IMPROVING PARTICIPATION AND COLLABORATION IN LEARNING THROUGH

GAME-BASED APPROACH

RENALYN A. DAVIN

KYSHA DIANE MAILEM

DREAMY KAYE BITGUE

MARC GABRIEL RUDAN

REY TINGNE

A THESIS PROPOSAL TO THE FACULTY OF SOUTHERN BAPTIST COLLEGE,

MLANG, COTABATO, IN PARTIAL FULFILMENT OF THE REQUIREMENT S FOR
THE DEGREE OF

BACHELOR OF SECONDARY EDUCATION

(ENGLISH)
 CHAPTER 1

Introduction

This chapter present the background of the study; the purpose of the study;
objectives; research questions; theoretical lens; significance of the study; limitation and
delimitation; and definition of terms.

Background of the Study

In an increasingly interconnected world, the methods by which we engage

learners are evolving rapidly. In contemporary educational environments, engaging
students in active participation and collaboration is crucial in modern education, yet
traditional methods often fall short. It struggles to capture students’ interest, leading to
low level of participation and limited collaborative interactions among peers. Game-
based Learning (GBL) presents an innovative solution by using the interactive and
immersive nature of games to enhance student involvement and teamwork. According
to Jones and Dexter (2014), these problems not only impede individual learning results
but also impact on the general classroom dynamic, making it challenging to cultivate a
community of engaged learners. This research study explores how a game-based
approach can enhance participation and collaboration among students, fostering a more
inclusive and interactive learning environment.

This study examines the efficacy of game-based techniques in various cultural

and educational contexts, drawing on global frameworks such as the Sustainable
Development Goal 4 of the United Nations, which strives to promote inclusive and
equitable quality education. We seek to uncover best practices and tactics that foster
critical collaboration skills among learners while also promoting engagement through an
examination of case studies from different countries. Our goal in conducting this
research is to add to the increasing amount of material that supports cutting-edge
teaching strategies that cross cultural barriers and improve education for students
everywhere.

In the Philippines, socioeconomic inequality and regional variety frequently

increase educational obstacles. Therefore, creative teaching approaches are essential
to improving student engagement and academic performance. Through an analysis of
multiple local case studies, this research endeavors to pinpoint efficacious game-based
tactics that have the potential to enhance student engagement while simultaneously
fostering a cooperative mindset among students. Our aim is to support efforts to build a
more dynamic and inclusive learning environment for all students by contributing to the
current discussion on educational innovation in the Philippines through this exploration.

Active learning practices that foster cooperation and critical thinking are crucial,
as evidenced by the Department of Education's recent initiatives, including the K–12
curriculum (DepEd, 2019). Moreover, research conducted locally has demonstrated that
involving students in interactive and cooperative learning can greatly improve their
academic performance and motivation (Santos & Reyes, 2021).

In order to support a more diverse and dynamic learning environment in the

Philippines, this project intends to investigate successful teaching strategies that
promote student engagement and teamwork. Through the utilization of regional contexts
and customs, our objective is to ascertain approaches that enhance educational results
while simultaneously cultivating a feeling of camaraderie and collaboration among
students.

GBL changes regular classes into engaging experiences that appeal to students
with a variety of learning styles by adding components like storytelling, competition, and
reward (Prensky,2001). By engaging students in game-based activities, this research
seeks to create an educational setting where students are not only more motivated to
participate but also more inclined to work together, share knowledge, and support each
other’s learning. By engaging students in game-based activities, this research seeks to
create an educational setting where students are not only more motivated to participate
but also more inclined to work together, share knowledge, and support each other’s
learning.
Purpose of the Study

The purpose of this study is to better understand the dynamics of classroom

settings by examining how game-based approach might enhance involvement and
collaboration among students. This aims to address challenges by exploring the
potential of game-based learning approach to integrate games design principles with
educational content.

Objectives of the Study

This study aims to;

1. Identify the key elements that contribute to increased student engagement and
participation in learning activities.

2. Evaluate the impact of game-based learning on the development of collaborative

skills such as; teamwork, communication, and problem solving among students.

