Abstract
This phenomenological inquiry focused on the lived experiences of junior high school teachers in the implementation of ICT-integrated gamification in science classes. The study was conducted in public schools in the municipality of Kapalong, Division of Davao del Norte, involving 12 junior high school science teachers: 7 for focus group discussions and 5 for in-depth interviews. The data were analyzed through thematic analysis. Results revealed that implementing ICT-integrated gamification can increase students’ engagement; achieve better learning outcomes; gain confidence in teaching ICT; face technical issues; struggle with ICT skills and preparation; manage student inequality and distractions; and express a need for support. To cope with the challenges encountered in implementing ICT-integrated gamification in science classes, teachers sought help, adapted strategies, improved their ICT skills, managed resources, and remained resilient. Moreover, teachers' insights include the following: ICT gamification increases student engagement; gamification tools improve retention and understanding; implementation requires preparation and planning; ICT gamification encourages teaching innovation; limited access and infrastructure hinder use; and activities align better with lesson goals. The results of this study can raise awareness among all stakeholders in the academe, who, in turn, can help design appropriate interventions and policies associated with ICT-integrated gamification.
