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Blended learning in the Philippines has not fully addressed classroom challenges, such as inadequate student engagement attributed to outdated approaches. Welcome to Haraya! is an educational game that immerses students in an innovative and engaging Game-Based Learning Environment (GBLE) and integrates interactive learning of Bloom&rsquo;s lower-order and&nbsp; higher-order competencies with game mechanics. The competencies are &ldquo;to remember and apply arguments for a particular stance when they are identified in a scenario or situation&rdquo; (LO) and &ldquo;to organize arguments as &lsquo;for&rsquo;, &lsquo;against&rsquo;, or &lsquo;irrelevant&rsquo; upon being given a specific scenario and situation&rdquo; (HO). Framed by Communicative Language Teaching and Game-Based Learning Design, the research employed a mixed-methods approach, including a pretest and posttest quasi-experimental design and a survey involving 6th-grade public school and external play testers. Using the MEEGA+KIDS model, the game&rsquo;s quality was evaluated. T-test and Wilcoxon test showed a significant difference in the performance between the two groups. While the public school students showed no significant improvement in their posttest scores, suggesting a lack of enhancement of their learning, the external play testers&rsquo; performance improved, as shown by their posttest scores. The latter&rsquo;s baseline language proficiency and age may have led to learning. The findings recommend strengthening the teaching of prerequisite skills and improving the game&rsquo;s iteration to enhance GBLE-enabled instruction.&nbsp; &nbsp;

sem.2025.17.05.pdf

Original Research 

sem.2025.17.05.xml

Welcome to Haraya! An English Game-Based Learning Environment for Primary Grade Students in the Philippines

The recent pandemic has enabled education stakeholders worldwide to realize the myriad affordances of information and communication technology (ICT) for distance learning. This paper describes lessons learned from an educational design research project involving the low-interactivity information and communication technology-supported distance learning (TDL) of English language arts, particularly writing. Low-interactivity TDL, such as one via datacasting, in which data communication is inherently unidirectional, might not be as engaging as online TDL; however, it is more feasible in areas or countries with low Internet penetration. The project&rsquo;s practical contributions are the lessons and learning materials that were developed to support the low-interactivity TDL of writing, coupled with results showing improved writing outcomes. Theoretical contributions include the frameworks and design guidelines for developing lessons and learning materials to promote structure and interactivity in the low-interactivity TDL of writing, even in a low-literacy context. These guidelines include the use of dynamic graphic organizers to support the genre-process approach to writing instruction in low-interactivity TDL settings, as well as mechanisms to promote learners&rsquo; sense of familiarity with the language, context, and content of the learning materials, which might be especially important in low-literacy situations.

ltrq.2025.47.06.pdf

ltrq.2025.47.06.xml

Technology-Supported Distance Learning of Writing in a Low-Interactivity, Low-Literacy Context: Lessons Learned