E-Games And Students’ Engagement In Literature In Congressional District I, SDO Batangas Province

Abstract

This study examined the use of electronic games (E-games) in teaching literature and their relationship to the engagement of Grade 7 students in Congressional District I, Schools Division Office of Batangas Province. Specifically, it sought to determine the extent to which E-games were utilized in terms of lesson content delivery, students’ feedback and interaction, and enhancement of learning outcomes; assess the level of students’ engagement in literature classes in terms of types of E-games and time spent on digital activities; identify the significant relationship between the utilization of E-games and students’ engagement; determine the challenges encountered by teachers in using E-games; and propose supplementary digital materials based on the findings. The study was anchored on the view that digital game-based learning can transform traditional literature lessons into more interactive, motivating, and student-centered learning experiences.

A descriptive research design utilizing quantitative data was employed. The respondents consisted of 117 English teachers in Congressional District I, SDO Batangas Province, whose assessments were used to describe the utilization of E-games and the engagement of Grade 7 students in literature classes. Results revealed that E-games were moderately utilized in lesson content delivery but highly utilized in students’ feedback and interaction and in enhancing learning outcomes. Students were found to be moderately engaged overall when E-games were used, with gamified quiz applications emerging as the most engaging type of E-game. A significant positive relationship was reported between the utilization of E-games and students’ engagement in literature. However, challenges such as unequal access to technology, insufficient curriculum-aligned resources, limited teacher training, and time management concerns were often encountered. To address these issues, the researcher proposed “LitTrek: A Literature-Based Gamified Learning Package,” a curriculum-aligned supplementary digital material designed to support inclusive, equitable, and interactive literature instruction.