WESLEYAN UNIVERSITY – PHILIPPINES

Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100

Minecrafture: Development of Visual Miniature of Local Historical Places using

Minecraft in teaching Araling Panlipunan 2.

A Capstone
presented to the
Faculty of the College of Education
Wesleyan University-Philippines
Cabanatuan City

In Partial Fulfillment of the Requirements for the Degree

Master of Education
Major in Social Studies Education

VENCE MARIE MANUCOT

FEBRUARY 07, 2025

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 WESLEYAN UNIVERSITY – PHILIPPINES
Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
CHAPTER 1

INTRODUCTION

Background of the Study

In the contemporary digital age, children are growing up surrounded by

technology, which significantly influences the way they learn and interact with

information. Traditional teaching methods, such as lectures and textbooks, often fail to

sustain young learners’ attention, particularly in subjects like history, which require vivid

imagination and contextual understanding (Miller & Robertson, 2010). Research suggests

that interactive and experiential learning approaches enhance student engagement,

motivation, and retention by making learning more immersive and dynamic (Gee, 2003;

De Freitas, 2018). In response to these challenges, this study explores the integration of

Minecraft, a widely recognized sandbox video game, as an innovative instructional tool

for Grade 2 students studying Araling Panlipunan under the topic “Makasaysayang

Bagay sa Aking Komunidad” (Significant Historical Objects in My Community).

Game-Based Learning and Historical Engagement

Play is a fundamental mode of learning for young children. Studies have

demonstrated that game-based learning increases student engagement, enhances cognitive

development, and fosters deeper learning experiences (Prensky, 2001; Gee, 2003; Ke,

2016). Rather than passively reading about historical sites, students can digitally visit,

reconstruct, and interact with them through virtual simulations. Research has shown that

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Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
game-based learning environments promote exploratory learning, active participation,

and critical thinking skills (Schrier, 2016; Qian & Clark, 2016).

Minecraft, in particular, has been widely used in educational settings to support

creativity, collaboration, and historical immersion (Short, 2012; Nebel, Schneider, &

Rey, 2016). Its open-world environment allows learners to build and explore digital

replicas of historical landmarks, providing a more meaningful and interactive connection

to their local heritage. Unlike traditional history classes that rely on static images and

textual descriptions, Minecraft fosters active learning by allowing students to construct,

manipulate, and experience history firsthand (Nebel et al., 2016; Peterson, 2016).

The use of virtual learning environments (VLEs) in education has been

extensively studied, with findings indicating that such environments stimulate creativity,

improve problem-solving skills, and encourage historical empathy (Brown & Cairns,

2004; Schrier, 2016). Internationally, educators have begun incorporating Minecraft into

history and social studies curricula, leveraging its interactive capabilities to promote

cultural awareness and historical appreciation (Karsenti, 2019; Dezuanni, 2018).

In the Philippine context, integrating Minecraft into Araling Panlipunan aligns

with the principles of contextualized and localized learning, making history education

more relatable and experiential (Bernardo & Mendoza, 2021). Research on

contextualized learning suggests that students develop a deeper understanding of cultural

heritage when historical education is made relevant to their own lived experiences

(Picardal & Sanchez, 2022; Reyes et al., 2023). By situating learning within familiar

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Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
digital environments, students become active participants in knowledge construction

rather than passive recipients of information (Gee, 2003; Wilson et al., 2020).

Bridging the Engagement Gap in History Education

Despite efforts to introduce historical artifacts and sites in the Grade 2 Araling

Panlipunan curriculum, many students struggle to visualize and grasp their significance.

The abstract nature of historical concepts, coupled with limited real-world exposure,

makes it difficult for young learners to appreciate their cultural heritage (Seixas &

Morton, 2013; Husbye & Elsener, 2013). By integrating Minecraft-based historical

simulations, students can actively reconstruct historical sites, fostering a deeper

understanding of their importance within the community (Peterson, 2016). This form of

interactive storytelling and experiential learning enhances student engagement and

historical consciousness, addressing the common challenge of history feeling distant and

disconnected from everyday life (Seixas & Morton, 2013; Schrier, 2016).

Additionally, studies suggest that leveraging students' existing interests in gaming

can increase motivation, problem-solving abilities, and learning outcomes (Brown &

Cairns, 2004; Qian & Clark, 2016). Given that Minecraft is already widely popular

among children, incorporating it as a learning tool provides a seamless integration

between play and education, transforming history lessons into engaging, student-centered

experiences (Miller & Robertson, 2010).