3. Develop and recommend best practices for implementing game-based learning

strategies to optimize participation and collaboration in various educational
contexts.

Theoretical Lens

This study is based on the work of Lev Vygotsky, a prominent Russian

psychologist known for his contributions to developmental psychology and education.
His focus on social learning and interaction provides a solid theoretical basis for
improving participation and collaboration in game-based learning. By applying
Vygotsky's concepts of the Zone of Proximal Development, scaffolding, and social
interaction, educators can create engaging learning experiences that enhance
academic performance while developing crucial collaboration skills. This method
enriches the learning process and equips students for teamwork in real-world situations.
Vygotsky’s emphasis on social constructivism underscores the significance of social
interaction in cognitive development, making his ideas especially relevant for designing
effective educational games. In a game-based framework, scaffolding can be achieved
through collaborative problem-solving, where students help each other and gradually
face more complex challenges. This supports the use of games that encourage
teamwork and communication, ultimately boosting participation and collaborative
learning.

Significance of the Study

One of the primary challenges in education today is maintaining student

engagement, particularly in traditional environments where passive learning often
prevails. By integrating GBL strategies, it shows potential to significantly increase
student engagement. We all know that collaboration is an essential skill in both
academic and real-world settings. So, this study emphasizes the role of fostering
teamwork and communication among students, learn to work effectively in groups and
build a sense of community within the classroom. However, not all students have the
same learning preferences, therefore traditional teaching techniques might not be able
to meet their needs.

This study is significant since it explores how GBL can support diverse learners
including those who struggle with conventional instructional methods. By
accommodating different learning preferences that are more fun and engaging. This
research is also significant to the teachers, as it provides them with practical strategy to
address common classroom challenges. Additionally, the study highlights the
importance of professional development in adopting new technologies and pedagogies.

Teachers
 Understanding the impact of game-based learning on the development of
collaborative skills. By recognizing the challenges students may face, the teachers
can implement targeted interventions and instructional strategies to support the
development of collaborative skills such as; teamwork, communication, and problem
solving among students.

Students

Understanding the impact of game-based learning on the development of

collaborative skills, educators and professionals can advocate for appropriate game-
based learning strategies to optimize participation and collaboration in various
educational contexts.

Researchers

The study will allow the researcher to evaluate and examine the research gap,
answer the queries and achieve the objectives intended for this study.

School

Recognizing the impact of game-based learning on the development of

collaborative skills can prompt school to implement an instructional strategy to
support the development of collaborative skills such as; teamwork, communication,
and problem solving among students. This can involve professional development
opportunities for teachers, early intervention initiatives, and access to specialized
resources and assistive technologies.

Community

The community can raise awareness about the importance of game-based

learning on the development of collaborative skills can prompt school to implement an
instructional strategy to support the development of collaborative skills such as;
teamwork, communication, and problem solving among students. This knowledge can
lead to community-wide efforts to provide resources, support, and educational
opportunities for individuals with difficulties in collaborative skills. The collaborations
between schools, families, and community organizations can foster a supportive
network that promotes awareness about the importance of game-based learning on the
development of collaborative skills can prompt school to implement an instructional
strategy to support the development of collaborative skills such as; teamwork,
communication, and problem solving among students.

For the Future Researchers

The study will help the researchers to gain background knowledge and serve as
a future reference regarding the impact of game-based learning on the development of
collaborative skills can prompt school to implement an instructional strategy to support
the development of collaborative skills such as; teamwork, communication, and problem
solving among students.

Limitation and Delimitation

Limitation

The researcher can face with several limitations, namely; the negative attitudes
of the respondents towards filling in questionnaires; low response rate since the
respondents are expected to fill in the questionnaires while they attend to school
timetable; and finally, limited interaction between the researcher, teachers and students
since they work under fixed schedule at school.

Delimitation
 The study is concerned with second year College Students major in English at
Southern Baptist College and excluding the other year level and different college
students with different subject major or programs. It specifically examined the impact of
game-based approach on participation and collaboration, leaving out other teaching
methods that might also improve these areas. This means that the findings may not
apply to students in other colleges or educational settings outside of this specific group
and institution.

