EXPLORATION OF GAME-BASED APPROACH IN TECHNOLOGY: EFFECTIVENESS ON

STUDENTS PERFORMANCE IN PHYSICAL EDUCATION AMONG SELECTED STUDENTS

OF CAVITE STATE UNIVERSITY-MAIN CAMPUS”

In partial fulfilment of the requirements in BPED 165 Research 1

Proponents:

Barilla, Lyka B.

Bibiano, Kimberly May P.

Corullo, Aila

Encarnacion, Aleces Arcen C.

Senido, Theresa Marie M.

Submitted to: Mr. Victor F. Piores

Research 1 Professor

First Semester 2024 -2025

 CHAPTER 1

Background of the Study

Game-based learning can be used nowadays as an innovative approach to education. This

approach serves as a new cutting-edge method in the field of education that is becoming increasingly

popular in classrooms worldwide.

A game base approach connecting with technology provides deep learning environments by

integrating the effectiveness of technology with the effectiveness of engaging games. Gamification

empowers people to explore, discover, and interact with new ideas in engaging and entertaining

ways. This approach makes challenging ideas more approachable and enjoyable while promoting

innovation problem solving, and thinking critically. This combination of games and technology

becomes an inquiry into an adventure as well as an instructional tool.

As an educator, it is needed to always find a new alternative to increase quality, and efficiency

in learning in the classroom, both offline digital media or known as Digital Game-Based-Learning

(DGBL) (All et al., 2021). The aim of using Game-Based-Learning model is to produce interactive

learning educational goals that supports the learning process of each student (Winatha & Setiawan,

2020). Game is something that mostly liked by all people. Because games are fun and interesting.

Game-Based-Learning has proven to be much more interesting than traditional learning specially in

increasing knowledge retention, motivation, and meaningful learning, and academic performance of

every student (Gutiérrez-Puertas et al., 2020). This means that when making educational games

that will be using in teaching, it needs to have a good balance. It is a must to make sure that the

game teaches the necessary information needed to be taught, but also ensure the game is fun and

interesting to play so that the students will be active, because if the game is too focused on teaching,

it might not be enjoyable. If it’s too focused on being fun, it might not teach enough. The goal is to

mix both in the right way.

The growth of digital technologies like personal computer, mobile, and educational app, has

produce accessible for teachers to comprise games into the educational setting. This learning helps

students to encourage structured problem solving and improve critical thinking. Game based
approach attain support to students in active engagement through interactive and captivating

participation, using digital games and technologies. Game based learning give chance for

individualized and student-centered learning with the general accessibility of educational implements

including control system, simulation, and motivational design.

It's essential to keep updated on the evolving and changing facts to avoid falling behind. The

inability of traditional learning to respond adequately to educational needs has led to the researchers

to study the new learning models that can support this educational process. The rapid growing of

digital games as mainstream entertainment has raised the question of how to take advantage of the

game base application for educational purposes. Teaching Games for Understanding (TGU) is an

approach using in physical education that highlights the progress of technical skills and tactical in

game play. This focus on helping students to understand the various elements of games while

improving also their skills to execute in real life situation. TGU is learner centered that help students

to understand the strategies and games rules. The characteristic of TGU is to modified specific

games which decrease complexity and allow to focus in tactical aspects of games. Teaching Games

for Understanding (TGU) and Game-Based Learning (GBL) are related concepts but are not the

same. TGU is focused in physical education that highlights the progress of tactical situation while

GBL can be used in various subject not only in physical education. TGU helps to develop

understanding, strategic and critical thinking of a students while GBL is aims to enhance learning

interactive and more enjoyable environment and enhances cognitive skills.

According to the study, Technological competency in giving instructions is independent of

age, gender, qualifications and teaching experience. However, due to attainable innovation in the

learning approach it has an impact on the effectiveness of teachers' technological knowledge.

