Enhancing Information and Communications Technology–Computer Systems Servicing (ICT-CSS) Instruction Through Gamification: Towards A Lesson Exemplar for Senior High School Students

Gamification is increasingly used in technical–vocational education, yet evidence on its effectiveness in ICT–Computer Systems Servicing (CSS) and its link to technology acceptance remains limited. This study examined the effectiveness of gamified instruction on students’ content knowledge, assessed their acceptance of gamification, and explored the relationship between acceptance and learning outcomes, with the end goal of informing a gamified lesson exemplar. A descriptive-correlational and quasi-experimental design was employed involving 116 Grade 9 ICT–CSS students selected through purposive sampling. Data were gathered using a TAM-based questionnaire and a 50-item achievement test. Statistical analyses included means, standard deviations, paired and independent-samples t-tests, and Pearson correlation, while qualitative data were analyzed thematically. The experimental group showed significantly higher gains (M = 23.95 to 36.03) than the control group (M = 25.33 to 30.97), with a significant posttest difference (t(63) = 3.07, p = .002). Students reported high acceptance of gamification (WM = 3.58–3.95). However, correlations between acceptance and performance were weak (r = –.21 to .04). Gamified instruction appears to enhance engagement and learning outcomes in ICT–CSS. Findings inform the development of a scaffolded and outcome-aligned gamified lesson exemplar, emphasizing that instructional design, not acceptance alone, drives academic performance.