Definition of Terms

Academic Performance- a knowledge acquired that is assessed by a teacher via

educational set by students and instructors to be fulfilled over a defined period. Narad
and Abdullah (2016).

Comprehension is the cognitive process of understanding and making meaning from

text or spoken language, involving skills such as decoding, interpreting, and analyzing
information. It requires the integration of prior knowledge with new information to create
a coherent understanding. Gee, J. P. (2003)

Game-Based Learning (GBL) is an instructional approach that uses games or game-

like elements to engage learners in an educational context. It leverages the motivational
aspects of games to enhance learning outcomes, encouraging problem-solving,
collaboration, and critical thinking. Duke, N. K., & Pearson, P. D. (2002)

Educational Strategies are systematic methods or approaches employed by educators

to facilitate learning and improve student outcomes. These strategies may include
various teaching techniques, assessment methods, and instructional designs tailored to
meet the diverse needs of learners. Hattie, J. (2009)
 CHAPTER II

Review of Related Literature

This chapter present the Review of Related Literature

Introduction

The integration of game-based learning (GBL) into educational practices has garnered
considerable attention as a means to enhance student participation and collaboration.
Research by Gee (2003) emphasizes the potential of video games to create immersive
learning experiences that captivate students' interest. Games often require players to
engage deeply with content, fostering intrinsic motivation. This intrinsic motivation is
crucial in the Philippine context, where student engagement can be influenced by
external factors such as socioeconomic status and access to resources (Santos &
Reyes, 2021).

Game-Based Learning and Student Engagement

In a study conducted in a local university, Pineda (2019) found that incorporating

game-based elements into lessons led to a notable increase in student participation.
The study revealed that students felt more motivated to participate when learning was
framed as a game, suggesting that GBL can help overcome barriers to engagement in
traditional educational settings.

Collaboration Through Game-Based Approaches

 The collaborative nature of many games aligns well with educational goals
focused on teamwork and communication. According to Deterding et al. (2011), games
that require collaboration encourage students to work together toward a common
objective, thereby improving their interpersonal skills. This is particularly relevant in the
Philippine educational landscape, where cooperative learning approaches are often
employed to enhance group dynamics (DepEd, 2019).

Research by Tüzün et al. (2009) supports the notion that GBL can promote
collaborative learning. Their findings indicate that students who engaged in collaborative
gaming activities showed improved problem-solving skills and stronger relationships
with peers. This aligns with the K to 12 curriculum’s emphasis on fostering a
collaborative classroom environment (DepEd, 2019).

Implications for the Philippine Context

The application of GBL in the Philippines offers a unique opportunity to address

local educational challenges. According to a report by the World Bank (2020), many
Filipino students face difficulties in traditional learning environments, which can lead to
disengagement. By leveraging game-based strategies, educators can create more
inclusive and engaging learning experiences that resonate with students' interests and
cultural contexts.

Furthermore, studies have shown that culturally relevant games can bridge gaps in
understanding and enhance motivation among Filipino learners (Baclayon et al., 2021).
By incorporating local themes and narratives into game-based activities, teachers can
foster a deeper connection to the material and promote a sense of belonging in the
classroom.

Overview of Traditional Learning Approaches

Traditional (Face-to-Face) education (also known as in-person, F2F) focuses on

a variety of components, such as lectures, capstones, team projects, labs, and studios.
Teaching is done synchronously in a physical learning environment, which means that
the students are "traditionally" at the same place at the same time. Face-to-face
interaction between student and teacher as well as amongst students is a key asset of
the conventional classroom. Students are motivated by both the teacher and their
classmates. It is a strategy in which a teacher moderates and controls the flow of
information and knowledge. Students are required to continue strengthening their topic
knowledge outside of school by completing homework activities. Students' sole resource
in this situation is their instructor, who only teaches them face-to-face (Vyas M. 2023).