Teachers must adapt how technology works in order to enhance their educational activity. Thus,

attending and participating in seminars, upskilling opportunities to dilate their interests to innovative

education. The gap of this study aims to know how the teachers view and utilize technology in

teaching physical education, as well as the support needed to successfully integrate these tools into

curricula.
 This study aims to use technology to identify if the game-based learning is more effective and

engaging to the audience, especially in a classroom set- up since game-based learning plays a big

role in balancing class lessons and educational game approaches. In addition, the teacher is the

one who facilitates the class so they also need to make sure that when it comes to demonstrating

new topics/ ideas to their students, showing how it works and how to operate it is a must to imitate

the procedure and students may use digital games to practice those concepts and topics so that it

enhances their critical thinking. As students used this method, digital game-based learning platform

should be able to easily track their progress and show them where they are succeeding and where

they need help to be able to discover different learning styles.

Statement of the Problem

The goal of game-based learning is to strike a balance between learning through games and

theoretical content. Using game-based learning, students may explore challenging learning settings,

topics, and specific learning outcomes. (Chen et al., 2018). Even while learning is important, a lot of

students in a traditional classroom setup and environment lack motivation and engagement, which

results in less than ideal academic outcomes. With this, it leads the discussion to be more inactive.

It also captures students resulting in a lack of enthusiasm and participation in the learning process.

The study sought to address the effectiveness of the game-based approach in exploration

with technology and the student performance in physical education among selected students of

Cavite State University-Main Campus. According to the study, Technological competency in giving

instructions is independent of age, gender, qualifications, and teaching experience. However, due

to attainable innovation in the learning approach, it has an impact on the effectiveness of teachers'

technological knowledge. Teachers must adapt how technology works in order to enhance their

educational activities. Based on the gap of this study, it aims to know the teachers how to view and

utilize technology in teaching Physical Education. The students learning in physical education is

significantly affected by the power of technology and it is the reason why many studies suggest that
integrating technology into physical education teaching and learning process improves the student's

performance. It aimed to answer the following:

1. How technology affect students’ performance in discussion?

2. What are the challenges in considering game- based approach in teaching strategy?

3. Does technology benefit in students lack of participation in a discussion?

4. How can the teacher utilize and scrutinize the use of technology such as game-based?

5. Does technology help the game-based approach to be more effective in physical activities?

Objective of the Study

The study aims to fully understand the effectiveness of game-based learning in the

technology and the performance of students in Physical Education among selected students of

Cavite State University-Main Campus. Specifically, the researchers should be able to achieve the

following:

1. To explore the role of technology in learning experience of the students that influence their

performance in the discussion.

2. To assess the effectiveness of game-based learning in enhancing students’ performance in

Physical Education.

3. To examine the potential utilization of technology for applying learning ideas in Physical

Education.

4. To assess the challenges and benefits of integrating game-based learning and technology in

teaching Physical Education.

5. To compare students learning through game-based approaches versus physical performance.

 Significance of the Study

This study aimed to provide valuable information on how Game-Based as a learning strategy can

affect teaching and learning in Physical Education.

For the Students, Game-Based approach may help them develop their cognitive way of

thinking. It can improve their engagement, motivation, and interest in the topic during the discussion.

The students develop essential skills like problem-solving, critical thinking, collaboration, and

understanding.

For the Physical Education Teachers, the result of this study may encourage them to use

the game-based approach in the discussion. By using this method, it can help to meet the needs of

the students, especially in this generation wherein technology plays a vital role in daily lives.

For the Future Researchers, the result of this study may be a basis for further studies and

can be used as related literature and as a guide in doing their research.

For the School Administration, the findings of this study can improve the student's

outcomes and will have more use of resources for them to be effective in physical education

programs.

For the Health Professionals, this study can improve their strategies when it comes to

promoting healthy lifestyles and reducing the risks of diseases.