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Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
Alignment with DepEd’s Educational Innovations

This initiative aligns with the Department of Education’s (DepEd) MATATAG

Curriculum (2023), which prioritizes student-centered, technology-integrated, and

inquiry-based learning approaches. The DepEd’s framework on contextualized learning

emphasizes that lessons should connect to students’ everyday lives and promote

interactive learning strategies (Department of Education, 2023). Additionally,

Minecraft’s open-ended design allows for cross-disciplinary applications, making it a

valuable educational technology tool that supports 21st-century learning competencies

(Bernardo & Mendoza, 2021).

Several educational systems worldwide have successfully implemented Minecraft

Education Edition, highlighting its effectiveness in improving digital literacy, critical

thinking, and collaborative learning (Karsenti, 2019; Dezuanni, 2018). If successful, this

study could pave the way for further innovation in teaching Araling Panlipunan and other

subjects, making them more dynamic, relevant, and impactful for Filipino students.

By integrating play-based learning with historical education, this project aims to

cultivate a new generation of young learners who develop a sense of pride and

appreciation for their community’s heritage—one digital block at a time. Through

Minecraft, history becomes an interactive, engaging, and immersive experience,

equipping students with the tools to explore, create, and understand their cultural past in

ways traditional methods cannot achieve (Gee, 2003; Schrier, 2016; Qian & Clark, 2016).

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Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
Statement of the Problem

Many young students struggle to connect with history despite efforts to make history

education more engaging. Traditional teaching methods in Araling Panlipunan, such as

textbooks and verbal instruction, often fail to capture students' interest, limiting their

ability to appreciate and retain historical knowledge. In Grade 2 Araling Panlipunan, the

topic “Makasaysayang Bagay sa Aking Komunidad” aims to develop students' awareness

of local historical sites and artifacts. However, the lack of interactive materials, limited

field trips, and difficulty in visualizing historical landmarks create challenges in fostering

historical appreciation among young learners.

With the growing integration of game-based learning in education, Minecraft presents an

opportunity to transform history instruction into an interactive and immersive experience.

This study aims to explore the effectiveness of Minecraft-based learning in teaching local

historical sites to Grade 2 students by addressing the following questions:

1. What are the existing challenges in history education that necessitate the use of

Minecraft as an interactive learning tool for teaching local historical sites?

2. How can Minecraft-based instruction enhance student engagement,

comprehension, and retention of the “Makasaysayang Bagay sa Aking

Komunidad” lesson?

3. How effective is Minecraft as a teaching tool when evaluated by educators and

learners in terms of:

3.1 Student engagement and interest

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Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
3.2 Concept comprehension and knowledge retention

3.3 Usability and accessibility

3.4 Alignment with the learning objectives of Araling Panlipunan

By addressing these questions, this study seeks to evaluate the potential of Minecraft in

improving history education, making learning more engaging, interactive, and

meaningful for young students.

Definition of Keywords

Minecraft - A portmanteau of two verbs: to mine and to craft.

Technology - The branch of knowledge dealing with engineering or applied sciences.

MATATAG CURRICULUM – Is a framework for teaching and learning that focuses on

the holistic development of students.

Interactive Learning Materials -Refers to educational tools or content that actively

engage learners by allowing them to interact with the information presented,

MANIATURE - A thing that is much smaller than normal, especially a small replica or

model.

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 WESLEYAN UNIVERSITY – PHILIPPINES
Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
CHAPTER 2

METHODOLOGY

Research Design

This study employs the ADDIE Model (Analysis, Design, Development,

Implementation, and Evaluation), a systematic instructional design framework used to

develop and refine learning tools. However, this study will focus on only the first three

phases—Analysis, Design, and Development (ADD)—to ensure the effective creation of

a Minecraft-based interactive learning tool for Grade 2 Araling Panlipunan students. The

ADDIE model is widely recognized for its structured approach to instructional material

development, ensuring that learning resources align with students' needs, curriculum

standards, and pedagogical best practices (Cruz & Dixon, 2021).

The following phases of the ADDIE model will be implemented in this study:

Analysis: This phase involves identifying gaps in current history education materials

and assessing the specific learning needs of Grade 2 students. Factors such as limited

field trips, lack of interactive materials, and difficulty in visualizing historical landmarks

will be examined. The study will also evaluate relevant DepEd guidelines and policies,

ensuring that the tool aligns with the Araling Panlipunan curriculum.