Challenges in student participation and collaboration

On a study conducted by Jinghang Hu 2024, the issue of psychological

well-being among secondary school children is currently a prominent subject of
discussion, as it directly impacts their holistic growth and development. During middle
school, adolescents experience fast physical and psychological development, leading to
significant changes in their psyche. Simultaneously, as the times progresses, the
method of education is consistently evolving and enhancing, resulting in a
transformation of the educational approach. Hence, the conventional classroom may
face certain impediments and difficulties. The conventional method of teaching has
proven inadequate in addressing the developmental requirements of kids. Hence, in this
specific situation, it is crucial to enhance classroom instructional techniques. Currently,
several researchers are investigating the subject matter of classroom instruction. For
example, Yu explored the characteristics and drawbacks of the traditional classroom.
Others are focusing on the material associated with the psychology of middle school
children; for instance, O'Driscoll investigated that teenager students' development of
psychology, including self-awareness and critical thinking. Nevertheless, there is a need
for more papers addressing strategies to enhance classroom instruction by considering
students' psychological aptitude.

Engagement in passive vs. active learning environments

 Passive learning environments, which involve students as passive listeners, have
been criticized for their limitations in promoting critical thinking and long-term retention.
These environments are time-efficient but may lead to disengagement and lower
motivation. However, certain disciplines and topics may still benefit from passive
instructional techniques when applied effectively (Prince, 2004).

Active learning environments, on the other hand, emphasize student participation

and interaction with the content. Techniques like collaborative learning, peer teaching,
and problem-based learning are central to active learning environments. Research has
shown that these methods improve students' understanding of material, enhance critical
thinking and problem-solving skills, and foster higher levels of engagement (Freeman et
al., 2014). This increased engagement typically leads to better academic outcomes,
including higher retention rates and greater satisfaction with the learning experience
(Michael, 2006).

When comparing engagement between passive and active learning

environments, numerous studies indicate that active learning fosters deeper cognitive
engagement. For example, Freeman et al. (2014) found that students in active learning
environments exhibited significantly higher performance in STEM courses compared to
those in traditional lecture-based courses. This aligns with constructivist theories of
learning, which suggest that individuals learn best when they actively construct their
own understanding of concepts (Bransford, Brown, & Cocking, 2000). In contrast,
passive learning often results in surface-level engagement, where students focus on
memorization rather than understanding (Marton & Säljö, 1976).

Emergence of Game-Based Learning (GBL)

The world is changing very fast due to the emergence of technology in our
everyday lives. This tremendous change can be noticed in different areas, including
education. Students are influenced by the digital era, surrounded by technology and
working with a massive amount of digital information on an everyday base. They are
used to interactive environments and fast communication and prefer learning by doing
(Unger & Meiran, 2020). Traditional learning environments, where students should sit
and listen to the information provided by the teachers are unacceptable for them
(Campbell, 2020). Students require active learning environments, using the possibilities
of various technology applications to gain knowledge. They seek more interesting, fun,
motivating and engaging learning experiences (Anastasiadis et al., 2018).

Creating engaging learning environments can develop students' critical thinking,

problem-solving skills, creativity and cooperation, preparing students for living in a
constantly changing world (Joshi et al., 2022; Lapek, 2018; Tang et al., 2020).
Education needs to shift toward active learning approaches that will encourage students
to engage on a deeper level than traditional lecture-based methods (Boyer et al., 2014).
To achieve this, teachers must find an approach tied to digital tools that students use
daily (Videnovik et al., 2020).

Definition and explanation of GBL

Game-based learning is considered one of the most innovative learning

approaches for increasing students' interest in education by playing games
(Priyaadharshini et al., 2020). It refers to using games as an educational tool or strategy
to facilitate learning and engagement (Li et al., 2021). Game-based learning involves
designing and incorporating educational content within a game format, where players
actively participate and interact with the game mechanics to acquire knowledge or
develop skills. Many approaches tackle the umbrella of application of game-based
learning in different educational fields. Different playful experiences can enable children
to construct knowledge by playing and exploring a real-world problem often driven by
students’ interest in inquiry (Hirsh-Pasek, 2020). Gamification is a process that uses
game elements, such as points, rewards, badges and competition during the learning
process, establishing interactive and engaging learning environments (Turan et al.,
2016). Gamification aims to enhance motivation, engagement, and participation using
the inherent appeal of games. Designing interactive and entertaining games, primarily
for education, is a step forward in implementing game-based learning. Serious games
enable players to cultivate their knowledge and practice their skills by overcoming
numerous interruptions during gaming (Yu, 2019). Effectively designed serious games
facilitate learning by stimulating creativity, igniting interest, promoting discourse, and
cultivating a competitive drive for exploration in diverse fields. Different mobile and
location-based technologies provide opportunities to embed learning in authentic
environments and thereby enhance engagement and learning outside traditional formal
educational settings (Huizenga et al., 2009). Those games can simulate various aspects
of reality, such as driving a vehicle, managing a city, or piloting an aircraft, allowing
players to experiment and make decisions in a safe space without real-world
consequences (Toh & Kirschner, 2020).

