Discipline

Engineering, Information, And Communication Technology

Abstract

The 21st-century classroom is no longer bound by chalkboards and textbooks. Digital natives—today’s learners—demand interactive, engaging, and technologically driven experiences. Recognizing this pedagogical shift, Zurich C. Peruda’s dissertation, Educational Video Games to Bloom’s Taxonomy Action Verbs Learning Outcomes of Pupils, explores how educational video games (EVGs) can influence and enhance student achievement, particularly with respect to Bloom’s Taxonomy-based learning outcomes. The study is a timely response to the educational imperative of integrating technology in instruction to foster deeper learning, active engagement, and critical thinking among pupils. This research is grounded in the core assumption that gamification, when aligned with instructional goals, can provide immersive learning experiences that promote mastery of cognitive skills. More specifically, the study investigates how different types of EVGs support pupil performance across Bloom’s six levels of cognitive learning objectives: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. The guiding question is: To what extent can educational video games improve pupils’ academic performance when lessons are delivered using game-based strategies targeting specific action verbs from Bloom’s Taxonomy? The theoretical underpinnings of the study include the Cognitive Load Theory, Constructivist Learning Theory, and Game-Based Learning Frameworks. These frameworks support the hypothesis that EVGs, if well-structured and integrated into the learning environment, stimulate motivation, reinforce memory, and improve problem-solving skills. Conducted in a public elementary school setting in Northern Samar, the study employed a quasi-experimental research design. It involved two groups of pupils: an experimental group exposed to educational video games tailored to the curriculum and a control group taught using traditional methods. The sample size consisted of 80 Grade 5 pupils, evenly split between the two groups. Pre-tests and post-tests were administered, focused on learning outcomes anchored to Bloom’s Taxonomy action verbs. These tests were content-validated by subject experts and piloted prior to full deployment to ensure reliability. The research instrument assessed the pupils’ competency in performing cognitive tasks such as defining, explaining, applying, differentiating, critiquing, and designing. Data analysis employed paired t-tests and ANCOVA, comparing the mean performance scores of the two groups before and after the intervention. Results of the study indicated that students in the experimental group significantly outperformed those in the control group across all levels of Bloom’s cognitive domain. Particularly notable was the improvement in the higher-order thinking skills: Analyzing, Evaluating, and Creating. These cognitive levels, often difficult to achieve through rote learning, showed substantial gains when students were allowed to interact with simulation games, problem-solving quests, and creative design modules. Students using EVGs demonstrated: Higher motivation and interest levels, Increased retention of content, Improved ability to transfer knowledge to real-world tasks, Greater engagement during formative assessments. The findings support the hypothesis that educational video games, when properly aligned with instructional objectives and Bloom’s action verbs, enhance both surface and deep learning. The researcher also observed improved collaboration and communication skills as students engaged in group-based gaming tasks and peer-supported challenges. Beyond the cognitive improvements, the study unearthed insights into student attitudes toward learning. Pupils in the experimental group reported that learning became "fun," "challenging," and "exciting." This shift in perception led to lower absenteeism during the intervention period and increased voluntary participation in after-class game-based assignments. From the teachers’ perspective, EVGs helped facilitate differentiated instruction. Struggling learners benefited from scaffolds and feedback loops within games, while advanced students were able to explore more complex layers of content without being held back by the class average. However, the study also surfaced barriers to implementation, such as: Limited access to high-speed internet or digital devices, Need for teacher training on instructional game integration, Difficulty in aligning some commercial video games with local curriculum standards. To address these challenges and institutionalize the gains of the intervention, the researcher developed an Instructional Integration Model for EVGs, which includes the following components: Curriculum Alignment Matrix – Mapping Bloom’s action verbs with lesson objectives and corresponding game tasks. EVG Selection Criteria – Guidelines for choosing or developing educational games that suit the needs of Filipino learners. Gamified Lesson Plan Template – A modular approach for integrating games into lesson planning. Monitoring and Evaluation Toolkits – Rubrics and feedback forms to track learning progression and game effectiveness. Teacher Training Modules – Focused on game-based pedagogy, assessment design, and classroom management in digital learning environments. The researcher recommends that DepEd and other education stakeholders recognize EVGs as formal instructional tools rather than supplemental or extracurricular materials. Policy suggestions include integrating game-based learning into the K-12 curriculum guide, allocating MOOE for EVG acquisition or development, and fostering partnerships with EdTech developers. For school leaders and ICT coordinators, the study encourages the establishment of Learning Game Hubs—dedicated spaces in schools equipped with curated educational games, devices, and support staff to assist both learners and teachers in maximizing the pedagogical benefits of game-based learning. The dissertation also urges pre-service teacher education institutions to incorporate game-based learning methodologies in their curriculum, ensuring future educators are equipped to manage classrooms that thrive in digital ecosystems. Ultimately, the study by Zurich C. Peruda emphasizes that educational video games are not a gimmick but a viable and impactful pedagogical strategy. By contextualizing EVG use within Bloom’s Taxonomy, the research provides a structured, evidence-based approach to integrating technology in basic education, especially for cognitive development. In closing, the study affirms that when learning is designed to be meaningful, interactive, and enjoyable, pupils rise to the challenge—not just remembering facts but transforming them into ideas, innovations, and lifelong skills.