Design: The design phase focuses on conceptualizing the Minecraft-based learning

tool, outlining its structure, content, and interactive components. Key considerations

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Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
include historical accuracy, user engagement, and age-appropriate instructional strategies.

Elements such as localized historical sites, interactive storytelling, and problem-solving

activities will be integrated to enhance comprehension and engagement.

Development: This phase involves creating the actual Minecraft-based simulation,

incorporating findings from the analysis and design stages. The researcher will

collaborate with educators, instructional designers, and digital learning specialists to

ensure accuracy, relevance, and usability. The final output will undergo an initial

evaluation to refine its features before potential classroom implementation.

By adopting this structured ADD approach, this study ensures that the Minecraft-

based learning tool is educationally sound, contextually relevant, and pedagogically

effective in enhancing student engagement and comprehension of local historical objects.

Locale of the Study

Bright Minds Academy (BMA) is a private educational institution located along

Guimba-Aliaga Road, Poblacion West IV, Aliaga, 3111, Nueva Ecija, Philippines. The

school is recognized for its commitment to innovative teaching methods and technology-

integrated learning, making it a suitable setting for this study on game-based learning in

Araling Panlipunan.

BMA caters to students from kindergarten to junior high school, with a

curriculum that aligns with the Department of Education’s (DepEd) MATATAG

Curriculum and Most Essential Learning Competencies (MELCs). The institution is

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Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
known for leveraging digital tools and interactive learning strategies, which support the

feasibility of integrating Minecraft-based learning in Grade 2 Araling Panlipunan classes.

The school maintains small class sizes, ensuring personalized instruction and

active student engagement. It has a dedicated computer laboratory and access to digital

learning resources, which will facilitate the implementation of the Minecraft-based

interactive learning tool.

Bright Minds Academy is committed to holistic education, emphasizing critical

thinking, creativity, and technological literacy, which aligns with DepEd’s 21st-century

learning framework. This makes BMA an ideal research locale for assessing the

effectiveness of game-based learning in fostering historical awareness among young

learners.

Participants

The evaluators for this capstone project will consist of a panel of five experts selected

through purposive sampling, a non-probability sampling technique that ensures the selection of

individuals with expertise relevant to the study’s objectives. According to Etikan, Musa, and

Alkassim (2016), purposive sampling involves identifying individuals who can provide valuable

insights aligned with the research goals.

For this study, the Minecraft-based interactive learning tool for Grade 2 Araling

Panlipunan will be evaluated by experts in curriculum development, game-based

learning, digital resource assessment, and history education to ensure a comprehensive

assessment of its pedagogical effectiveness and usability.

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Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
The panel will include:

1. A Master Teacher or Head Teacher in Araling Panlipunan – To assess the tool’s

alignment with the MATATAG Curriculum, MELCs, and historical content

accuracy.

2. An ICT Coordinator or Digital Learning Specialist – To evaluate technical

functionality, usability, and accessibility in classroom settings.

3. A Curriculum and Instructional Materials Developer – To review the instructional

design, engagement strategies, and effectiveness of game-based learning

integration.

4. A Grade 2 Araling Panlipunan Teacher – To provide insights into the classroom

implementation, ease of use for students, and pedagogical suitability.

5. A School Administrator or Education Program Supervisor – To assess the

feasibility of large-scale adoption and alignment with school policies.

Selection Criteria for Evaluators

The following criteria were used for selecting the evaluators:

1. Subject Matter Expertise – Evaluators must have at least three (3) years of

experience teaching Araling Panlipunan or working in curriculum development,

ensuring familiarity with historical instruction at the elementary level.

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Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
2. Pedagogical Knowledge – Evaluators should have a strong background in

effective teaching strategies, particularly in student-centered and game-based

learning methodologies.

3. Technical Competence – Familiarity with educational technology and interactive

learning tools is required to evaluate the functionality, usability, and accessibility

of the Minecraft-based learning tool.

4. Game-Based Learning and Digital Literacy – Evaluators should possess

knowledge of digital instructional design to assess the effectiveness of Minecraft

as a learning platform.

5. Assessment and Evaluation Experience – Evaluators should have experience in

reviewing educational tools and instructional materials, ensuring alignment with

learning objectives and DepEd standards.