For the Parents and Guardians, the result of this study will help them understand the

outcomes and benefits of a game-based approach in physical education and on how it can support

their children’s health in performing physical activity inside the school.

For the Technology Developers, this study can guide them to develop new ideas in creating

new game-based platforms that support physical education and activity in connection to the

engagement of every student.

 Time and Place of the Study

We, the researchers will conduct a study regarding the exploration of a game-based approach

with technology in performing physical education/ activity of the college students and this is to be

held at Cavite State University-Main Campus. The data collection of this study will be conducted

during the first to second semester of the academic year 2024-2025.

Scope and Limitations

The scope and limitation provide the verified partitions and exceptions of the research. This

exhibits narrow information about the issue and this part of the research will analyze the data to

convert it into information. It talks about the data that was gathered from the interview conducted

with the given selected participants inside the campus. This study is focused on providing information

regarding a game-based approach in exploration with technology: Effectiveness on Students

Performance in Physical Education among Selected Students of Cavite State University Main

Campus, and how it can affect the active engagement and development of the students using

technology and digital games. This study involves personal information such as name (optional),

gender, age, and section. The researchers limited this research to Selected Students of Cavite State

University-Main Campus A.Y 2024- 2025.

Definition of Terms

The following are the conceptual definitions of the terms that will be used in the study:

Game-Based Learning (GBL)

Game-based learning refers to the use of video games, game mechanics, and principles to support

educational goals, providing students with an engaging, interactive learning experience. Through

gameplay, learners develop problem-solving, critical thinking, and collaboration skills, while

mastering content knowledge. GBL integrates both intrinsic and extrinsic motivation, offering

immediate feedback and challenges that adapt to the learner’s pace. (Bourgonjon, J., Van Looy, J.,

& De Marez, L. (2020).

Digital Game-Based Learning (DGBL)

Digital game-based learning (DGBL) is a form of game-based learning where the educational

process is facilitated through the use of digital games, often involving interactive software and online

platforms. DGBL blends game mechanics with educational content to create a dynamic, engaging

learning environment where learners interact with both the content and the game itself. (Ulicsak, M.,

& Wright, M. (2021)

Gamification
Gamification in education refers to the incorporation of game elements—such as point systems,

rewards, badges, leaderboards, and challenges—into non-game contexts to increase student

engagement, motivation, and participation in learning activities. Unlike full-fledged games,

gamification does not require the learner to play a game, but rather applies game-like features to

everyday educational tasks. (Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2020).

Motivation
Motivation refers to the psychological processes that influence learners' interest and investment in

educational games. Motivation can be intrinsic, driven by personal interest in the content, or extrinsic,

motivated by rewards such as points, badges, or achievements. Game-based learning environments

are designed to maintain high levels of engagement through interactive gameplay, challenge, and

feedback. (Bai, H., & Chang, C. K. (2020)

Serious Games

Serious Games are games designed for a purpose beyond mere entertainment, often used in

educational settings to teach specific skills or concepts. These games aim to provide meaningful

learning experiences while maintaining the engaging aspects of traditional gamin. (Aldrich, C. (2020)

Learning Outcomes

Learning Outcomes refer to the measurable skills or knowledge that students are expected to acquire

through educational activities. In the context of GBL, these outcomes can include cognitive skills

(knowledge transfer), skill acquisition (practical abilities), and behavioral changes (attitude shifts) as

a result of engaging with game-based content. (Vlachopoulos, D., & Makri, A. (2021).
Engagement

Engagement in education refers to the level of interest, motivation, and involvement that students

exhibit during the learning process. Game-based learning has been shown to significantly enhance

student engagement by providing interactive and enjoyable experiences that capture learners'

attention. (Manar Alotaibi, (2024).

