Title: Learners' Perceptions of Gamification through Team-Based Learning in Terms of Enjoyment, Engagement, and Learning Experiences
Authors: Madel C. Barrios, Grace T. Flores, EdD,
Volume: 10
Issue: 2
Pages: 134-138
Publication Date: 2026/02/28
Abstract:
This study examined learners' perceptions of gamification through team-based learning in terms of learner experience, enjoyment, and engagement in mathematics within a floating school environment. A descriptive-evaluative research design was employed. Quantitative data were collected through pretest and posttest assessments, learner perception surveys, and expert evaluation rubrics using Likert scales. The study was conducted at Mambagongon Elementary School, a public floating school in Barangay Mambagongon, La Paz, Agusan del Sur, Philippines. Research instruments were aligned with the Most Essential Learning Competencies (MELCs) and validated using a rubric adapted from the Department of Education's Learning Resources Management and Development System (LRMDS). Data were analyzed using descriptive statistics, particularly the mean, frequency, and percentage. Data revealed that learners strongly perceived gamification through team-based learning as effective, relevant, and engaging. Learner experience obtained an overall weighted mean of 4.74 (Strongly Agree / Very Relevant), with clarity of instructions receiving the highest rating (WM = 5.00). Enjoyment and engagement yielded an overall weighted mean of 4.73 (Strongly Agree / Very Engaging), with enjoyment of games and challenges rated highest (WM = 4.93). Although some indicators received relatively lower ratings, all remained within the Strongly Agree range, indicating only minor variations in focus and anticipation. The results demonstrate that gamification integrated with team-based learning enhances learner experience, enjoyment, and engagement, supporting its use as an effective instructional approach for mathematics in floating school contexts.