Impact Of Teachers’ Digital Literacy On Gamification Implementation In Teaching Elementary Grade Level In Cabiao, Nueva Ecija
Exploring the Link Between Teachers' Digital Competence and Gamification Practices in Elementary Education.
Keywords:
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES CABIAO CAMPUS, Digital Literacy, Gamification Teaching Strategy, Bachelor in Elementary EducationAbstract
This study investigated the relationship between teachers’ digital literacy skills and the implementation of gamification strategies in elementary education within Cabiao, Nueva Ecija. Employing a descriptive-quantitative research design, 92 teachers from four public elementary schools participated via purposive sampling. A validated self-made questionnaire measured teachers’ digital literacy, their frequency of gamification use, and perceptions of the connection between these factors.
Findings revealed that teachers were highly digitally literate, particularly in communication, information evaluation, and instructional application, though challenges were noted in creating interactive content and utilizing advanced tools. Teachers’ agreement on the influence of digital literacy on gamification implementation had an overall weighted mean of 4.27 (“Strongly Agree”), while agreement on the use of gamification teaching strategies had a weighted mean of 3.96 (“Agree”). Pearson correlation indicated a significant moderate positive relationship between digital literacy and gamification use (r = 0.522, p < .001).
Results underscore the crucial role of digital competence in successfully applying gamification, suggesting that sustained professional development is vital to enhance both digital skills and innovative pedagogy.
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