ABSTRACT
This research investigated the effects of gamified instruction on the early childhood development within the social, physical, emotional, and cognitive domains of kindergarten learners. It tried to ascertain the extent of the learning strategies used for gamified instruction, the level of pupils’ performance, and the significant relationship between the two. In addition, it also sought to develop supplemental gamified instructional material to enhance the learning experience of kindergarten pupils and evaluate its level of acceptability among experts.
The study utilized a descriptive research design anchored on Constructivist Theory, Social Learning Theory, and Operant Conditioning. The respondents included seventy-two (72) kindergarten teachers, fifty-five (55) school heads, and five (5) jurors from selected public elementary schools in one of the cities in Albay Province during the first quarter of School Year 2025–2026. Data were collected using validated survey questionnaires and documentary analysis and were analyzed using frequency count, percentage technique, weighted mean, Analysis of Variance (ANOVA), and Spearman Rank Correlation Coefficient to determine significant differences and relationships.
The results revealed that the extent of learning strategies used in gamified instruction was rated as Very High Impact across all domains, with social development having the highest average weighted mean (3.74) and cognitive development the lowest (3.70). ANOVA results (F = 0.800, p > 0.05) showed no significant difference among the four domains, indicating that gamified instruction benefits all areas of learning equally. While 50% of pupils were at the Beginning stage, 37% were Developing, and 13% were Consistent, the Spearman Rank Correlation indicated no significant relationship between the extent of gamified instruction and performance levels. A supplemental gamified instructional material titled “Pick a Magic Box” was developed and rated Highly Acceptable (mean = 4.85) by jurors for its relevance, creativity, and developmental appropriateness. The study concluded that gamified instruction is an effective and engaging pedagogical tool that supports holistic learning and recommends its sustained use and further enhancement to promote mastery among kindergarten pupils.
Keywords: gamified instructions, early childhood development, higher education
INTRODUCTION
Every state has learning standards that tell what children should know and be able to do at certain ages. Kindergarten is an important milestone for 5 to 6 years-old learners. It is considered as a year filled with joy and excitement while learning new experiences and gaining new skills with their peers. Kindergarten pupils use their imagination and creativity while starting to learn basic facts and concepts.
Laws and policies relevant to kindergarten education in the Philippines include Republic Act No. 10157 (Kindergarten Education Act), Republic Act No. 10410 (Early Years Act), and Republic Act No. Republic Act No. 10533, also known as the Improved Basic Education Act of 2013, treats early childhood as an integral part of human development and mandates the provision of compulsory, developmentally appropriate kindergarten education. They use developmentally appropriate pedagogies and learning technologies for child-centered learning and delivery systems. They comply with the policy guidelines of the Department of Education within the framework of international quality standards for inclusive and equitable education.
This study was conducted over the different districts. The study intended to investigate how gamified instruction affects kindergarten pupils' holistic development. More specifically, this study identified how technology-enabled game-based learning could impact on the social, physical, emotional and cognitive development of children. In this regard, the current study provides key information to both practitioners and policy makers as to how the use of gamified instruction within play-oriented digital learning environments in the 21st century classroom can improve the quality and equity of kindergarten education.
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