The Role of Gamification in Capturing Students Attention and Enhance Classroom

Engagement in Junior High at Hilongos National Vocational School

Action Research Proposal

Presented to the

FS 1 & 2 Instructor

Presented by:

Ms. Jamaica Catalia

Mr. Rakesh Suico
Mr. John Carlo Abalo
Mr. Noel Raagas
Mr. Marvin Mondragon
FS Students
I. Context and Rationale
In the context of Hilongos National Vocational School, gamification is
particularly relevant because it aligns with the school’s mission to provide
quality education that prepares students for the future. By using
gamification, teachers can make lessons more dynamic and interactive,
which can lead to better learning outcomes. According to Gee (2003),
incorporating game-like elements can significantly increase motivation and
engagement, which are critical for the success of modern education.
Moreover, research by Anderson and Rainie (2012) shows that gamified
environments enhance learning by promoting active participation, as
students are more likely to engage with material n a playful, competitive, or
goal-oriented manner.
Teachers need to carefully design activities the balance of fun and
learning. The goal is not just to entertain students but to ensure that the
gamified activities contribute to their understanding of the lesson. As
Deterding et al. (2011) note, the key to successful gamification is ensuring
that the game mechanics are integrated meaningfully into the learning
content to achieve educational objectives. In this way, gamification can
boost both engagement and academic performance without compromising
the integrity of the curriculum.
Moreover, gamification requires creativity and preparation, which can
be time-consuming for teachers. However, the benefits it offers such as
improved attention, higher engagement, a more positive learning
environment, and make it a worthwhile investment. A study by Surendeleg
et al. (2017) emphasizes that while the initial investment of time may be
considerable, the long-term benefits, including enhanced student learning
and increased motivation, far surpass the costs.

This action research focuses on understanding the role of gamification

in capturing student attention and enhancing classroom engagement in
junior high school. It seeks to answer important questions such as: How
can gamification be effectively implemented in the classroom? What types
of activities work best for junior high school students? How does
gamification impact student attention in junior high classrooms at Hilongos
 National Vocational School? What effect does gamification have on
student engagement in various subjects at Hilongos National Vocational
School? How do students perceive gamification in terms of making
learning more engaging?
I. Proposed Innovation, Intervention, or Strategy
Innovation
This research introduces an innovative approach to traditional teaching
by applying gamification across a wide range of subjects in the junior high
school curriculum. The innovation lies in the systematic incorporation of
gamified strategies, not just as isolated activities but as an integral part of
the lesson plans. By using technology and creative methods, such as
digital games, quizzes, simulations, and rewards, the innovation seeks to
transform conventional instructional methods into more engaging and
participatory learning experiences for students.
Intervention
The intervention aims to incorporate gamification techniques into the
classroom at Hilongos National Vocational School to enhance student
attention, participation, and overall engagement in junior high school
subjects. By integrating game-like and interactive challenges and
activities, the intervention seeks to create a more dynamic and motivating
learning environment that encourages active student involvement, fosters
collaboration, and increases enthusiasm for learning.
Strategy
The strategy focuses on the gradual implementation of gamification in
classroom settings through teacher training, the design of gamified lesson
plans, and the introduction of reward-based systems that recognize
student achievements and progress. Teachers will be equipped with tools
to integrate gamification into their teaching practices, enabling them to
monitor and assess student engagement and performance effectively. The
strategy also emphasizes collaboration between students through team-
based challenges and competitions, which will encourage peer interaction
and collective problem-solving. The ultimate goal is to create an engaging,
supportive, and enjoyable learning environment where students' intrinsic
motivation is heightened, leading to improved academic outcomes.
II. Action Research Questions
This action research focuses on understanding the role of gamification
in capturing student attention and enhancing classroom engagement in
junior high school. It seeks to answer important questions such as:
1. What effects does gamification have on students’ attention and
engagement in the class at Hilongos National Vocational School?
2. How do students perceive gamification in terms of making learning
more engaging?
3. What challenges do teachers face when using gamification to capture
students’ attention and enhance classroom engagement?
4. What is the significance of gamification n enhancing students’ attention
and classroom engagement in Junior High at Hilongos National
Vocational School?
III.Action Research Methods
a. Research Design
The purpose of this study is to explore the role of gamification in
capturing student attention and enhancing engagement in various
subjects at Hilongos National Vocational School (HNVS). This research
aims to identify how gamified learning strategies, such as point systems,
leaderboards, badges and interactive simulations, influence students'
attention, motivation, and overall academic engagement across a range
of the subjects. The study will employ a mixed-methods approach,
combining quantitative surveys to measure student engagement and a
qualitative interview to explore and describe the students' perspectives on
gamification in the classroom.
b. Sample/Participants and/or other sources of data and information
The investigators purposely selected the Junior High of Hilongos
National Vocational School (HNVS) due to its availability. The Junior High
students with 14 sections in every grade level which is equivalent to the
whole population or the 100% of the respondents will be the primary
participants in this study. It is expected to be accomplished for the School
Year (SY) 2024-2025.
c. Data gathering methods
To effectively assess the role of gamification in capturing student
attention and enhancing classroom engagement of Junior High at
Hilongos National Vocational School, a systematic approach to data
collection will be implemented.
First, written consent will be obtained from both students and teachers
prior to data collection, ensuring participants are aware of the purpose of
the study and how their data will be used. In addition, all the data
collected will remain confidential and will be used only for the purpose of
the research. Second, the investigators will provide standardize survey
questionnaire, tally sheet, and interview. Lastly, the students will complete
surveys before and after the implementation of gamification to measure
their levels of engagement, motivation, and perceived enjoyment.
Moreover, the data gathering procedure will be conducted over a
period of 1 to 2 months with specific stages for observation,
implementation, survey distributions, interviews, and performance
tracking.
d. Data analysis plan
The gathered in this study will be analyzed using descriptive statistics
(such as averages and percentages) to evaluate changes in the students’
engagement and performance. In addition, the responses from open-
ended survey questions, interviews, and observational notes will be
analyzed descriptively. This will help in understanding the significance of
the patterns and behaviors towards the gamification strategy in capturing
the students’ attention and improve the engagement in the classroom.
IV. Work Plan and Timeline