Theoretical Framework

This study is supported by the theory of constructivist learning theory that learning occurs

through active engagement and social interaction. Knowledge is constructed through the learner’s

experiences by Piaget, and Vygotsky where educational games allow learners to experiment,

interact with the content, and collaborate with others, reflecting constructivist principles. This process

promotes deep learning by immersing students in meaningful, real-world challenges that require

active problem-solving. Additionally, according to the Cognitive Load Theory by Sweller, 1988

learning is optimized when the cognitive load is appropriately managed. Intrinsic cognitive load is

related to task complexity, extraneous load to how information is presented, and germane load to

cognitive resources dedicated to learning. Educational games must carefully balance the complexity

of tasks and the amount of information presented. Features such as in-game tutorials, feedback

systems, and adaptive difficulty levels help to manage cognitive load, ensuring that students can

process information efficiently without feeling overwhelmed.

In the self-determination theory by Ryan & Deci, 2000 motivation is driven by the fulfillment

of three psychological needs: autonomy, competence, and relatedness. Game-based learning

environments can support intrinsic motivation by giving students control over their learning

(autonomy), providing challenges that match their abilities (competence), and fostering social

interactions with peers (relatedness). This makes learning more engaging and fulfilling. Ferreira

indicate that online educational games enhance critical thinking and problem-solving skills. Cunska

& Savicka 2012 note that understanding students' perceptions of technology is crucial for effective

integration in education. These theories offer insights into how technological advancements in game

design can transform educational practices and improve the quality of student learning experiences.
 Conceptual Framework

The research diagram shows the aim to determine when it comes to the exploration of the

game-based approach in technology and its effectiveness on student's performance especially in

physical education which serves as the key to student engagement and authentic learning

experience. Game-based learning in physical education will serve as the instructional guide that

closes the gap by allowing every student to freely develop their 21st-century abilities according to

Culajara C. (2022).

The researchers seek the possible situation, participation, and effects of game-based learning

in exploration with the technology of the students in physical activities. The researcher will analyze

the data and information that we have gathered with the help of the diagram above which shows

how big the impact of game-based learning on the active engagement of students to improve their

skills in physical education.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the relevant literature and studies that the researchers considered in

enhancing the significance of the study. It also presents the synthesis of the art of the topic to fully

understand the research.

Introduction to Game-based Learning on Physical Education

In physical education game-based learning and gamification have quality influence on student

academic performance to have an improving health and physical accomplishment. This study points

to acquire understanding about gamification and game-based learning can be applicable to physical

education. According to a systematic review of the literature that Game-based learning and

gamification can be useful in any different stages of formal education depending on the context. In

systematic review, there are benefits being identified it includes improving student academic

performance, health and motor learning. (Camacho-Sanchez, et.al. 2023) Game-based learning is

associated with numerous benefits, including basic skills like teamwork, communication and self-

reflection in the professional life. It simplifying that Game-based learning emerged into an engaging

and motivating way to enhance student learning approach. Having an interactive and lively teaching-

learning method can have an outstanding outcome in student performance. (Hu, 2024) According to

the review, educational entertainment restoring innovation learning in the most used tools in

research. Analysis commence that Digital Game-Based Learning teaching STEM education have

an effect in increasing student motivation in learning approach. Motivation had a big role in learning

and teaching process and technology approaches are accurate to increase the motivation which is

significant in terms of influencing a constant motivation. Implementing an educational games

approach present a best interest in Science Technology Engineering and Mathematics learning. (Ilic,

et.al. 2024) In recent years, Game-based learning have presented with increasing attention in

education aspect promoting science teaching and learning. It has important role in higher education

that promote outstanding knowledge to have a higher order cognitive skills that implore a
competencies including communication, collaboration or problem solving. Regardless of the positive

outcome of the game-based learning there’s a consequence stating that the aims of a specific games

frequently not match the learning objectives, also justifying that the game-based are more

entertaining than learning. (Belova & Zowada, 2020)

Types of Educational Games Using Technology on Teaching Physical Education

A study on the use of folk games a traditional game that the physical education curriculum

can serve as a healthy lifestyle for student. Thus, this approach can be an instrument for improving

the physical development and fitness in learners moral and positive qualities. This study can help

the learner to have an oriented physical education approach to acquire the development of their

motor skills and encourage them to consider the effectiveness of this approach. (Ospankulov, et.al.

