Impact of Gamified Learning on Primary Students’ Digital Literacy Skills

Thesis Abstract

This study investigates how gamified learning environments influence digital literacy skills among primary school students in mixed-ability classrooms within a four-month classroom-based intervention in urban public schools. The problem addressed is the persistent gap between students’ emergent digital literacies and the demands of contemporary ICT-rich learning contexts, compounded by limited engagement in traditional pedagogies. The aim is to determine whether a structured gamified curriculum enhances digital literacy competencies—defined as information literacy, online safety, digital communication, and problem-solving using digital tools—compared with conventional instruction. Specific objectives are (1) to evaluate changes in information literacy and computational thinking using standardized pre- and post-tests; (2) to examine changes in online safety awareness and responsible digital citizenship through a validated rubric; (3) to assess shifts in collaborative problem-solving and digital collaboration skills via performance tasks; and (4) to explore teachers’ and students’ perceptions of gamified learning’s feasibility and acceptability. A quasi-experimental design with a mixed-methods approach was employed. The population comprises 28 primary schools in the metropolitan district, with a sample of 12 schools randomly assigned to intervention (n=6) and control (n=6) groups. In total, 360 students in Grades 4 and 5 participated (180 in the intervention and 180 in the control group), with entire classes assigned to preserve instructional coherence. The intervention integrates a gamified learning platform grounded in Self-Determination Theory (SDT) and constructs from the Technology Acceptance Model (TAM) to examine motivation, engagement, and perceived usefulness in digital literacy instruction. Data were collected through (i) standardized digital literacy assessments administered at baseline and after 16 weeks; (ii) performance-based tasks scored with rubrics for information literacy, online safety, and collaboration; (iii) classroom observations using a structured checklist; (iv) student surveys measuring intrinsic motivation, effort, and perceived ease of use; and (v) semi-structured interviews with 12 teachers and 12 student focus groups. Instrument validity and reliability were established through content validity by an expert panel and a pilot study, with Cronbach’s alpha values exceeding 0.80 for all scales. Quantitative analyses employed ANCOVA to compare post-intervention scores between groups while controlling for baseline performance, followed by multivariate regression to identify predictors of digital literacy gains. Effect sizes were reported using partial eta-squared. Qualitative data were analyzed thematically using reflexive coding to identify patterns related to engagement, perceived competence, autonomy, and instructional fidelity. Triangulation integrated quantitative outcomes with qualitative insights to enhance interpretive validity. Descriptive statistics furnished a profile of participant characteristics and engagement levels. Anticipated findings indicate that the gamified condition will yield statistically significant improvements in overall digital literacy scores (p < .01) with medium to large effect sizes (?p2 ? 0.08–0.15), particularly in information literacy and online safety domains, accompanied by higher engagement and intrinsic motivation. Qualitative results are expected to reveal enhanced perceived competence, autonomy, and relatedness; however, potential moderating factors include classroom management and teachers’ digital pedagogical competencies. The study contributes to knowledge by providing empirical evidence on the effectiveness of gamified pedagogy for primary digital literacy within real-world classrooms, clarifying how intrinsic motivation and perceived usefulness mediate learning gains, and offering a practically scalable model for integrating game elements into comprehensive digital literacy curricula. The findings will inform policy-makers and curriculum designers about the viability of gamified approaches to close digital literacy gaps while sustaining learner motivation. The main conclusion anticipated is that well-designed gamified learning environments, aligned with SDT and supported by teacher readiness, can produce meaningful improvements in young learners’ digital literacy skills and responsible digital citizenship. Recommendations include systematic professional development for teachers on game-based instructional design, ongoing assessment protocols to monitor digital literacy progress, and considerations for equitable access to technology to maximize the benefits of gamified learning in diverse primary school settings.