Employing Gamification-Incentive-Feedback (GIF) Model in Enhancing Classroom Learning Experience - Action research study

Oct 15, 2026

Uploaded by Mabel

Action research examined how the Gamification-Incentive-Feedback (GIF) Model enhances the classroom learning experience of Grade 9 students in a private school in Cagayan de Oro, Philippines. Convenience sampling was used, collecting data via Likert-scale pre- and post-intervention surveys and focus group discussions. Wilcoxon Signed Rank Test and thematic analysis of interviews were applied. Findings show a significant difference in learning experience regarding motivation, with participants reporting higher participation, teamwork, competition, engagement, and retention; face-to-face implementation is recommended.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

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Introduction

Research problem and background

Intervention rationale and learning-experience dimensions

Anatolian Journal ofEducation e-ISSN: 2547-9652 April 2024 ● Vol.9, No.1 [www.e-aje.net](www.e-aje.net)[ ](www.e-aje.net)pp. 183-194 Employing Gamification-Incentive-Feedback (GIF) Model in Enhancing Classroom Learning Experience Adeva Jane Esparrago-Kalidas Xavier University-Ateneo de Cagayan, Philippines, [akalidas@xu.edu.ph](akalidas@xu.edu.ph) Princess Imee Alliah F. Labis Xavier University-Ateneo de Cagayan, Philippines, [princessimeealliahlabis@gmail.com](princessimeealliahlabis@gmail.com) Roshmond Roi Entrina Xavier University-Ateneo de Cagayan, Philippines, [20200019175@my.xu.edu.ph](20200019175@my.xu.edu.ph) Divine Grace R. Marcelino Xavier University-Ateneo de Cagayan, Philippines, [20200019511@my.xu.edu.ph](20200019511@my.xu.edu.ph) Kevin Matthew N. Pacana Xavier University-Ateneo de Cagayan, Philippines, [20043502@my.xu.edu.ph](20043502@my.xu.edu.ph) Joelie Mae B. Pailaga Xavier University-Ateneo de Cagayan, Philippines, [20200019028@my.xu.edu.ph](20200019028@my.xu.edu.ph) This action research aimed to study the use the Gamification-Incentive-Feedback (GIF) Model in enhancing the classroom learning experience of Grade 9 students in a private school in Cagayan de Oro, Philippines. The research used convenience sampling and used a combination of Likert scale pre-intervention and post-intervention survey questionnaires as well as focus group discussion (FGD) to gather data and responses. The results were analyzed through the Wilcoxon Signed Rank Test and interview responses from the FGD through thematic analysis. Results reveal a significant difference in students’ classroom learning experience in terms of motivation. Further, the participants’ responses to the FGD revealed that the GIF Model encourages participation and teamwork; that it promotes competition; that it is motivating, fun, exciting, and interesting; that it encourages learning retention; and that the GIF Model should be implemented face to face; among others. It is concluded that the use of GIF Model is a promising approach for the students in the classroom to create an engaging, motivating, and rewarding experience. Educators are encouraged to adapt the GIF Model in their teaching practice but should make sure that it is properly and fairly organized to avoid student frustration. Keywords: gamification, incentive, feedback, motivation, classroom learning experience INTRODUCTION The COVID-19 pandemic significantly influenced teachers’ instructional approaches and remodeled the landscape of our education sector. With the major shift to online and modular learning modalities, students’ classroom learning experiences were unfavorably impacted, which resulted in changes in their interaction patterns and a decline in their overall learning satisfaction. This was a problem because if students did not feel fulfilled with their learning experiences, they were unlikely to be motivated to exert effort, which had implications on their focus, participation, and achievement. It was important to note that while interaction between teachers and students still occurs in distant learning, it is vastly mediated by technology, and the interaction is distinct from the actual classroom learning Citation: Esparrago-Kalidas, A. J., Labis, P. I. A. F., Entrina, R. R., Marcelino, D. G. R., Pacana, K. M. N., & Pailaga, J. M. B. (2024) . Employing gamification-incentive-feedback (GIF) model in enhancing classroom learning experience. Anatolian Journal of Education, 9(1), 183-194. [https://doi.org/10.29333/aje.2024.9113a](https://doi.org/10.29333/aje.2024.9113a) 184 Employing Gamification-Incentive-Feedback (GIF) Model in … setup of the pre-pandemic time. Local and international studies, such as those of Barrot, Llenares, & Del Rosario (2021) and Hu (2021), reveal that not only did the pandemic affect educational conditions, but it also affected the quality of the students’ learning experiences. The Glossary of Education Reform (2013) defi

FAQs

What method and data sources were used in the action research?

The study used convenience sampling and combined Likert-scale pre- and post-intervention surveys with focus group discussions (FGD) to gather data.

How were the results analyzed?

A Wilcoxon Signed Rank Test was used for quantitative comparison, and FGD interview responses were analyzed through thematic analysis.

What impact did the GIF Model have on students’ classroom learning experience?

Results showed a significant difference in motivation-related learning experience, and the FGD indicated that the GIF Model supports participation, teamwork, competition, fun/engagement, and learning retention.

Oct 15, 2026

Uploaded by Mabel