Author
Kliren A. Palisoc*
National University, Manila, Philippines
Abstract
This study, entitled Game-Based Learning: Balancing Fair Play and Technology, aimed to assess the impact of an innovative game-based learning (GBL) application integrating fair play and technology in enhancing learners’ motivation, teamwork, and self-confidence in Physical Education at Binalatongan Community College. It specifically determined the significant difference in learners’ academic performance before and after the implementation of the GBL application and examined the relationship between learners’ performance and their perceptions of the application. A descriptive-correlational research design was used with 110 respondents selected through Slovin’s formula. Data were gathered using a 20-item multiple-choice test and a survey questionnaire and analyzed using mean, standard deviation, t-test, and Pearson r. Results revealed a significant improvement in learners’ academic performance after the implementation of the GBL application. The posttest mean score (M = 18.80, SD = 1.89) was significantly higher than the pretest score, with a t-value of -12.761 and a p-value of <0.001, indicating a significant difference and leading to the rejection of the null hypothesis. The effect size of -1.721 showed a large effect, confirming the strong impact of the intervention. However, no significant relationship was found between learners’ academic performance and their perception of the GBL application (r = 0.002, p = 0.983), resulting in the acceptance of the null hypothesis. Although learners had very positive perceptions (M = 4.98, SD = 0.03), these did not significantly influence their academic performance.The study concludes that the innovative GBL application effectively improved learners’ academic performance, but perception was not significantly related to performance outcomes.
Keywords: Game-based learning (GBL), physical education, academic performance, learner motivation.
*Corresponding author / Email: palisockliren@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05021254
Recommended citation:
Palisoc, K. A. (2026). The impact of game-based learning for PATHFIT 2: Balancing fair play and technology. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 6036-6047. http://doi.org/10.69651/PIJHSS05021254
Read the full text
References
Arufe-Giráldez, V., Sanmiguel-Rodríguez, A., Ramos-Álvarez, O., & Navarro-Patón, R. (2022). Gamification in physical education: A systematic review. Education Sciences, 12(8), Article 540. https://doi.org/10.3390/educsci12080540
Best, J. W., & Kahn, J. V. (2006). Research in education (10th ed.). Pearson Education.
Boller, S., & Kapp, K. (2017). Play to learn: Everything you need to know about designing effective learning games. ATD Press.
Camacho-Sánchez, R., Manzano-León, A., Rodríguez-Ferrer, J. M., Serna, J., & Lavega-Burgués, P. (2023). Game-based learning and gamification in physical education: A systematic review. Education Sciences, 13(2), Article 183. https://doi.org/10.3390/educsci13020183
Culajara, C. J. (2022). Integrating game-based approach in students’ learning experiences in physical education: A phenomenological study. Edu Sportivo: Indonesian Journal of Physical Education, 3(3), 242–254. https://doi.org/10.25299/es:ijope.2022.vol3(3).10520
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press. https://doi.org/10.1007/978-1-4899-2271-7
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Limbo, C. B. (2021). Motivation, attitude, and competence of physical education students. Canadian Journal of Educational and Social Studies, 1(2), 1–12. https://doi.org/10.53103/cjess.v1i2.9
Marcaida, J. L. M., Tayag, D. M., Acebes, R., Perez, C. D. D., Dizon, R., Amaro, R., Viray, R., & Cabrera, S. (2024). Level up learning: A systematic review of gamification in physical education. Journal of Interdisciplinary Perspectives, 2(11), 101–110. https://doi.org/10.69569/jip.2024.0480
Mo, W., Saibon, J., Li, W., & Li, Y. (2024). Effects of game-based physical education program on enjoyment in children and adolescents: A systematic review and meta-analysis. BMC Public Health, 24, Article 517. https://doi.org/10.1186/s12889-024-18043-6
Oliveira, W., Hamari, J., Shi, L., Toda, A. M., Rodrigues, L., Palomino, P. T., & Isotani, S. (2023). Tailored gamification in education: A literature review and future agenda. Education and Information Technologies, 28(1), 373–406. https://doi.org/10.1007/s10639-022-11122-4
UNESCO. (2022). Promoting quality physical education policy. https://www.unesco.org/en/quality-physical-education
Yan, J., Jones, B., Smith, J. J., Morgan, P., & Eather, N. (2023). A systematic review investigating the effects of implementing game-based approaches in school-based physical education among primary school children. Journal of Teaching in Physical Education, 42(3), 573–586. https://doi.org/10.1123/jtpe.2021-0131