International Journal of Innovative Research in Education

Gamification and Motivation in Elementary Education: A Self-Determination Theory Approach to Teacher Perspectives

2025-10-06T14:41:55+03:00

Gamification is increasingly recognized as a strategy for enhancing student engagement in elementary education, yet there is limited research on how it supports core psychological needs related to student motivation, particularly from the perspective of classroom teachers. This study explores how teachers perceive the motivational impact of gamified instruction in relation to the psychological needs of autonomy, competence, and relatedness, as described by Self-Determination Theory. A total of 105 elementary school teachers participated in a cross-sectional survey that included both closed- and open-ended questions focused on motivational outcomes, specific game design elements, and implementation challenges. The results indicate that teachers perceive gamification as a meaningful way to support student motivation. Among the three psychological needs, competence received the highest ratings, followed by relatedness and autonomy. Teachers who used gamification more frequently reported stronger perceptions of its motivational benefits. Elements such as points, progress tracking, and collaborative play were viewed as especially effective, while competitive features like leaderboards were more polarizing. Reported barriers included limited time for lesson planning, insufficient professional development, and inequitable student access to technology. These findings suggest that gamification, when thoughtfully implemented, can support students’ intrinsic motivation in elementary classrooms, though broader institutional and structural support is essential for its sustained use.

Keywords: Elementary education; gamification; self-determination theory; student motivation; teacher perceptions.

Design and development of project EmpowerED: Elevating educators for excellence

2025-10-06T14:41:47+03:00

This study responds to persistent challenges faced by secondary school teachers in addressing diverse learner needs, strengthening content mastery, and integrating technology effectively in classroom instruction. Despite the availability of professional standards and competency frameworks, gaps remain between reported competencies and actual instructional practices, particularly in inclusive teaching and technology use. The study aimed to assess teacher competencies using the Philippine Professional Standards for Teachers and the Technological Pedagogical and Content Knowledge framework and to develop a responsive professional development plan. An explanatory sequential mixed methods design was employed, involving a survey of 147 secondary school teachers teaching English, Mathematics, and Filipino, followed by interviews with 8 secondary school teachers and 5 master teachers from the same subject areas. Quantitative findings indicated high to very high levels of competency across most domains. However, qualitative results revealed substantial challenges related to limited training opportunities, insufficient instructional resources, difficulties in addressing learner diversity, and ineffective technology integration. The divergence between quantitative and qualitative findings highlights a critical gap between perceived competence and instructional realities. In response, Project EmpowerED was designed as a targeted professional development initiative aligned with both frameworks to enhance subject mastery, inclusive teaching practices, and meaningful technology integration. The study underscores the importance of sustained and practice based professional development to strengthen teacher effectiveness and improve classroom instruction.

Keywords: Inclusive teaching; project EmpowerED; professional development; teacher competence; TPACK; teaching standards.

Where functions go wrong: Analyzing students’ misconceptions and errors through Newman’s lens

2025-10-06T14:39:52+03:00

Functions are a fundamental concept in mathematics, yet many students struggle with their operations and applications. This qualitative descriptive study investigated the types of mathematical errors committed by Grade 11 students from two senior high schools in Davao del Norte, Philippines, focusing on performing operations on functions and solving related problems. Ten purposively selected students identified as struggling in mathematics took a 10-item validated test, followed by interviews. Data were analyzed using Newman’s Error Analysis, covering reading, comprehension, transformation, process skills, and encoding errors. Results showed persistent errors across all categories, with common difficulties in interpreting mathematical symbols, composing and operating functions, translating problems into equations, applying correct procedures, and accurately presenting final answers. Contributing factors included limited conceptual understanding, inadequate problem-solving practice, insufficient prior knowledge, and incomplete curriculum coverage. The study highlights the need for targeted instructional interventions to develop both conceptual and procedural fluency in functions, offering implications for teachers, curriculum designers, and policymakers aiming to improve mathematics learning outcomes.

Keywords: Conceptual understanding; functions; mathematics education; procedural fluency; student errors.

The loss and return of education from the perspective of "Human alienation by things"

2025-11-28T15:00:22+03:00

This study examines the growing phenomenon of human alienation in education, where educational practices increasingly prioritize objects, symbols, and systems over human development. Contemporary educational environments often emphasize formal compliance, instrumental utility, and technological mediation, resulting in the reification of learners and educators. Despite extensive philosophical discourse on alienation, there remains a research gap in critically synthesizing these perspectives to explain how modern educational ideologies and practices diminish human subjectivity. The study aims to analyze the mechanisms through which education contributes to human alienation and to articulate value-oriented directions for restoring a people-centered educational purpose. Employing a theoretical and critical research design, the study uses conceptual and interpretive analysis grounded in Marxist critical theory and contemporary social philosophy. Key concepts such as alienation, reification, symbolic coding, and human subjectivity are examined through systematic analysis of classical and contemporary philosophical and educational texts. The findings reveal that educational formalism, symbolic reproduction, and dependence on media-mediated learning environments reinforce the treatment of humans as tools and objects within educational systems. The study highlights the need to reassert practical reason and humanistic values in education. Its implications emphasize reorienting educational theory and practice toward the holistic and free development of human beings.

Keywords: Alienation; educational philosophy; human development; reification; subjectivity

Natural language processing (NLP) for language, culture, and ethics

2025-10-18T03:58:56+03:00

Natural Language Processing has expanded beyond a technical discipline to become a significant cultural and ethical force shaping communication, meaning making, and linguistic representation. Although prior research has examined its pedagogical applications, a clear research gap persists regarding how NLP systems mediate cultural meaning and ethical values within digital environments. This study aims to critically examine the role of NLP in representing cultures and moral perspectives, with particular attention to issues of inclusion, bias, and linguistic justice. The study employs an interpretive qualitative analytical methodology that integrates content analysis of selected NLP applications with a critical examination of algorithmic design principles and linguistic data sources. The analysis reveals that while NLP systems broaden multilingual access and communication, they frequently reproduce dominant cultural hierarchies and marginalize less represented languages and worldviews. Models that intentionally integrate sociolinguistic diversity, equitable data practices, and community participation demonstrate greater fairness and inclusivity. The study proposes a Culturally Aware Ethical NLP framework that emphasizes ethical data governance, transparent system design, and participatory development. The findings contribute to ongoing debates on responsible artificial intelligence and highlight the need to align technological innovation with cultural equity and ethical accountability.

Keywords: Artificial intelligence ethics; cultural representation; language diversity; natural language processing; technological bias