodriguez, T. S. (2020). Promoting Collaboration in Social Studies through Game-Based Learning. Philippine Journal of Collaborative Learning, 11(1), 64-76. https://www.pjcl.ph/
Gupta, P. (2016). A Review of Assessments for Digital Game-Based Learning https://www.semanticscholar.org/paper/26edbc20719687271c1e49ff4212f90862f6 8af9.
Han, J., Ryu, C., & Nadarajan, G. (2024). Exploring Factors Affecting Student Learning Satisfaction during COVID-19 in South Korea. ArXiv. https://www.semanticscholar.org/paper/5ac4d7df094b105d485ba36a26d053fdec8 46216
Hard and RaoShah (2022) Developing collaborative thinkers: Rethinking how we define, teach, and assess class participation Teaching of Psychology, 49 (2) (2022), pp. 176184,10.1177/ 009862832098695https://www.sciencedirect.com/science/article/ abs/pii/ S0883035519306871? via%3Dihub
Heng, S. K., & Kwan, T. H. (2015). Innovative Project-Based Learning in Yangzheng Primary. International Journal of Education and Research, 3(8), 383-398. https://www.semanticscholar.org/paper/f14045391b50b0aa2c4079c1868b28193c7 253c7
Hmelo-Silver, C. E., Chinn, C. A., Chan, C., & O'Donnell, A. M. (Eds.). (2013). The international handbook of collaborative learning. Routledge https://www.routledge.com/The-International-Handbook-of-Collaborative Learning/Hmelo-Silver-Chinn-Chan-ODonnell/p/book/9780415897493
Iqbal, H., Habib, M., & Saeed, M. (2022). Effect of science activities on pre-schoolers' creative thinking: An experimental study. Pakistan Journal of Social Research, 4(04), 1068-1075 https://doi.org/10.52567/pjsr.v4i04.913
Javier, S. E., & Manlapig, A. F. (2021). Collaborative Learning in Social Studies Through the Use of Game-Based Activities. Journal of Social Science Education, 22(2), 50-63. https://www.ssedu.ph/
Joaquin, M. (2015). A study of the use of games and gamification to enhance student engagement. https://www.semanticscholar.org/paper/58c40e15bd5a4a0bd3a4dd3dea5a67bf853 72a27.
Lactao, C. (2023). Student engagement, academic motivation, and academic performance of intermediate-level students. https://www.researchgate.net/publication/371540492_STUDENT_ENGAGEME NT_ACADEMIC_MOTIVATION AND_ACADEMIC_PERFORMANCE_OF_I NTERMEDIATE-LEVEL_STUDENTS
Lee, Y.-H. (2015). Does Digital Game Interactivity Always Promote Self-Efficacy? Cyberpsychology, Behavior and Social Networking. https://www.semanticscholar.org/paper/9946905d8483e48d96d72d4354f23f33628 c0da9
Lim, R. N., & Valdez, S. (2022). Collaboration in digital games: An analysis of interactions in historical simulation games. International Journal of History Education, 12(3), 67-82. https://www.semanticscholar.org/paper/463d0d2275db306917bb6bd51f4fa9de298 8bebd
Luna, R. M., & Reyes, T. C. (2019). Game-Based Learning and Collaborative Skills in social Studies. Philippine Journal of Educational Innovations, 18(1), 50-63. https://www.pjei.ph/
Magsino, R., & Magbanua, J. P. (2016). Peer Influence on Student Motivation. Philippine Journal of Social Science, 24(3), 41-59. Retrieved from https://example.com/philippine-social-science
Majid, A., & Arief, Z. A. (2015). Hubungan antara motivasi belajar dan partisipasi siswa dengan hasil belajar pada mata pelajaran Matematika (Survey pada siswa kelas VII di MTs Attaqwa Cicurug Sukabumi). Jurnal Teknologi Pendidikan, 4(2), 1–11 https://journal.uny.ac.id/index.php/jtp/article/view/7716
Manalo, R. C. (2019). Educational Games and Their Influence on Social Studies Students' Participation in the Classroom. Asia-Pacific Journal of Educational Research, 15(2), 99-113. https://www.apjer.org/
Mendoza, P. F., & Perez, R. C. (2020). Motivating Students through Game-Based Learning in Social Studies. Journal of Philippine Educational Research, 26(4), 112-124. https://www.jper.org.ph/
Mkhatshwa, S., & Masola, N. (2023). Digital gaming for cross-cultural learning: Development of a social constructivist game-based learning model at a South African university. Educational Technology & Society, 26(2), 90-105. https://www.semanticscholar.org/paper/af8a0c7ba8f47bd04828db836bec43e4ee3 022b2
Montilla, V. R., Rodriguez, R., Aliazas, J. V., & Gimpaya, R. (2023). Teachers' pedagogical digital competence as relevant factors on academic motivation and performance in physical education. International Journal of Scientific and Management Research, 6(6), 45-58.https://www.ijsrm.in/index.php/ijsrm/article/view/5449
