This study evaluated the American Spaces Educational Gamification (EdGAME) Literacy Program as a foundation for developing a vocabulary game. A total of 58 respondents—comprising 20 Reading Coordinators, 20 Quick2Game Coordinators, and 18 School Heads from 20 participating secondary public schools under the Department of Education, Division of San Jose Del Monte—were purposefully selected. A mixed-methods sequential explanatory design was used in this study, which entails gathering and evaluating quantitative data first, then using qualitative data to clarify or expand on the quantitative findings. The quantitative data collected through the survey were analyzed using descriptive statistics, followed by a SWOT analysis. The initial statistical analysis involved calculating means and standard deviations to summarize respondents’ perceptions towards the implementation of the EdGAME program. After the descriptive results were obtained, SWOT analysis was applied to transform numerical outcomes into actionable insights. The results revealed a consistently positive perception among all respondent groups regarding the EdGAME Literacy Program’s effectiveness in enhancing vocabulary skills and promoting word recognition among Grade 7 frustrated-level readers through gamified, interactive learning strategies. The program’s consistent alignment with the Department of Education’s Most Essential Learning Competencies (MELCs) demonstrated strong curricular coherence. The findings are grounded in several learning theories. Rooted in Vygotsky’s Social Constructivism, the EdGAME Program leverages social interaction and collaboration, critical elements for cognitive development, to enhance literacy outcomes. Consistent with Piaget’s Constructivist Learning Theory, the program supports learners in constructing their own understanding through active engagement and experience-based learning. Moreover, the motivational structures of the program are aligned with Deci and Ryan’s Self-Determination Theory, which emphasizes the importance of autonomy, competence, and relatedness in fostering intrinsic motivation. Finally, the principles of Gamified Learning Theory by James Paul Gee are evident, as EdGAME employs game-based mechanisms to create authentic, meaningful contexts for learning, thus increasing student engagement, agency, and literacy achievement. The results of this study reveal a consistently positive perception among school heads, Quick2Game coordinators, and reading coordinators regarding the effectiveness of Quick2Game as an instructional and learning material, particularly in enhancing vocabulary skills and promoting word recognition among Grade 7 frustrated-level readers through gamified, interactive learning strategies. In response to the findings, the researcher developed VocaBank, a classroom-based vocabulary game adapted from Quick2Game, designed to teach vocabulary in an engaging, low-stress, and collaborative environment, further embodying the principles of constructivism, social, motivational, and gamified learning frameworks.
Glaiza G. Dagala (Wed,) studied this question.