Activity Timeline
Planning
 Preparing Research Proposal
 Ethical consideration and permission 2 Weeks
Pre-Implementation
 Pre-Implementation Survey
 Classroom Observation
 Implementation 1 Month
 Gamification Implementation
 Classroom Monitoring
Post-Implementation
 Survey 1 Week
 Classroom Observation 1 Month
 Teacher Feedback 1 Week
Data Analysis
 Data Compilation 1 Week
 Analysis 2 Weeks
Conclusion and Recommendations
 Writing the Report 1 Week
 Summary and Recommendations 6 Days
 Presentation 1 Day
Total 4 Months & 1 Week
V. Cost Estimates
Table 1: Cost Estimate

QUANTITY UNIT PARTICULARS UNIT TOTAL

COST COST
Bondpaper (Long,
3 ONE short, A4) 250 750.00

5 Elmer’s Glue Glue 45 225

10 Folder Folder 8 80
Paints, Crayon, 1000 3000
Pastel, Color
HBW Pens/Pencils,
3 Coloring Colored Paper,
Materials Marker, Eraser,
Sharpener, White
Boards
3 Epson Ink Ink (Black, 003) 300 900
2 Epson Ink Ink (Blue, 003) 300 600
2 Epson Ink Ink (Red, 003) 300 600
2 Epson Ink Ink (Yellow, 003) 300 600
Total P 6,755
VI. Plans for Dissemination and Utilization
The action research titled "The Role of Gamification in Capturing Student
Attention and Enhance Classroom Engagement in Junior High at Hilongos
National Vocational School" focuses on finding new and fun ways to make
learning more interesting for students. Gamification, which means adding game-
like activities to lessons, helps students pay more attention and participate more in
class. This plan explains how the results of the study will be shared with teachers,
parents, and other important people, and how these ideas can be used in the school
to improve learning for students.
The primary goal of dissemination is to share the research findings with
stakeholders to promote awareness and understanding of the benefits of
gamification in education. The utilization goal is to implement gamified teaching
practices in classrooms to improve student engagement and learning outcomes,
ultimately fostering a more interactive and effective educational environment. The
key audiences for dissemination include teachers, school administrators, and
students of Hilongos National Vocational School as primary stakeholders.
Secondary stakeholders include parents, local education policymakers, and
researchers interested in innovative teaching strategies. To share the research
results, different ways will be used to reach everyone. Inside the school, there will
be faculty meetings, training for teachers, parent-teacher meetings, and
educational seminars.
Outside the school, the findings will be shared through conferences, school
newsletters, and online platforms like the school’s website and social media to
reach more people. The materials for sharing will include simple research reports,
PowerPoint slides for presentations, brochures for parents, and gamified lesson
examples for teachers. Infographics and short videos will also be made to share
the study’s results online in an easy-to-understand way.
The success of the plan will be checked through surveys, feedback from
teachers and students, and classroom visits. Important things like how engaged
students are, their attendance, and how many teachers are using gamified lessons
will be looked at. This will help improve and expand the methods used. To keep
the program running, a group of teachers will be formed to continue learning and
sharing about gamification. The program will be shared with other schools to help
them use the same ideas. Any problems, like lack of resources or difficulty in
changing old teaching styles, will be solved by giving proper training and working
together with everyone involved. This plan will help make sure that the research
results are shared and used to create a more exciting and effective learning
environment at Hilongos National Vocational School and other schools in the
future.
VII. References

