Digital Game-Based Learning: A Tool for Enhancing Engagement, Motivation, and Autonomy in Araling Panlipunan of Grade Eight Junior High School Students

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{"abstract":"Gamification served as a pivotal educational strategy by incorporating game mechanics into conventional learning environments, particularly within the framework of Digital Game-Based Learning (DGBL). This study aimed to explore the effectiveness of DGBL in addressing academic challenges faced by students, with a focus on enhancing learning outcomes, engagement, motivation, and autonomy. By situating gamification within the context of Araling Panlipunan, a subject often perceived as content-heavy and challenging, the research sought to determine how game-based approaches could support more meaningful and motivating learning experiences. The study employed a descriptive quasi-experimental design, specifically utilizing a one-group pre-test and post-test model, to assess the impact of DGBL on Grade 8 students at Parañaque National High School – Baclaran. A total of forty (40) students were purposively selected from a population of 428 Grade 8 learners. A teacher-made achievement test was used to gauge baseline knowledge and learning progress, while a structured survey questionnaire measured student motivation, engagement, and perceived autonomy before and after the DGBL intervention. Findings revealed a significant improvement in students' academic performance following the implementation of gamified instruction. Additionally, there was notable growth in learners' engagement levels, intrinsic motivation, and autonomy in navigating the subject matter. The data suggested that DGBL fostered a more interactive and student-centered learning environment, helping students overcome previous difficulties with content retention and comprehension. As a result of these findings, the study proposed the GAME-UP model—a structured framework for the integration of Digital Game-Based Learning in classroom instruction. The model emphasizes the strategic use of game mechanics to enhance student motivation, promote active participation, and improve academic achievement. Overall, the research affirmed the educational potential of gamification, highlighting its value as an innovative tool for improving student learning experiences and outcomes in the 21st-century classroom.","abstract_source":"original","authors":["Christine Ann Florese"],"date":"2025-08-26","doi":"10.70838/pemj.450809","id":6237,"issue":8,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"c4d2348aeb117d75ff40c9e88865e7d48c3207545c07cd8c49724e83a726daa6","schema":"scimatic-article/1","title":"Digital Game-Based Learning: A Tool for Enhancing Engagement, Motivation, and Autonomy in Araling Panlipunan of Grade Eight Junior High School Students","volume":45}

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