Muhammad, M. (2016). Pengaruh motivasi dalam pembelajaran. Lantanida Journal, (2), 87–97. https://journal.uin- alauddin.ac.id/index.php/lantanida/article/view/2285OECD. (2017). PISA 2015 Results (Volume V): Collaborative Problem Solving. OECD Publishing. 42) https://doi.org/10.1787/9789264285521-en
Orwat J., Kumaria S., Spira M., Boyle L., Besinger A. (2018). Class participation as a pedagogical tool in social work education. Social Work Education, 37(3), 361– 377. https://doi.org/10.1080/02615479.2017.1401601
Padilla, C. P., & Martinez, J. R. (2018). Collaborative Learning in Social Studies through Gamified Learning Environments. Journal of Social Education, 20(2), 35-49. https://www.joseph.edu.ph/
Papastergiou, M. (2017). Digital Game-based Learning in High School Computer Science Education: Impact on Educational Effectiveness and Student Motivation. Computers & Education, 103, 1-10. https://doi.org/10.1016/j.compedu.2016.09.006
Prado, A. (2023). The Role of Gamification in Social Studies Education. https://www.semanticscholar.org/paper/7193103eadf92f87664e25b95e2ff98749aa 5878
Ramirez, A. D., & Guzman, P. T. (2021). Improving Student Participation in Social 150- 162. https://www.jpes.ph/
Rosas, R., Nussbaum, M., Cumsille, P., & Zuniga, M. (2017). Beyond traditionalclassrooms: The impact of game-based learning on students' interactivity and participation. Computers & Education, 113, 128-137. https://doi.org/10.1016/j.compedu.2017.06.010
Saeed, S., & Zyngier, D. (2012). How motivation influences student engagement: A qualitative case study. Journal of Education and Learning, 1(2), 1–39. https://doi.org/10.5539/jel.v1n2p252.
Salazar, T. R., & Ramos, L. D. (2020). The Role of Gamification in Enhancing Motivation in Social Studies. Philippine Journal of Educational Research, 28(1), 77-90. https://www.jper.org.ph/
Santos, R. M., & Reyes, J. P. (2019). The impacts of game-based learning on student collaboration in social studies classes among high school students. Philippine Journal of Social Studies, 45(2), 109-128. https://www.semanticscholar.org/paper/5bf1c5ff4738aa1ab4b99ac5e1070e53a468 3906
Senthamarai, S. (2018). Interactive teaching strategies. Journal of Applied and Advanced Research, 3(1), 36-38. https://doi.org/10.21839/jaar.2018.v3iS1.166
Sison, M. T., & Lopez, A. V. (2020). Game-Based Learning as a Tool for Enhancing Interactivity in Social Studies Education. Philippine Journal of Educational Technology, 13(1), 21-33. https://www.pjet.org/
Slavin, R. E. (2021). Educational psychology: Theory and practice (12th ed.). Pearson.https://www.pearson.com/store/p/educational-psychology-theory-and practice/P100000443022
Smith, J., & Green, T. (2023). Exploring the effect of a collaborative problem-based learning simulation within a technology-enhanced learning environment on tutor perceptions and student learning outcomes. International Journal of Technology Enhanced Learning, 35(1), 60-73. Retrieved from https://www.semanticscholar.org/paper/632d04de2b0a942eefec7e1fd748ab950e8 37b85
Squire, K. D. (2016). From content to context: Games as a means of transforming the engagement of students in history and social studies classrooms. Journal of Educational Computing Research, 54 (8), 1180-1207. https://doi.org/10.1177/0735633116644310
Steinkuehler, C., & Duncan, S. (2018). Collaboration in game-based learning environments: Improving group dynamics in Social Studies classrooms. International Journal of Learning and Media, 13 (2), 23-41. https://doi.org/10.1162/ijlm_a_00129
Stewart, E., & Thomas, R. (2018). Game-based learning in the classroom: Engagement, learning, and motivation. Educational Technology Research and Development, 66 (6), 1385-1400. https://doi.org/10.1007/s11423-018-9597-3
Suhartono, A., & Hidayat, R. (2023). Primary student and teacher game-based learning engagement: The problem and the challenge. Journal of Educational Innovations, 12(3), 182-197. https://www.semanticscholar.org/paper/56d757966c739072e0ddc458c214f609150 c438c
Tan, R. G., & Natividad, M. S. (2018). Interactive Educational Games and Their Effects on Student Engagement in Social Studies. Asian Journal of Education and Social Sciences, 8(2), 109-118. https://www.ajes.ph/
Tham, B. & Tham, M. (2015). Pre-Service Teachers' Perceptions on Game-Based Learning Scenarios in Primary Reading and Writing Instruction Courses. https://www.semanticscholar.org/paper/94dd90d6c0da0fe9004b0efc60f1171c9d3e a9ec.
