Digital Game Based Learning and Early Literacy Development of Kindergarten Learners in SDO Lipa City

Abstract

In the 21st century, the integration of technology in education has transformed teaching and learning, offering innovative approaches to support student engagement and skill acquisition. Among these, Digital Game-Based Learning (DGBL) has emerged as a promising strategy to enhance early literacy development among young learners. This study, titled “Digital Game-Based Learning and Early Literacy Development of Kindergarten Learners in SDO Lipa City,” aimed to investigate the utilization of digital game-based strategies in promoting foundational literacy skills, including letter recognition, phonological awareness, vocabulary development, and comprehension. The research also sought to examine the relationship between learners’ early literacy levels and the extent utilization of digital game-based learning, as well as the challenges encountered by kindergarten teachers in implementing this approach.

The study employed a descriptive research design using a mixed-methods approach, combining quantitative and qualitative data. Quantitative data were collected through structured questionnaires, while qualitative data were gathered through semi-structured interviews. The respondents consisted of kindergarten teachers from four districts within the Division of Lipa City during the School Year 2025–2026. Statistical tools such as weighted mean, ranking, and Pearson correlation coefficient were used to analyze the data.

Anchored on Piaget’s Cognitive Development Theory, Vygotsky’s Sociocultural Theory and Zone of Proximal Development, Gardner’s Multiple Intelligences Theory, and Bruner’s Constructivist Learning Theory, the study emphasizes the importance of interactive, scaffolded, and developmentally appropriate learning experiences. The findings revealed that kindergarten learners demonstrated a moderately developed level of early literacy skills, while the utilization of digital game-based learning (DGBL) was moderately implemented in reading readiness, word recognition and usage, and sentence construction. A significant positive relationship was identified between early literacy development and DGBL utilization, indicating that increased engagement in digital game-based activities enhances learners’ literacy outcomes. The study concluded that DGBL is an effective and engaging approach in supporting early literacy development among kindergarten learners. It is recommended that teachers integrate structured and interactive DGBL activities, provide adequate scaffolding and feedback, and ensure access to appropriate digital resources to further enhance learners’ literacy skills and maximize the benefits of digital game-based learning.