2023) Using virtual reality that used to interact with each other using devices offer countless potential

application. In social metaverse it becomes more attainable in terms of valuable constituent that

some of the resource person insist that the use of technology is irrelevant in terms of the context of

physical education. In the field of physical education, the merging of virtual approach attain popularity

that result to lack of physical place. With the help of metaverse in learner engagement it can enhance

their experience in performing physical learning. Compromising a virtual approach learner can

imitate the real-life scenario in a way that they live. (He, 2023) During COVID-19 pandemic has

presented ‘new normal’ condition in the mode of learning. Because of these pandemic teachers are

integrate in the technology they professional development had been flexible by attending an online

training opportunity, attending seminar and future perceptions. They experience difficulty in using a

mixed-methods approach wherein they are needed to learn how to generate this mode, due of the

pandemic they encounter difficulty in dealing with lack of preparedness, poor internet connection,

limited support and fear in failure. This study focus attention on the significant of technology in

adapting the engagement of Physical Education technological implementation. (Tagimaucia, et.al.

2024) In Ukraine reach an increasing level of their physical quality culture that can accomplish a

sustainable growth of society. This study proposes to have a health-performing innovation of

physical learning to the institution. There’s a situation that introducing and conducting an experiment
about adding physical education classes, table tennis classes were offended. After the data was

analyze, thus table tennis classes can provide a positive outcome on students accomplish. The

foundation of classes in all educational organization in Ukraine and society can be suggested.

(Homon, et.al. 2022) Emerging technology has a huge impact in our daily lives as well as in

educational lives because of conquering the technology innovation that integrate in learning aspect.

Determining the connection of PE and physical education educator about their technological

pedagogical understanding. In survey about classroom management profiles, there’s a lot of

differences when it comes in any aspect of technology use. Therefore, determine that high degree

of importance between perception of technostars and physical class management profiles

education, adversely there is an insignificant connection between Technostars and Tbp, where the

class management and Tbpa are positive. (Car, Sural, & Guler, 2022)

Integration Technology for Game-Based Learning

Game based approach is an influential tool for strengthening learner engagement and

enhance academic performance. By combining design principles and component into educational,

teachers can create more cooperative and stimulate learning environments. In this paper shows that

game-based approach is effective for fostering deeper learning and knowledge development.

(Ismaizam, et al., 2022) When learning activities in the academic process have a game features and

concept that implemented it shows game-based approach. Game based learning have many

positive effects in education and advantages in learners in any level of educational field including

engagement in learners and educators, productiveness, and positive behavior. (C., 2024) Game

based approach helps both students and teachers to communicate, engage, and cooperate.

Strategic games help the students and educators brain to work better because its offer energetic

approach that can motivate them from learning. (S. O. 2023) Gamification helps students to progress

their language proficiency and enhance their confidence. It must be considered that it has several

positive effects in learners and teachers. It is useful therefore it is engaging games that can have

chance to use and perform their skill in the learning settings. (Tawafak, et.al. 2023) The

implementation of games in education can enhance student knowledge from numerous disciplines
and make use it in decision making and learner can test their game-based outcome change based

on their decision make. It also helps student to improve their social association skills. (Adipat, et.al.

