Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO

Title of Innovation: Digital Game-Based Math Learning (DGBML)

Innovation Category: Curriculum and Instruction Delivery
Name of Innovators: Jonathan O. Borbon, PhD
Kim S. Arceña
Richard R. Esparagoza
Rosadille Vierneza
Alan Pornel
Date of Implementation: February 2022 onward

Overview

Accordingly, Tugun (2018), emphasized that along with the 21 st –century digital era,
the integration of technology in education has accelerated, the use of technology in
classrooms has become widespread, and its integration has gained importance. Learners
tend to enjoy the use of gadgets everywhere, and so teaching and learning must be
adaptable to the needs of time to stay relevant and effective. Teachers and school leaders
are in constant quest for a better learning opportunities tailored fit to the kind of learners they
have.
Technology is everywhere and the number of learner-users are growing
exponentially. The use of technology in dealing with learners will simply make them unaware
that they are learning or taking the test, instead they will enjoy the moment anytime,
anywhere. Also, it provides new avenues for teachers to enhance their craft. The feedback
after teaching can help with immediate re-teaching that will lead to student success, (Looney
2019).
For now, the growing use of mobile gadgets presents new challenges in the field of
teacher training and classroom instruction (Eyal, 2015). However, some authors describe
that technology integration into math improved student learning because students are
provided with immediate feedback by software programs and teachers are supported with
training (Looney 2019).
The use of educational games as learning tools is a promising approach due to the
games’ abilities to teach and the fact that they reinforce not only knowledge but also
essential skills such as problem-solving, collaboration, and communication (Dicheva, et al,
2015). Incorporating elements from games into classroom scenarios is a way to provide
students with ample chance to act autonomously, to display competence, and to learn
relationship to others. Game elements are a familiar language that learners speak, and an
additional channel through which teachers can communicate with their students (Saurabh,
2014).
Gamification of educational processes can be described as the successful integration
of the gamification framework into the curriculum in order to improve students’ motivation,
academic achievement, and attitudes toward lessons (Yildrim 2017). The idea of making
lessons more student friendly to help with captivating young minds and creating an engaging
learning environment are now considered learning focused classes. This is due to the fact
that games designed in an effective form stimulate large gains in productivity and creativity.
One would say that when engagement time is increased, student learning would
increase as well. “Gamified” active learning has shown to increase students’ academic
performance and engagement and help them make more social connections than standard
course setting (Chen et.al, 2018).
Achievement motivation is an important component for academic success in all levels
of education, from primary school, through junior high school, and finally the senior high
school, thus this Digital Game-Based Math Learning (DGBML) as an innovation is deemed
important and timely. It is a way to achieve unified actions across the home of the
Champions in learning Math lessons by way of exciting games to aid learning. Likewise, it is
hope to provide an appealing strategy in teaching to develop love for the discipline.
 Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO

Innovation Description

This innovation known as Digital Game-Based Math Learning (DGBML) is in the

category of Curriculum and Instruction Delivery which aims to improve learning outcomes by
ensuring that quality teaching methodologies utilizing Mathematical Games as a process be
readily available for learners and teachers as well.
Games are the best means of learning Mathematics with fun and excitement. More
importantly, these are aided with the elements of technology which are properly aligned to
the required competencies.
Students nowadays are no longer interested in an environment where rote learning
and traditional lectures are employed. They want more actions and challenges. They want
technology driven games and activities with more interactive sessions.
The purpose of this innovation is to explore the maximum utilization of technology-
driven world by developing digital math games to cater the present demands of society. This
innovation will be the repository of developed digital games in Mathematics by the 21
schools division offices in the region.
On the other hand, educators will also be encouraged to continuously increase the
number of Math games by constantly discovering more desirable and meaningful games
every year. It is also desired that the existing games will be improved along the way as more
teachers and students will benefit. The more the games are utilized, the better version will
eventually be made.

Innovation Statement
In the advent of technology, hand held gadgets are so popular with everybody
especially the young ones. It seems that they are unstoppable once they are using it, they
could not be disturbed, and seem to live in isolation. They are totally engaged, with all
senses focused on the gadgets. In some instances, “break time” is also synonymous to
“gadget time”. Usually, they are busy playing games or doing messaging with the device.
With this scenario, the group would like to redirect the attention and grab the
inclination of the learners into something beneficial especially in the accumulation of
knowledge with numbers with the help of digitally crafted Math Games.
Specifically, this activity aims to:
1. Deliver considerable number of math games for everyone when needed at
any given time;
2. Gather great minds to work and develop interactive math sessions;
3. Building a community of educators and learners for the expansion of 21st
Century Skills;
4. Maximize utilization of global opportunities through online number games;
and advancing
5. “Learning while playing” pedagogy.
 Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO

Implementation Procedure

A. Process Flow/Framework

INITIAL IMPLEMANTATION STAGE

1. Preliminaries 2. Capacity Building

Crafting of Proposal for Training Workshop on
RD’s approval Mathematical Games
Memorandum for Development of
Implementation Mathematical Games

3. Pilot Testing
4. Finalization
(Determine the usability of
the identified digital
(Revise and make
number games) necessary adjustment/s)

