Utilization of Interactive Games and Learners’ Engagement

This study examined the extent of teachers’ utilization of interactive games and learners’ engagement in selected schools. Specifically, it determined the demographic profile of respondents in terms of age, educational attainment, position, length of service, and school size; assessed the extent of teachers’ utilization of interactive games and learners’ engagement; determined the significant differences in the utilization of interactive games and learners’ engagement when respondents were classified according to selected profile variables; and examined the relationship between teachers’ utilization of interactive games and learners’ engagement.
A quantitative descriptive-correlational research design was utilized in the study. The respondents consisted of 50 teachers from selected schools. Data were gathered using a structured researcher-made questionnaire and analyzed using frequency and percentage, mean, Kruskal–Wallis H test, and Spearman’s rho correlation.
The findings revealed that teachers generally demonstrated a high extent of utilization of interactive games in instruction, particularly in introducing lessons, reinforcing concepts, and sustaining learners’ interest. Learners’ engagement was generally moderate, although active participation and involvement in classroom activities obtained high ratings. Significant differences in teachers’ utilization of interactive games were found according to age and position, while learners’ engagement significantly differed according to position. Moreover, a statistically significant moderate positive relationship was found between teachers’ utilization of interactive games and learners’ engagement (ρ = .398, p = .004).
The study concluded that interactive games positively contribute to learner engagement by enhancing participation, attention, and classroom interaction. It is recommended that teachers continue integrating interactive and game-based instructional strategies aligned with learning objectives and engagement-oriented classroom practices.

interactive games, learner engagement, gamification, classroom participation, instructional innovation, educational technology

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