Special Luminary Issue
2023 IJRSE – Volume 12 Issue 4
Available Online: 31 May 2023
Gamifying can flip the classroom. It may be any game where students and teachers take on various roles and utilize game elements to create a problem-solving situation. The researcher decided to create a new program, “Project SIGE-21,” where the games could be integrated into the lessons without any violent content, an enjoyable, fun, educational, and learner-friendly gamified learning environment. The researcher tested the results through experimentation to test the effectiveness of Project SIGE-21 as an E-Learning virtual intervention for enhancing students’ engagement. The study’s respondents are thirty (30) Grade 11 online learning students of Noveleta Senior High School. The researcher included all students who participated in the class. The results show that students’ engagement is fair before implementing the intervention. However, upon the administration of the new approach, it elevated to an excellent rating. The researcher identified a significant difference between the scores, indicating that students’ engagement increased because of Project SIGE-21. The participants of the study found some challenges as well. Through qualitative analysis, the researcher identified four (4) thematic accounts with nine (9) different coded themes from the responses of the learners who had undergone Project SIGE-21. The study will benefit teachers as they craft their gamified instructional materials and integrate this strategy into their teaching style in the new normal. It will also positively affect the learners as the study proved that the mentioned strategy could increase students’ engagement.
Keywords: gamification, students’ engagement
Cite this article:
Lazaro, B. L. G. (2023). Project SIGE-21 (Sustainable Integration of Gamified Environment for 21st Century Learners): An aid for enhancing student engagement in the new normal education. International Journal of Research Studies in Education, 12(4), 63-73. https://doi.org/10.5861/ijrse.2023.2007
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