Anderson, J., & Rainie, L. (2012). Gamification and the future of learning.
Pew Research Center. https://www.pewinternet.org/2012/03/01/gamification-
and-the-future-of-learning/
Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive
Learning Environments, 24(6), 1162–1175.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in
human behavior. Springer Science & Business Media.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design
elements to gamefulness: Defining “gamification.”
Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is
believed and what remains uncertain: A critical review. International Journal
of
Educational Technology in Higher Education, 14(1), 9.
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning:
A
research and practice model. Simulation & Gaming, 33(4), 441–467.

Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature
review of empirical studies on gamification.
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the
classroom: A longitudinal study on intrinsic motivation, social comparison,
satisfaction, effort, and academic performance. Computers & Education, 80,
152–161.
Kapp, K. M. (2012). The gamification of learning and instruction: Game-based
methods and strategies for training and education. Pfeiffer.
Landers, R. N., & Callan, R. C. (2011). Casual social games as serious games: The
psychology of gamification in undergraduate education and employee training.
In Serious games and edutainment applications (pp. 399–423).
Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey.
International Journal of Human-Computer Studies, 74, 14–31.
Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for
improving the learning motivation and achievements. Computers &
Education,
81, 272–286.
Surendeleg, G., Jun, S., & Park, J. (2017). A study on the trends of gamification
research in education: Analysis from 2003 to 2015. Contemporary
Engineering Sciences, 4(1), 3-18. https://doi.org/10.3934/ces.2017.1.3
Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of
gamified e-quizzes on student learning and engagement: An interactive
gamification approach. Computers & Education, 145, 103729.
 VIII. Appendices
a. Research Instruments//Tool

Direction: Put check mark (/) on the box that corresponds to your experience.
Strongly Strongly
Part 1 Disagree Disagre Neutral Agree Agree
1. RQ 1. What effects does (1) e (3) (4) (5)
gamification have on students’ (2)
attention and engagement in
various subjects at Hilongos
National Vocational School?
1. Gamification in my classes makes
learning more enjoyable.
2. I feel more motivated to participate in
class when gamification is used.
3. The use of games in class makes me
want to complete assignments and
activities.
4. I find gamified learning activities to
be more interesting than traditional
lessons.
5. Gamification helps me retain
information better than other teaching
methods.
6. I am more focused and attentive
during gamified lessons.
7. I feel more confident in my abilities
when gamification is incorporated into
the lessons.
8. Gamification encourages me to take
risks and try new things in my learning.
9. I enjoy collaborating with classmates
more when there are gamified elements
in class.
10. The competition and rewards in
gamified lessons motivate me to
improve my performance.
 11. Gamification makes it easier for me
to concentrate on difficult topics.
12. Gamified lessons make the subjects
more interesting to learn.

Direction: Put check mark (/) in the box that best suits during the class observations.

Teacher’s Observations

Not
RQ 3: What challenges do teachers Observed Observe Others
face when using gamification to d
enhance classroom engagement?
1. I notice that technical problems sometimes
disrupt gamified lessons.
2. Teachers appear to need more training to
effectively implement gamification.
3. The tools and resources for gamified
activities are not always available.
4. Gamified lessons take more time to
complete compared to traditional lessons.
5. Classroom management is more
challenging for teachers during gamified
activities.
6. Struggle to understand the rules and
objectives of the gamified activities.
7. Time management becomes challenging
due to the need to explain, monitor, and
assess gamified activities.
8. There is a lack of equal participation, with
some students becoming more dominant or
disengaged during the activity.
9. Students struggle with the technology or
tools required for gamification, leading to
disruptions.
10. Balancing the competitive elements with
collaboration or positive group dynamics is
challenging.
11. The lack of technological equipment in
the class.
RQ 2: How do students perceive gamification in terms of making learning more
engaging?
Part 2