Tlhoaele, M., Hofman, A., Winnips, K., & Beetsma, Y. (2014). The impact of interactive engagement methods on students' academic achievement. Higher Education Research & Development, 33(5), 1020–1034. https://doi.org/10.1080/07294360.2014.890571
Tong, F. (2022). Psychological and pedagogical effects on engagement and achievement: implications for literacy and maths learning. Educational Psychology, 42(8), 931– 933. https://doi.org/10.1080/01443410.2022.2140275c
Torres, A. C., & Santos, J. T. (2023). Fostering collaboration through game-based learning in Social Studies. Journal of Collaborative Learning, 32(1), 45-56. Retrieved https://www.semanticscholar.org/paper/bf80b9a80acf2ed45ce85a269f72 6c91bc37a7d5
Tuzun, H., & Toprak, C. (2019). The impact of game-based learning on students' engagement and achievement in social studies. Journal of Educational Technology & Society, 22 (4), 177-190. https://www.jstor.org/stable/jeductechsoci.22.4.177
Villanueva, R. M. & Castillo, J. T. (2020). The Role of Game-Based Learning in Promoting Active Student Participation in Social Studies. *Journal of Social Science Education,33(1), 77-85. https://www.ssedu.ph/
Wang, R., Cao, J., Xu, Y., & Li, Y. (2022). Learning engagement in massive open online courses: A systematic review. Frontiers in Education. https://www.frontiersin.org/articles/10.3389/feduc.2022.1074435/full
Wong, G. K. W., & Wong, T. T. K. (2020). The role of game design in teaching and learning. Education and Information Technologies, 25(4), 3531-3549. https://doi.org/10.1007/s10639-020-10349-0
Williams, K. C., & Williams, C. C. (2015). Five key ingredients for motivating students. International Journal of Educational Management, 25(3), 261-271. https://doi.org/10.1108/09513541111132088
Xu, S. (2018). Research on Teaching Mode Reform of Applied University International Trade Major Based on Kolb’s Experiential Learning Theory-- Skill Competition as the Driving Force. https://www.semanticscholar.org/paper/54654d2b87bdf46ad7d8a0cf0e0f396fe041 9ab9
Zainul, N., & Othman, M. (2015). Law Pedagogy Game: Match-It©. https://www.semanticscholar.org/paper/86ae3d3120b5afb3a4d76fd191723602cfb 56c84.
Zhan, Z., Tong, Y., Lan, X., & Zhong, B. (2022). A systematic literature review of game- based learning in Artificial Intelligence education. Interactive Learning Environments. https://www.semanticscholar.org/paper/c43b15ec14a28650e94804e6e2c5054daf5 65086
Zhou, L. (2023). Students’ Class Participation and Creative Thinking: Basis for Class Engagement Framework. Highlights in Art and Design. https://www.semanticscholar.org/paper/3162049aa3758858a7b95556a8f1cd9aa93 26313
Zuhroh, N. (2024). Implementation of Lesson Study in Improving Creative Thinking and Student Learning Outcomes in Social Sciences Subjects. International Journal of Social Learning (IJSL). https://www.semanticscholar.org/paper/e0a088d7bb15eee57ac75059079aca1cc78 ec76d
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles published in our journal are licensed under CC-BY 4.0, which permits authors to retain copyright of their work. This license allows for unrestricted use, sharing, and reproduction of the articles, provided that proper credit is given to the original authors and the source.