Predictors Of Digital Literacy Using Game Based Learning Approach and Student Engagement

Aim: This study aimed to examine the predictive relationship between game-based learning (GBL), student engagement, and digital literacy among senior high school students in selected public schools in Maramag, Bukidnon. Specifically, it sought to determine how GBL features and levels of engagement influence students’ digital competence across multiple domains. Methodology: A quantitative predictive–correlational research design was employed with 306 Grade 11 and 12 senior high school students as respondents. Validated survey instruments measured students’ knowledge, perceptions, and attitudes toward GBL; their affective, behavioral, and cognitive engagement; and digital literacy across six dimensions. Data were analyzed using descriptive statistics, Pearson correlation, and multiple regression. Results: Findings revealed high levels of digital literacy, particularly in communication and critical thinking skills, as well as generally high student engagement and favorable perceptions of GBL. Device security emerged as the weakest area of digital literacy. Correlation analysis showed significant positive relationships between GBL, student engagement, and digital literacy, with cognitive engagement emerging as the strongest predictor. Regression analysis confirmed that both GBL and engagement significantly predict digital literacy, jointly explaining 31.4% of its variance. Conclusion: The study concluded that interactive and engaging learning environments, particularly those integrating game-based learning, play a vital role in enhancing digital competence in science education. Strengthening cognitive engagement and addressing weaknesses in device security and GBL attitudes are recommended. The findings offer practical implications for educators, curriculum developers, and policymakers in designing inclusive, technology-enhanced science learning environments.