ACTUAL IMPLEMENTATION STAGE

5. Information
6. Monitoring and
Dissemination
Evaluation
(Orient the user of the
(Monitor the utilization of
DGBML)
the DGBML)

7. Supervision 8. Assessment
(Give necessary (Gather and analyze
Technical Assistance) data for reporting)

CRAFTING OF SUSTAINABILITY PLAN

9. Showcase of
Developed Games
School Level
District Level
Division Level
Regional Level
 Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO

B. Project Management - The following are the Term of Reference (TOR) of the
different levels of implementation:

Regional Office:

1. Issues Regional Memorandum on the implementation of the innovation.

2. Supervises the implementation of the project.
3. Coordinates with the Regional office top management for guidance on the
effective implementation of the project.
4. Oversees and supervises the implementation of the project in each SDO.
5. Conducts Regional Workshop on Mathematical Games

Schools Division Office

1. Coordinates with the Regional EPS in Mathematics about the
implementation of the project.
2. Conducts Division Workshop on the Mathematical Games.
3. Spearheads the conduct of the Division showcase.
4. Submits the results of the activity to the regional EPS.
5. Conducts M & E on the implementation of the project in the Division.

School:
1. Coordinates with the Division EPS in Mathematics about the
implementation of the innovation.
2. Oversees the implementation of the project.
3. Encourages and gives support to the Mathematics Teachers and learners
during the training and the Division Showcase.
4. Monitors the impact of the project to the learners and teachers.

Teacher:
1. Attends training workshop on Mathematical Games.
2. Implements the project in the classroom setting/delivery of instructions.
3. Assess and evaluate the developed Mathematical game being
implemented during feedback giving sessions.
4. Encourages learners to participate in the School/Cluster/District/Division
Showcases.

Learner:
1. Utilize the Mathematical Game being implemented.
2. Give comments/suggestions for the improvement of the Games.
3. Participates actively in the School/Cluster/District/ Division Showcase
 Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO

C. Timeline- The total duration of the implementation is months.

Activity Time Duration
Pre Implementation January 17 – April 1, 2022
Preliminaries January 17-28, 2022 2 weeks
Capacity Building on Crafting
Mathematical Games March 8-9, 2022 2 days

Crafting Mathematical Games March 10 – 15, 2022 4 days

Pilot Testing March 16 - 22, 2022 1 week
Finalization March 22, - April 1, 2022 2 weeks
Implementation Stage April 4 – 15, 2022
Information Dissemination April 4, 2022 1 day
Monitoring and Evaluation April 5 – 15, 2022 9 days
Supervision April 5 – 15, 2022 9 days
Assessment April 18 – 19, 2022 2 days
Sustainability
Different Levels of Mathematical May 1, 2022 – Division Level 2 weeks
Games Showcase May 13, 2022 – Regional Level

D. Resource Utilization - The funding of the innovation will be taken from MOOE or any
other eligible sources.

E. Progress Monitoring - Monitoring will be done by the innovators and selected

teachers to be tapped during the actual implementation. However, analysis of the
gathered data towards the end of the implementation will be done by the innovators.

Innovation Output/Outcomes

Outputs/Outcomes Beneficiary/ies
(Enumerate the outputs or outcomes (who will benefit the corresponding
produced from this innovation) outputs or outcomes)

Schools in each SDO can showcase Learners, Teachers and School

their respective mathematical game Heads
innovation in
school/district/division/region

Improved learner’s performance Learners

Increased learner’s participation Learners

though engaging in different
mathematical game innovation in
schools/district/division/region

Sustainability Plan
 Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO

It is the ultimate goal of this innovation to “Gamify” Mathematics learning by the use
of digital platforms to be more appealing to the senses of the learners. They will enjoy the
games while at the same time learn the concepts, a step in making the learners Champions.
It is suggested to hold a showcase on the developed number games in every schools
division office to gain more support and encourage additional participation from among the
teachers.
There will be a yearly Regional Convergence among Mathematics Teachers where
sharing of practices and presentation of additional Math games developed will be presented
and be given due recognition. Best implementing schools and teachers will be identified and
be given award at the end of every school year.
“Let students gain more learning through Mathematical Games.”

Prepared by:

KIM S. ARCEÑA JONATHAN O. BORBON, PhD

Mathematics, EPS, Iloilo SDO Mathematics, EPS, RO6 - CLMD

RICHARD R. ESPARAGOZA JOEGIE D. SUMUGAT, PhD

Mathematics, EPS, SDO Silay Mathematics, OIC-EPS, Victorias City SDO

ALAN PORNEL
Mathematics Coordinator, Passi City SDO

Noted:

ELENA P. GONZAGA, EdD

Chief, CLMD

Recommending Approval:

PEDRO T. ESCOBARTE JR., PhD, CESO V

Officer – in – Charge
Office of the Assistant Regional Director

Approved:

RAMIR B. UYTICO, EdD, CESO IV

Regional Director

Reference:
 Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO

Crossouard, B. and Pryor, J. (2012). How Theory Matters: Formative Assessment Theory
and Practices and Their Different Relations to Education. Studies in Philosophy and
Education, Vol. 31, 251–263

Mode of Verifications (MOVs)

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