Authors : Saturnino D. Dusalin

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/t3k4s32s

Scribd : https://tinyurl.com/yx2h2ntw

DOI : https://doi.org/10.38124/ijisrt/26apr2207

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 qualitative study explored the lived experiences of Grade 9 learners in a gamified critique escape room for literary critique writing. Anchored in constructivist learning theory and experiential learning theory, the study examined how immersive instructional design influences learners’ engagement, cognitive processing, collaboration, and writing development in English instruction. A phenomenological research design was employed to capture the essence of learners’ lived classroom experiences. Data were gathered through semi-structured interviews, reflective sheets, and field notes involving selected Grade 9 learners at Langlangca Integrated School, Schools Division of Candon City, Philippines. Thematic analysis was used to identify recurring patterns and experiential themes. Findings revealed that the gamified critique escape room enhanced learners’ engagement and motivation by transforming literary critique writing into an interactive, problembased, and collaborative learning experience. It supported critical thinking through interpretation, analysis, and shared meaning-making, leading to improved understanding of critique structure, idea organization, and the use of textual evidence. However, learners also experienced challenges such as time pressure, cognitive load, and group coordination issues that occasionally limited deeper analysis. The study concludes that the gamified critique escape room is a promising experiential instructional strategy for enhancing engagement, collaboration, and foundational literary critique writing competence among Grade 9 learners. Its effectiveness depends on appropriate scaffolding, instructional pacing, and teacher facilitation to balance motivation and cognitive demands.

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