RESEARCH FLOWCHART

Submitted by: Michael Jame L. Grospe

Title: Development and Validation of The Eudaimonia Project: A Gamified Instructional Material for Teaching Ethics and Human Flourishing in Science, Technology,
and Society (STS)
Model: Modified ADDIE Model, operationalized through three Framework: Kemp Instructional Design Model
major phases: Analysis, Design, and Develop which ensure
systematic instructional innovation and validation.

Pedagogies: Contextualized Learning; Gamification; Experiential and Reflective Learning; STS Pedagogy; and Ethical Inquiry

Theoretical/Conceptu Statistical
Situation Statement of the Problem Significance of the Study Research Design
al Framework Tools (SOP Based)
The Needs Analysis The study aims to develop This study is expected to The study is grounded The gathered data will be A Developmental–
among STS faculty at and validate The benefit the following: in Aristotle’s Virtue statistically treated Descriptive
Pangasinan State Eudaimonia Project as a Ethics, which serves as accordingly by utilizing Research Design
University–Urdaneta gamified instructional Students. Boost their the philosophical tool analysis to ensure
based on a Modified
Campus revealed material for the course engagement in foundation for human accurate interpretation
instructional challenges Science, Technology, and experiential learning flourishing, and and validation of results. ADDIE Model,
including limited student Society (STS) anchored in integrates ethics, structured through the consisting of three
engagement, lack of Kemp Instructional Design technology, and society, Modified ADDIE Model 1. Descriptive statistics interconnected
contextualized Model. Specifically, it seeks promoting reflective (Analysis, Design, and such as frequency, phases:
materials, and a reliance to answer the following: moral reasoning. Develop). percentage, and
on lecture-based At the Design Phase, mean were used to Phase 1 – Analysis:
approaches. Teachers 1. Analysis Phase: What Faculty. Gain a flexible, the Kemp Model analyze the needs Empirical diagnosis
expressed a strong need are the specific contextualized teaching ensures learner- analysis results, of learning gaps,
for interactive, values- instructional needs and tool aligned with STS centered planning and identifying the most contextual needs,
oriented, and the underlying learning outcomes. contextual common
and epistemological
technologically adaptive epistemological conflict adaptability, to instructional gaps
materials that integrate (technical rationality Higher Education provide the sequential and pedagogical conflicts.
real-world ethical bias) among STEM Institution. Strengthens instructional challenges faced by Phase 2 – Design:
contexts into STS students in learning Pangasinan State architecture of the STS faculty. (SOP1)
Integration of the
teaching. Human Flourishing in University’s research- gamified content.
STS, as identified and based innovation in This integrated 2. To determine the Kemp Model to
To address these needs, measured using instructional materials framework transforms validity of The structure the
The Eudaimonia Project descriptive statistics and to deliver its mission abstract virtues into Eudaimonia Project, instructional
was conceptualized as (frequency, percentage, to provide a human- quantifiable learning the Weighted Mean blueprint.
gamified instructional and mean)? centric, resilient and outcomes through and Content Validity
material inspired by sustainable academic Virtue Points and In- Index (CVI) were
 Theoretical/Conceptu Statistical
Situation Statement of the Problem Significance of the Study Research Design
al Framework Tools (SOP Based)
virtue ethics and STS 2. Design Phase: How is environment to produce Game Feedback, applied to expert Phase 3 – Develop:
pedagogy, designed to The Eudaimonia Project dynamic, responsive and aligning moral evaluations, Creation and expert
enhance student designed, utilizing the future-ready individuals development with ensuring that the validation of The
reflection, ethical Modified ADDIE Model capable of meeting the measurable material’s content,
Eudaimonia Project
reasoning, and holistic and integrating the requirements of the local performance. construct, and
learning through sequential architecture and global communities usability met using quantitative
interactive gameplay of the Kemp and industries. academic and qualitative
Instructional Design standards.(SOP2) evaluation tools.
Model, to translate Researchers in Science
abstract concepts of Communication, Science 3. Lastly, Thematic
Eudaimonia and Virtue Education and affiliated Analysis following
Ethics into measurable, Fields. Provides a Naeem et al. (2025)
systematic, and framework for gamified will be use as a
quantifiable STS pedagogy integrating protocol to interpret
instructional goals (e.g., cognitive and ethical qualitative feedback
Virtue Points)? development. from reflections and
3. Develop Phase: What is interviews, providing
the content, construct, deeper insights into
and usability validity students’
and quality of the experiences and the
developed gamified pedagogical impact
instructional material, of the gamified
as determined by material.(SOP3)
expert evaluation using
the Weighted Mean and
Content Validity Index
(CVI), and what
supplementary
pedagogical insights are
revealed through
Thematic Analysis
(following Naeem et
al.)?