Technological advances and their impact on education

In the last decade, the game-based approach is receiving increasing attention in

the research community due to its potential to increase students' motivation and
engagement, promoting a student-centred learning environment. Many researchers
show that digital game-based learning is becoming a powerful tool in education, making
learning more enjoyable, easier and efficient (Boyle et al., 2016; Hafeez, 2022).
Implementation of a game-based learning approach can provide students with an
engaging, motivating and stimulating environment (Ghergulescu & Muntean, 2012;
Hwang et al., 2014), supporting them to focus on the task and increasing overall
learning experiences (Hamari et al., 2016).

Moreover, game-based learning has the potential to improve students’

competencies and academic performance (Clark et al., 2016; López-Fernández et al.,
2021a, 2021b; Mezentseva et al., 2021; Noroozi et al., 2020; Sanchez Mena & Martí-
Parreño, 2017; Vu & Feinstein, 2017). It presents the learners with rich, immersive
environments and experiences that are not just about learning facts but enables the
development of problem-solving, decision-making, and strategic planning (Lymbery,
2012; Sung & Hwang, 2013) skills. In addition, the student's academic achievement
using a game-based approach is better than those learning through the traditional
method (Arcagök, 2021; Partovi & Razavi, 2019; Roodt & Ryklief, 2022; Wang et al.,
2022). Educational games promote active and self-directed learning, enabling students
to learn from authentic situations and receive immediate feedback (Pellas & Mystakidis,
2020; Zhao et al., 2021). It can be highly personalized, allowing students to learn at
their own pace and in a way best suited to their individual needs and learning styles,
engaging them in the self-assessment process (Videnovik et al., 2022). In a gaming
environment, students can explore different scenarios, make choices, and learn from
the consequences of their actions without fear of making a mistake.

Despite the great potential of the game-based approach for learning, it must be
noted that developing educational games can be very complex and costly, and faces
significant challenges (Boyle et al., 2016). The process of designing an educational
game needs a lot of planning and requires a lot of skills (Hussein et al., 2019). Teachers
do not have necessary skills to develop a game that combines entertainment and
educational elements to increase student's interest and motivation during learning (Qian
& Clarck, 2016). On the other side, game developers have problem to align educational
goals within the game. In addition, the games must be well-designed and with the right
level of complexity so the learners should not be bored or frustrated during the play (Liu
et al., 2020; Vlahu-Gjorgievska et al., 2018), taking into account both educational and
entertainment elements. That is why educators cannot depend solely on professional
game designers and must take on the responsibility of creating these immersive
learning experiences themselves or by engaging their students in the design process.
 CHAPTER III

Methodology

Introduction

This study aims to investigate the effectiveness of a game-based learning

approach in improving participation and collaboration among students. Game-based
learning has gained attention for its potential to increase engagement, motivation, and
collaborative learning experiences. The study will evaluate how incorporating games
into learning environments influences students' active participation and collaboration in
classroom activities compared to traditional learning methods.

Research Design

This study employs a quasi-experimental research design with a mixed-

methods approach to explore the impact of game-based learning on student
participation and collaboration. The design allows for the comparison between a control
group receiving traditional instruction and an experimental group engaged in game-
based learning. The combination of quantitative and qualitative data ensures a
comprehensive understanding of the effects on student participation and collaboration.

Quantitative: Data Pre- and post-test surveys using a Likert scale will be used to
measure student participation and collaboration.

