English Language Arts (ELA) Teachers’ Lived Experience: Challenges, Strategies, and Impacts of Gamification on Classroom Dynamics

Abstract

This descriptive phenomenological study explores the lived experiences of four Filipino English Language Arts (ELA) teachers in South Carolina who use gamification as an optional instructional approach in ELA instruction. Guided by Colaizzi's seven-step method and contemporary gamification theory, in-depth interviews examined teachers' perceptions of gamification's advantages, challenges in aligning game elements with instructional objectives, classroom management dynamics, and assessment reliability within a resource-constrained context. Findings revealed uneven familiarity with gamification principles, the novelty effect leading to boredom, disruptions from overuse, and integrity issues such as cheating and curricular drift. Participants adapted strategies—varying game mechanics, establishing explicit rules, integrating transparent grading, and embedding anti-cheating features—to sustain engagement and uphold rigor. These insights address the panel's recommendation by restating the problem in terms of the four Filipino teachers' experiences and offer evidence-based guidance for curriculum leaders, principals, and practitioners to implement context-sensitive, pedagogically sound gamified instruction. Implications for professional development and future research are discussed.