Use of Gamification in Teaching Technology and Livelihood Education (TLE) and Learners’ Digital Media Literacy

This study examined the use of gamification in teaching Technology and Livelihood Education (TLE) and assessed learners’ digital media literacy in public secondary schools in the First District of Iloilo, Philippines, for the School Year 2025-2026. Utilizing a descriptive-correlational research design, the study involved 100 purposively selected TLE teachers from seven municipalities: Oton, Tigbauan, Guimbal, Miagao, Igbaras, Tubungan, and San Joaquin. Independent variables included age, sex, grade level taught, position, educational attainment, length of service, and location. Dependent variables were the extent of gamification employed and learners’ digital media literacy levels. A researcher-made questionnaire, validated and pilot-tested for reliability, served as the primary data-gathering tool. Descriptive statistics such as frequency count, percentage, and mean were used to analyze demographic profiles and central tendencies. Inferential statistics including the Mann-Whitney U test, Kruskal-Wallis H test, and Spearman’s Rho Correlation Coefficient were employed, with all computations processed using SPSS at a 0.05 significance level. Findings revealed that gamification was used to a very great extent, and learners demonstrated very high levels of digital media literacy. No significant differences were noted across demographic profiles, suggesting uniformity in gamification use and digital literacy assessments. A strong positive correlation (r = 0.821, p = 0.000) was observed between gamification strategies and learners’ digital media literacy, affirming the effectiveness of game-based instruction. The study recommends greater institutional support for gamification, continued professional development, and further research exploring emerging technologies that enhance TLE delivery and digital literacy.