augmented reality in education
mobile learning application
whole-person education

How to Cite

D. E. Marcial, J. M. Dy, and J. O. Montemayor, “GAMIFYING ‘WHOLE-PERSON EDUCATION’: THE DEVELOPMENT OF A MOBILE APPLICATION WITH AUGMENTED REALITY: ”, ITLT, vol. 91, no. 5, pp. 130–144, Oct. 2022, doi: 10.33407/itlt.v91i5.5050.


Whole-person education is what many educational institutions aim for, especially in these times of rapid technological innovations. Silliman University, one of the oldest universities in the Philippines, offers whole-person education to achieve total human development. This study is an innovative technology integration in the classroom of the course “whole-person education”. Specifically, this paper describes the development of a mobile game application that integrates augmented reality. Applying the gamification theory, a learning trail about the 5Cs of Silliman Education - Classroom, Church, Culture, Court, and the Community, was integrated. The learning trail consists of three learning paths, and each path consists of ten checkpoints. Three qualifying questions were embedded to determine the player’s learning path. Each checkpoint is augmented using QR codes. Players need to complete the game in the shortest possible time. The educational game mobile application was developed using, a rapid development, integration, and deployment platform. The mobile application runs on the Android operating system as part of the first release. A survey was conducted among 244 players of the game application. A 4-point scale questionnaire is integrated into the game app, asking the players about their level of agreement with the statements representing their game evaluation. The result shows that the game application was evaluated positively by the respondents, with a mean of 3.69. Expressly, the players agreed (  = 3.69) that they learned a lot about the AR trail. The students also agreed (  = 3.35) to the statement, “I would like my teachers to integrate apps like this in my classes.” The result implies that augmented reality and gamification as teaching strategies in the classroom are perceived positively and accepted by the students. The educational game promotes the understanding of whole-person education especially in a developing country where digital divide is a pressing issue.



R. BARRADAS and J. A. LENCASTRE, "Gamification and game-based earning: strategies to promote positive competitiveness in the teaching and learning processes," in Gaming in Action, 2021, pp. 51-75.

R. Smiderle, S. J. Rigo, . L. B. Marques, J. A. Peçanha de Miranda Coelho and P. A. Jaques, "The impact of gamification on students’ learning, engagement and behavior based on their personality traits," Smart Learning Environments, 2020.

D. Mulkeen, "The Top 5 Benefits of Gamification in Learning," LearnLight, 27 July 2018.

L. Murillo-Zamorano, J. Á. L. Sánchez, A. L. Godoy-Caballero and C. B. Muñoz, "Gamifcation and active learning in higher education: is it possible to match digital society, academia and students' interests?," International Journal of Educational Technology in Higher Education, pp. 1-27, 2021.

D. E. Marcial, "Education 4.0: Disrupting Education towards Creativity, Innovation, and Commercialization," International Journal of Scientific Engineering and Science, vol. 4, no. 12, pp. 25-33, 2020.

L. Devaney, "How gamification is driving learning space design," eSchoolMedia & eSchool News, 4 May 2016. [Online]. Available: [Accessed 21 November 2021].

O. Analytica, "Gamification and the Future of Education," 2016.

F. Costa, M. Raleiras and J. Viana, "12 Pedagogical Principles for the Use of Gamification in Higher Education," in ICERI 2021 Proceedings, Seville, 2021.

C. Miller, "The Gamification of Education," Developments in Business Simulation and Experiental Learning, vol. 40, pp. 196-200, 2013.

D. Goshevski, T. Hatziapostolou and J. Veljanoska, "A Review of Gamification Platforms for Higher Education," in 8th Balkan Conference in Informatics, 2017.

K. DEMIR and E. AKPINAR, "The effect of mobile learning applications on students' academic achievement and attitudes toward mobile learning," Malaysian Online Journal of Educational Technology, vol. 6, no. 2, 2018.

B. Leenaraj, W. Arayaphan, K. Intawong and K. Puritat, "A gamified mobile application for first-year student orientation to promote library services," 2021.

D. E. Marcial, "Teacher Education Perceptions of a Proposed Mobile Classroom Manager," IAFOR Journal of Education, pp. 12-28, 2015.

W. N. Hidayat, A. Fitranti, A. F. Firdaus, C. D. I. Kartikasari and T. A. Sutikno, "Gamification based mobile application as learning media innovation for basic programming lessons," in IOP Conference Series: Materials Science and Engineering.

D. E. Marcial, L. dela Peña, J. O. Montemayor and J. M. Dy, "The Design of a Gamified Responsible Use of Social Media," Frontiers in Education, vol. 6, 2021.

J. Quintero, S. Baldiris, R. Rubira, J. Cerón and G. Velez, "Augmented Reality in Educational Inclusion. A Systematic Review on the Last Decade," Frontiers in Psychology, 2019.

B. Baruah, "Augmented reality and QR codes – What you need to know," Beaconstac, 27 May 2022. [Online]. Available:,the%20real%20world%20around%20you.

Pei-Yu Lin, Wen-Chuan Wu and Jen-Ho Yang, "A QR Code-Based Approach to Differentiating the Display of Augmented Reality Content," Applied Sciences, vol. 11, no. 23, p. 11801, 2021.

S. M. AlNajdi, "The effectiveness of using augmented reality (AR) to enhance student performance: using quick response (QR) codes in student textbooks in the Saudi education system," Educational technology research and development, vol. 70, p. 1105–1124, 2022.

C.-y. Law and S. So, "QR Codes in Education," Journal of Educational Technology Development and Exchange (JETDE), vol. 3, no. 1, pp. 85-100, 2010.

E. Y. W. Wong, T. Kwong and M. Pegrum, "Learning on mobile augmented reality trails of integrity and ethics," Research and Practice in Technology Enhanced Learning, 2018.

J. Schoonenboom, M. Levene, J. Heller and K. Keenoy, Trails in Education: Technologies that Support Navigational Learning, Brill, 2007.

S. Harvey, "Questioning for learning in game-based approaches to teaching and coaching," Asia-Pacific Journal of Health, Sport and Physical Education, 2015.

D. S. Hibbard, The First Quarter: A Brief History of Silliman Institute During the First Twenty-Five Years of its Existence, Dumaguete: Silliman University, 1950.

O. Shabalina, P. Mozelius, C. Malliarakis and F. Tomos, "Combining Game-flow and Learning Objectives in Educational Games," in 8th European Conference on Games Based Learningm ECGBL, 2014.

M. A. T. Pratama and A. T. Cahyadi, "Effect of User Interface and User Experience on Application Sales," in IOP Conference Series: Materials Science and Engineering, Indonesia, 2022.

A. Granić, "Technology in Use: The Importance of Good Interface Design," in 2017 International Conference on Infocom Technologies and Unmanned Systems (Trends and Future Directions) (ICTUS), 2017.

G. Petri and C. Gresse von Wangenheim, "How to Evaluate Educational Games: a Systematic Literature Review," Journal of Universal Computer Science, vol. 22, no. 7, pp. 992-1021, 2016.

R. Alsawaier, "The Effect of Gamification on Motivation and Engagement," International Journal of Information and Learning Technology, 2017.

N. Pinto Cechetti, D. Biduki and A. Caroli, "Gamification strategies for mobile device applications: A systematic review," in 2017 12th Iberian Conference on Information Systems and Technologies (CISTI), 2017.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Copyright (c) 2022 Дейв Е. Марсіаль, Джой М. Ді, Джейд О. Монтемайор


Download data is not yet available.