1. How do you feel when gamification us used in your classes compared to traditional teaching
methods?
______________________________________________________________________________
______________________________________________________________________________
________________________
2. In what ways do you think gamified activities have helped you stay focused during lessons?
______________________________________________________________________________
______________________________________________________________________________
________________________
3. Can you recall a specific gamified activity that you found particularly engaging? Why was it
effective for you?
______________________________________________________________________________
______________________________________________________________________________
________________________
4. In your opinion, how does gamification impact your interest to in the subject being taught?
______________________________________________________________________________
______________________________________________________________________________
________________________
5. Do you think gamification helps make learning more enjoyable and engaging? Can you provide
examples of how it enhances your participation or collaboration with classmates?
______________________________________________________________________________
______________________________________________________________________________
________________________
6. How do you feel about the competitiveness involved in gamified activities? Does it motivate you
to perform better?
______________________________________________________________________________
______________________________________________________________________________
________________________
7. Have you noticed any changes in your attention span during lessons when gamification is used?
Please describe them.
______________________________________________________________________________
______________________________________________________________________________
________________________
b. Certificate of Validity and Reliability of Researcher-Made Instrument
c. Curriculum Vitae
 MLG COLLEGE OF LEARNING INC.

CURRICULUM VITAE

Personal Data:
Name: Marvin R. Mondragon
Age: 28
Birthday: April 09, 1996
Address: Brgy. Atabay Hilongos, Leyte
Contact Number: 0912 727 6148
Email: [email protected]

Educational Background
Tertiary:
MLG College of Learning
Brgy. Atabay Hilongos, Leyte
S.Y. 2024-2025

Secondary:
Senior High School:
Hilongos National Vocational School
R.V. Fulache St. Hilongos, Leyte
S.Y. 2020-2021

Junior High School:

Hilongos National Vocational School
R.V. Fulache St. Hilongos, Leyte
S.Y. 2018-2019
 Primary:
Utanan Elementary School
Brgy. Utanan Hilongos, Leyte
S.Y. 2014-2015

MLG COLLEGE OF LEARNING INC.

CURRICULUM VITAE

Personal Data:
Name: Noel Bohol Raagas
Age: 25
Birthday: December 24, 1999
Address: Brgy. Atabay Hilongos, Leyte
Contact Number: 09285862174
Email: [email protected]

Educational Background
Tertiary:
MLG College of Learning
Brgy. Atabay Hilongos, Leyte
S.Y. 2024-2025

Secondary:
Senior High School:
Hilongos National Vocational School
R.V. Fulache St. Hilongos, Leyte
S.Y. 2020-2021

Junior High School:

Alternative Learning System (ALS)

Primary:
 Atabay Elementary School
Brgy. Atabay Hilongos, Leyte
S.Y. 2014-2015

MLG COLLEGE OF LEARNING INC.

CURRICULUM VITAE

Personal Data:
Name: Jamaica Marie P. Catalia
Age: 22 years old
Birthday: January 21,2022
Address: Mabini Street Hilongos Leyte
Contact Number: 09619145148
Email:

Educational Background
Tertiary:
MLG College of Learning
Brgy. Atabay Hilongos, Leyte
S.Y. 2024-2025

Secondary:
Senior High School:
Ramon Durano Sr. Foundation Science and Technology Education Center (RMDSF-
STEC)

Junior High School:

Hilongos National Vocational School

Primary:
 Hilongos South Central School
Brgy. Central Hilongos, Leyte
S.Y. 2014-2015

MLG COLLEGE OF LEARNING INC.

CURRICULUM VITAE

Personal Data:
Name: John Carlo B. Abalo
Age: 23 Yrs. Old
Birthday: July 05, 2001
Address: Brgy. Atabay, Hilongos, Leyte
Contact Number: 09505461816
Email: [email protected]

Educational Background
Tertiary:
MLG College of Learning
Brgy. Atabay Hilongos, Leyte
S.Y. 2024-2025

Secondary:
Senior High School:
Hilongos National Vocational School
R.V. Fulache St. Hilongos, Leyte
2020-2021

Junior High School:

 Hilongos National Vocational School
R.V. Fulache St. Hilongos, Leyte
2018-2019

Elementary:
Atabay Elementary School
Brgy. Atabay Hilongos, Leyte