Qualitative Data: Classroom observations, focus group interviews, and teacher

feedback will provide deeper insights into how game-based learning influences
classroom dynamics.
 This approach allows for both statistical analysis and a richer, more descriptive
understanding of student behavior (Creswell, 2014).

Participants

Population

The study will be conducted at Students at Southern Baptist College, Bialong,

Mlang North Cotabato located in close proximity to the researcher’s residence. The
researcher will select the total population to examine the impact of game-based learning
on the development of collaborative skills such as; teamwork, communication, and
problem solving among students.

Sample size

The sample will consist of 80-100 second year English Major students of
Southern Baptist College, divided into two groups:

Experimental group: 30–50 students engaged in game-based learning.

Control group: 30–50 students receiving traditional lecture-based instruction.

Sampling Technique: A convenience sampling method will be used to select

participating classes. Where feasible, random assignment will be implemented to
reduce selection bias (Fraenkel & Wallen, 2006).
Research Instrument

Questionnaires

A 30-item Likert scale questionnaire will be used to assess student participation

and collaboration. The scale ranges from 1 = Strongly Disagree to 5 = Strongly Agree.
The questionnaire, based on previous validated studies (Plass, Homer, & Kinzer, 2015;
Deterding et al., 2011), will be administered before and after the intervention to both
control and experimental groups.

Classroom Observations

Classroom observations will be conducted using an observational checklist to

monitor and record student participation and collaboration behaviors. The checklist will
focus on variables such as student interaction, on-task behavior, and engagement
during group activities (Kapp, 2012).

Procedure

Pre-Test Phase

1. All participants will complete a pre-test questionnaire to establish baseline data

on their current levels of participation and collaboration.

2. a.) Teachers in the experimental group will receive training on how to

implement game-based learning activities that align with their curriculum.

b.) The researcher’s will provide a a plan and conduct a game-based learning
activities that align with their curriculum with the permission of assigned teacher.
 Intervention Phase

The experimental group will engage in game-based learning activities for a

period of four to six weeks. These activities will include any of the listed activities like
digital games, team-based challenges, and role-playing scenarios, all designed to
promote active engagement and collaboration.

The control group will continue with traditional instructional methods, without the
integration of games. Both groups will cover the same content to ensure curriculum
consistency.

The intervention will be conducted during regular class time, with the same
number of instructional hours for both groups (Kiili, 2005).

Post-Test Phase

1. After the intervention, both groups will complete the post-test questionnaire to
measure any changes in participation and collaboration.

2. Classroom observations and focus group interviews will be conducted,

focusing on changes in group dynamics, participation, and teamwork.

3. Teachers will submit their logs and participate in brief interviews to provide
insights into the impact of the intervention.

Data Analysis

Quantitative Data Analysis

Descriptive Statistics: Mean scores, standard deviations, and frequency

distributions will be calculated for participation and collaboration levels before and after
the intervention.
 Inferential Statistics: A t-test will be used to compare the pre- and post-test
scores of the experimental and control groups. This will determine whether game-based
learning significantly improves participation and collaboration (Field, 2013). If multiple
variables are involved, an ANOVA will be used to analyze the differences between
groups.

Qualitative Data Analysis

Thematic Analysis

Focus group interviews, classroom observations, or teacher logs will be

analyzed using thematic analysis to identify recurring patterns and themes related to
participation and collaboration (Braun & Clarke, 2006).

Triangulation

Data from questionnaires, observations, and interviews will be triangulated to

ensure the reliability and validity of the findings (Denzin, 1970).

Ethical Considerations

Informed Consent

Prior to data collection, written informed consent will be obtained from

participants and their guardians. They will be informed about the study's purpose,
procedures, and their right to withdraw at any time without penalty.

Confidentiality
 All responses will be kept confidential, and data will be anonymized to protect
participant identities (Babbie, 2013).

Voluntary Participation

Participation in the study is entirely voluntary, and students will have the right to
opt out at any stage of the research.

The methodology outlined above combines quantitative and qualitative

techniques to investigate how game-based learning impacts student participation and
collaboration. By employing a quasi-experimental design and mixed-methods approach,
the study will provide both measurable and in-depth insights into the effectiveness of
game-based approaches in improving classroom engagement.

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