Authors : Rebelin B. Sambo

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/4de8rmv7

Scribd : https://tinyurl.com/43k9j6fw

DOI : https://doi.org/10.38124/ijisrt/26jun1608

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This systematic review examines the role of gamification, particularly low-tech approaches, in enhancing 21stcentury skills within the context of Technology and Livelihood Education (TLE) under the Philippine MATATAG Curriculum. The review aims to synthesize existing literature on how gamified strategies influence critical thinking, creativity, collaboration, communication, and ICT literacy in secondary education, especially in resource-constrained environments such as Geographically Isolated and Disadvantaged Areas (GIDA). Drawing from peer-reviewed studies, meta-analyses, and policy documents published between 2010 and 2024, the review identifies consistent evidence that gamification significantly improves learner motivation, engagement, and cognitive outcomes. While most studies focus on digital gamification platforms, emerging findings reveal that low-tech approaches—such as physical badges, quest boards, and point systems—can achieve comparable results when properly designed. However, there remains a lack of empirical research addressing low-tech gamification within TLE, particularly under the MATATAG curriculum and the newly adopted trimestral system. This review highlights these gaps and emphasizes the need for context-sensitive and scalable strategies to ensure equitable access to innovative pedagogy in underserved educational settings.

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