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The current growth in gamification-based applications, and especially in what is known as Digital Game-based Learning (DGBL), is providing new opportunities with considerable educational potential. In the present study, we report on the results of the progress of a project for developing a setting for a gamified website carried out ad hoc, complemented by transmedia resources and aimed at scientific promotion and the promotion of technological and scientific careers (S&T) in adolescents, who are at a stage in life when career preferences are established. At present, the decrease in S& careers is one of the greatest problems for the society of technological development that we live in, where the number of professionals working in key areas for economic development and progress is declining. After completing a pre and post project participation survey, the results suggest a high level of efficiency achieved by projects of this type due to their online experimentation design, the knowledge of real cases of research activity, and the communication of positive scientific values and attitudes appropriate for the target population. The participants significantly increased their interest in the subject area, scientific professions, and research activity and their social benefits demonstrating the acquisition of positive attitudes towards scientific knowledge and skills.

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Nowadays, the world has focused on digital media. There have been voices for and against virtual education. Gamification has been described as a strategy to transmit knowledge through the design and use of games. This article describes the first phase of the development of a game aimed at the transmission of knowledge related to engineers dedicated to the commercialization, diagnosis, and repair of induction motors; these are electrical machines widely used in industry. In this way, this paper shows the Electric Motor Store Simulator (hereinafter STME for its acronym in Spanish) is a free software project that aims to develop a game for users to have a closer idea about small businesses. It was developed as a minimum viable product under free software licensing, which allows anyone with the necessary knowledge to expand the functionality by adding or improving modules.

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Technology and Livelihood Education (TLE) in the Philippines is continuously progressing due to the demand of global community in technical skills. In this progression in education, inadequate teaching and learning materials, and teaching strategy that are suitable in the new curriculum becomes a problem inside the classroom. The use of technology is constantly upgrading the classroom environment. It is being used by teachers to enhance the creativity, innovation, and engagement of their teaching methods. Moreover, it has the capability to increase student’s attainment and escalate their future opportunities, whatever career they choose. Among this innovative teaching strategy is gamification. Gamification is a teaching strategy that increases students’ participation, wherein teacher uses technology game-based to discuss lessons or to do task. This study is intended to determine the effects of gamification as teaching strategy through the performance of selected Grade 9 students in Bagong Silangan High School and to know the challenges encounter using this strategy. Furthermore, this study employed Quasi-experimental design of research. According to White and Sabarwal (2014), quasi-experimental design is known to be the association of groups that is as similar as possible to the experimental group when it comes to the characteristics of pre-intervention. The comparison group captures what would have been the outcomes if the intervention had not been implemented. Hence, the intervention can be said to have cause any difference in outcomes between the treatment and comparison groups. Based on the data gathered, the following major findings are: The academic performance of both control and experimental group on their first quarter grade in Food and Beverage Services is equal before the start of the experiment. The performance of control group in pretest is slightly advance compared to the experimental group. During posttest, students taught using gamification, gained advantage over those taught using the traditional approach. And based on the retention test scores of the students, experimental group advances more over control group. The performance of control group in pretest is slightly advance compared to the experimental group. During posttest, students taught using gamification, gained advantage over those taught using the traditional approach. And based on the retention test scores of the students, experimental group advances more over control group. And lastly, problems encountered by the students in gamification comes in accessing different websites while the lesson is on-going, no, or slow internet connection, no gadgets available, compatibility of the application to the device, time consuming and it makes the class unruly.