2021)

Challenges and Considerations to Game- Based Learning

Game base learning has large impact on how teachers teach and learners learn because of

the use of digital game and technologies inside the educational environment. Dynamics make

possible interaction between learners and teachers to collaborate in a learning setting where both

are built expounding, ideas and sense. It also conducts and apply the higher order thinking abilities

in the learners while also increasing the enjoyment in learning process and can facilitate experiential

learning that can be apply in real world scenario. (Palha & Matić, 2023) Considering educational

games are common inside the educational setting, it also emphasizes the positive and negative

outcome in the learners and educator. First, the positive which students engage and motivate in

every lessons. Including learners cognitive, emotional and social aspects that has a potential of

adjustable game-based learning stimulate learning process. This paper points up mandatory

reflection including incapacity of serious games to replace but accompaniment and strengthen

traditional education approaches. Game based learning can help and use in educational perspective

and in our daily lives. (Greipl, et.al. 2020) Teacher used different strategies and techniques in their

daily routine in teaching by enhancing their student self- esteem and fulfillment. Digital game learning

is an approach that make use of digital games. It is important learning technologies because of the

potentiality of games to capture students enabling them to conveniently make it to the edges of their

skills and knowledge. Both learners, teachers and games are those important things for the effective

application of digital learning approach. (Kaimara, et.al. 2021) The effectiveness of game-based

learning is globally known for achieving learning outcomes. Game based learning has multiple

advantages including necessary skill. These skills are communication, collaboration, and self-

reflection. Although game-based approach was a good approach, there are still areas that need to

be adjust in order to encourage its right used. (Z., 2024) Challenge based hybrid learning approach

make use of a virtual board game games platform to increase global quality learner ability. Through
this approach learner actively participate and collaborate in the activities that aimed raise their skill

to worldwide level. It emphasizes the important assessing learner abilities and skills to meet the

worldwide standards. (Chukusol.Nilsook, & Wannapiroon, 2024)

Future Trends in Educational Gaming

Corzo I. (2024). States that the pandemic (COVID-19) is one of the reasons why it boosted

interest in gamified education. Also, it paired with kids growing access to mobile devices and

technology in inside their house since on their simple/ once click in the google they can search and

access any platforms that they want that’s why they already entered a new era of educational games.

According to Minovic M. & Starcevic S. (n.d) The electric games are the new mass medium

of the youth, it was compared to the now traditional media such as books, television, film or music.

But on the other hand, compare to all existing media, games have the opportunity to interact,

allowing the user to actively participate, and most especially when it comes in receiving information.

That is why as we noticed in that last few years, we can see that there is more use of computer

games for education. Educational games are social, card, or computer games that are specifically

designed to teach people about a certain subject and assist in the development of certain skills.

Benefits of Game- Based Learning

Game-based learning is a gameplay with defined learning goals which is to learn and

designed to present subject matter in the form of a game to help learners understand the concepts

with a twist. This often in a simulated environment and gain experience of their applications in a

virtual environment before using them in the real world. According to Neendoor S. (2024).

Shanon J. (2022). Claims that game-based learning is a solution for the Learning and

Development of a person in a real-life situation and learning environment with their different

experiences. Also, everyone has a power to observe, record, and analyze each individual’s

performance in a matter of clicks in our devices.

Game Based Learning

Game-based learning is defined by Ramadhanya (2024) an integrative methodology that

employs games to augment the educational experience. It makes use of game-like components to

produce learning experiences that are beneficial in fostering a deeper comprehension and retention

of information. Students are more likely to engage in technology, and one of the best ways to learn

is using game-based approach in discussion. It serves as a tool to fully understand the specific topic.

On the other hand, its disadvantages can be a hindrance on students’ way of learning. GBL

methodology uses games to learn or work on certain content. Students are given challenges in

educational games related to the main topic or task.

Moreover, it increased student engagement and enjoyment (Dichev & Dicheva, 2017). GBL

enables students to create a safe and interactive environment in discussion. Also, according to

promoting social skills and relationships with other people (Egenfeldt-Nielsen, 2015). The purpose

of this study was to further comprehend the application of game-based learning approaches and

gamification in physical education.

 CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

This chapter describes the method of research design, the respondents of the study, the

instrument used, data gathering procedures, and statistical treatment of data.

