Knowledge, Adaptability, and Attitude Toward Game-Based Learning Among Health Sciences Faculty

Game-based learning (GBL) has emerged as an innovative instructional approach that enhances engagement, motivation, and learning outcomes in health sciences education through active learning and critical thinking. This study aimed to determine the levels of knowledge, adaptability, and attitude toward GBL among Health Sciences faculty at UPH–Dr. Jose G. Tamayo Medical University, and examine the significant relationships among these variables. A quantitative descriptive–correlational research design was utilized using a validated Likert-scale questionnaire administered to seventy-seven (77) faculty members from various health sciences programs. Data were analyzed using weighted mean and Pearson R correlation analysis. Findings revealed that respondents demonstrated a high level of knowledge in GBL (general weighted mean = 2.52), with pedagogical knowledge ranking highest, followed by procedural knowledge, while technical knowledge ranked lowest. Faculty members also showed high adaptability (weighted mean = 2.54) and a positive attitude toward GBL (weighted mean = 3.60), indicating strong acceptance of its use in instruction. Pearson correlation analysis showed significant positive relationships between knowledge and adaptability (r = 0.830), knowledge and attitude (r = 0.609), and adaptability and attitude (r = 0.690), all significant at p = 0.00. The study concludes that Health Sciences faculty demonstrate strong readiness to implement GBL. Higher levels of knowledge were associated with greater adaptability and more positive attitudes, highlighting the importance of faculty preparedness and technical competency in the effective integration of GBL in health sciences education.