Success Stories of Gamification Practices in Teaching Vocabulary Development to Non-Reading Learners: Elementary School Teachers in Focus
Michel Gascon, Josephine Baguio
Received: 05 January 2026; Revised: 20 February 2026; Accepted: 23 February 2026; Published: 28 February 2026
DOI: https://doi.org/10.66074/9Z8Y7X6W5
Abstract
This phenomenological study examined success stories of gamification practices used by public elementary school teachers to support vocabulary development among nonreading learners in Malungon 4 District, Division of Sarangani, Philippines. Ten teachers who had at least three years of experience with gamified vocabulary instruction participated in in depth semi structured interviews. The analysis used reflexive thematic analysis to identify patterned meanings across accounts. Results showed three gamification practices: engagement through play, multisensory learning through gamification, and inclusive gamification strategies. Teachers made sense of gamification through perceived benefits, challenges in implementation, and adaptive strategies based on learner feedback. They offered insights that emphasized improvement in game design, accessibility for nonreaders, and future development through adaptive tools and institutional support. Teachers described gamification as a practical route to repeated exposure, safer participation, and more confident vocabulary use, yet they also stressed constraints tied to resources, time, and device access. Findings inform teacher development, school level planning, and literacy support policies that seek to widen access to vocabulary learning for learners who do not yet read.
Keywords: gamification, nonreading learners, phenomenology, public elementary teachers, vocabulary development
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; josephinebbaguio@outlook.com
Volume 2, Issue 2, June 2026