Abstract
This study assessed the influence of digital gaming on the educational outcome of Grade VI learners at Iligan City Central School in the City Central District, Division of Iligan City, during the SY 2024-2025. Using a descriptive-correlational research design, it examined potential relationships between digital gaming habits and educational outcomes. A hundred and ninety-seven learners participated in the survey. Key findings included: (a) majority of respondents were around 11 years old, with most identifying as female; many of the respondents’ families had a monthly income near the lower end of the spectrum for the area; most respondents had internet access and owned a personal device; (b) a large portion of respondents reported spending more time gaming on weekends and holidays, with a general preference for games that encourage critical thinking, real-life scenarios, and problem-solving; communication was generally considered an important element in their gaming experiences, and respondents often felt a sense of achievement through gaming; (c) a majority of respondents achieved ratings corresponding to a "Very Satisfactory" level; (d) a significant relationship was found between educational outcome and various aspects of digital gaming; and (e) both the amount of time spent on gaming and social interactions were found to have a meaningful influence on academic outcomes.
