A PHENOMENOLOGICAL INQUIRY ON THE UTILIZATION OF EDUCATIONAL TECHNOLOGY IN PHYSICAL EDUCATION: GAMIFICATION IN FOCUS

Abstract

This research study employed a qualitative research design, specifically a phenomenological approach, to uncover and understand the lived experiences of PE 2 students who are in the gamified subject. The study involved 14 students who were selected through a purposive sampling technique in accordance with the inclusion criteria, and the data were analyzed using coding and thematic analysis. The findings of the study revealed the experiences of the participants, having difficulty in navigating the app, encountering poor internet connection, experiencing engaging tasks, enhancing motivation to learn, On-time and competitive learning, setting personal goals in learning, adaptation of game-like learning, and fostering sportsmanship and collaboration. Conversely, the participants employed the following coping mechanisms to get through the challenges they faced: Seeking Help or Assistance, utilization of data connection, making use of various learning resources, peer tutoring and teamwork, and continuous learning of the platform. Additionally, the following insights were drawn from their experiences: personal growth and tracking progress, significance of gamification in physical education, importance of technology Integration, useful and beneficial for Future educators, and cultivate confidence and self-improvement. The findings of the study suggest that by integrating gamified learning into physical education, educators have the opportunity to harness the power of technology and experiential learning to foster a deeper understanding of concepts and skills. Ultimately, the study's insights emphasize the transformative potential of gamified learning in enhancing both the enjoyment and effectiveness of physical education, paving the way for more immersive and impactful educational experiences.