Research Design

The method used in this study, "Exploration of game-based approach in technology" is

qualitative research that relies on first-hand information with the help of survey questionnaires and

interviews. This study is also used to describe a situation, subject, and behavior. It is a plan that is

used to answer questions like who, what, when, where, and how associated with a particular

research problem.

This study is often described as concerned with findings. Singh S. (2023) defines descriptive

research as an exploratory method that can form hypotheses, insights, and investigations of the

topic being discussed. It attempts to gather quantifiable information that can be used to analyze a

target audience or a particular subject statistically. This is used to observe and describe a research

subject or problem without influencing or manipulating the variables to avoid bias.

Participants of the Study

The participants of this study are the students of the College of Sports, Physical Education,

and Recreation major in Bachelor of Physical Education. Participants must be 18 and above. Both

males and females are allowed to participate and answer the prepared questionnaire of the

researcher.

Sampling Technique

A purposive sampling technique will be used to select the respondents and validate the outcome

of this study. The respondents were selected by year level. A purposive sampling technique involves

selecting individuals who are experienced and knowledgeable in the phenomena being discussed

and randomly selecting the participants who can provide deep insights into the topic.
 To make this study meaningful, researchers selected all the students who could respond to the

survey. The Bachelor of Physical Education students of the College of Sports, Physical Education,

and Recreation are the respondents of the study and were selected through a purposive sampling

technique to take the survey questionnaires.

Data to be Gathered

This study will be conducted on the university premises of Cavite State University Main

Campus Indang, Cavite. Researchers will come back to the statement of the problem in Chapter 1

for the basis of constructing the questionnaire that will help to easily track and gather information.

Before the data-gathering procedures, the researchers would secure permission from the

respondents and the dean. This permission letter is the way of allowing the researchers to distribute

the questionnaires to the respondents and to be formally acknowledged by the department. After

the permission letter was granted, the survey questionnaires would be given to the selected students

inside the campus. The researchers would directly give the questionnaires and wait until the

participants were finished answering it. The questionnaire is a written piece that is designed to collect

and conceive data, knowledge, and information about the study.

Data Interpretation

This study mainly focuses on qualitative data from a survey of selected students from the

Cavite State University-Main Campus. To analyze the gathered data, qualitative analysis methods

will be employed for organizing and summarizing this study’s findings. The main statistical treatment

for this research will be Descriptive Statistics and Narrative Analysis.

For the demographic data, simple statistics are going to be used like percentages to show

information about the participants like their age, gender, and academic level. For the research

questions, participant’s answers are going to be grouped into categories, such as positive, neutral,

or negative, based on their responses. We will then calculate and report the percentage of

respondents in each category. Since interviews and open-ended survey questions are going to be

used, we will also use narrative analysis to understand how participants describe their experiences

with game-based learning. We will be examining into each participant's own answer to investigate
the most common answer. After that we will then examine on how are these patterns relates to the

overall impact of game-based learning on student’s performance and engagement in physical

education.

Ethical Consideration

For ethical research considerations, before the study is conducted, the respondents will receive

a brief detail and key information about the purpose of the study. This includes explaining the

purpose and nature of the study, as well as respondents’ rights and the benefits of participating.

Prior to the study, full consent will be obtained from the participants, the students of Cavite State

University-Main Campus, taking up Bachelor of Physical Education. In addition, the protection of the

privacy of research participants will be ensured, make sure that all of their personal information will

be confidential in accordance with Data Privacy Act (R.A. 101). Voluntary participation of

respondents in the research will be treated very important. Moreover, they have the rights to

withdraw from the study at any stage if they wish to do so.

In handling the data, adequate level of confidentiality will be ensured. Any form of misleading

information, as well as representation pf primary data findings in a biased way will be avoided.

Furthermore, affiliations in any forms, sources of finding, as well as possible conflicts of interest will

be declared. Lastly, the type of communication to this research will be done with honesty and

transparency.

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