Development and Validation of Game-Based Learning (GBL) in Kindergarten

Early literacy development forms the foundation of a child’s academic and communicative abilities, with games serving as a natural medium for acquiring essential reading skills. Among instructional innovations, Game-Based Learning (GBL) has emerged as an effective strategy to enhance early literacy through interactive, engaging, and differentiated activities. While international studies have demonstrated GBL’s positive effects on motivation and cognitive skills, its application in rural, resource-limited settings remains limited. This study utilized a Research and Development (R&D) design guided by the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) to create and validate culturally relevant GBL materials aimed at improving literacy skills among kindergarten pupils in Flora District, Apayao for the school year 2024–2025. The developed materials included Letter and Sound Recognition, Sight Word Bingo, and Phonics Fishing, targeting phonemic awareness, word recognition, and decoding skills. Expert validation results showed mean ratings ranging from 4.41 to 4.63 (Strongly Agree) across instructional competencies, assessment, and readability. The research instrument achieved high content validity, with an S-CVI of 0.94 and a universal agreement score (S-CVI/UA) of 1, surpassing standard benchmarks. Findings confirmed that integrating peer collaboration, visual aids, and adaptable game formats effectively addressed varied learner needs, promoting literacy and engagement in kindergarten. The study recommends incorporating these GBL tools into literacy programs, providing teacher training, and conducting continuous assessment to optimize outcomes. Future research should explore the long-term effects of GBL interventions in diverse early childhood education contexts.