Ensuring a Comprehensive Evaluation

By selecting a diverse panel of experts with backgrounds in curriculum design,

educational technology, and history education, this study ensures a rigorous validation

process that examines both the pedagogical and technical aspects of the Minecraft-based

learning tool. The evaluators’ collective expertise will contribute to refining the

instructional resource and ensuring its effectiveness in enhancing historical engagement

and comprehension among young learners.

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Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
Research Instrument

As part of the analysis phase of the ADDIE model, the researcher employed

various tools and methodologies to develop an interactive and immersive Minecraft-

based learning tool for teaching Grade 2 Araling Panlipunan. These instruments served as

the foundation for identifying critical gaps, ensuring curriculum alignment, and

optimizing the learning tool for engagement and effectiveness.

The primary research instrument involved consultations, surveys, and structured

evaluations with Araling Panlipunan teachers, instructional designers, and digital learning

specialists to ensure the feasibility and effectiveness of the Minecraft-based learning tool.

The discussions and assessments focused on the following key areas:

1. Identification of Gaps in Teaching Materials:

 What challenges do teachers face in teaching Makasaysayang Bagay sa

Aking Komunidad using traditional methods?

 What specific historical concepts do students find difficult to grasp and

visualize?

2. Game-Based Learning and Engagement:

 How effective is Minecraft in enhancing student interest and participation

in history lessons?

 What are the advantages and limitations of game-based learning in early

elementary education?

3. Technical Usability and Accessibility:

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Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
 How user-friendly is the Minecraft-based learning tool for both students

and teachers?

 What technological constraints or barriers may affect implementation in

classrooms?

4. Pedagogical Effectiveness and Retention:

 To what extent does the learning tool help students comprehend and retain

historical knowledge?

 How does the Minecraft-based approach compare to traditional

instructional methods?

Based on these inquiries, the researcher developed a structured evaluation

framework to assess the educational value, usability, and effectiveness of the learning

tool.

Evaluation Instrument and Criteria

A survey questionnaire adapted from the DepEd Learning Resource Management and

Development System (LRMDS) tool was used to validate the learning tool. The

assessment focused on the following key factors:

1. Content Quality – Alignment with the Grade 2 Araling Panlipunan curriculum,

historical accuracy, and age-appropriateness.

2. Engagement and Interactivity – The extent to which the tool sustains student

interest and encourages participation.

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Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
3. Usability and Accessibility – Ease of use, navigation, and suitability for both

teachers and students.

4. Effectiveness in Learning Retention – The ability of students to retain and apply

historical knowledge.

Each factor was evaluated using a 4-point Likert scale:

Score Description:

Very Satisfactory: Exceeds expectations in content,

4
engagement, and usability
Satisfactory: Meets expectations with minor areas for
3
improvement
Needs Improvement: Some elements require revision to
2
meet educational standards

Not Satisfactory: Fails to meet the necessary requirements

1
for instructional quality

Ensuring Instructional Quality and Effectiveness

The survey results were analyzed to determine whether the Minecraft-based learning tool

meets DepEd standards and effectively enhances student engagement and learning

outcomes. Feedback from teachers, students, and instructional designers was used to

refine the tool, ensuring its alignment with best practices in game-based learning and

digital education.

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 WESLEYAN UNIVERSITY – PHILIPPINES
Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
Data Gathering Procedure

This study employs the ADDIE Model (Analysis, Design,

Development, Implementation, and Evaluation), a well-established

instructional design framework, to systematically guide the

development of a Minecraft-based interactive learning tool for Grade 2

Araling Panlipunan students. However, considering the scope and

feasibility of the study within the Philippine educational context, only

the first three phases—Analysis, Design, and Development (ADD)—will

be implemented. These phases ensure that the instructional tool is

pedagogically sound, aligned with the Department of Education’s

(DepEd) MATATAG Curriculum, and appropriate for young learners in a

technology-integrated classroom setting.

Each phase in the data gathering process plays a critical role in

ensuring that the interactive learning tool effectively addresses

existing gaps in history education, enhances student engagement, and

aligns with educational best practices and technological constraints.

Phase 1: Analysis

The Analysis Phase aims to identify instructional challenges,

student learning needs, and technological constraints that influence

the teaching and learning process in Grade 2 Araling Panlipunan,

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Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
specifically within the lesson “Makasaysayang Bagay sa Aking

Komunidad.” This stage involves multiple levels of qualitative and

quantitative data collection to gain a comprehensive understanding of

the current pedagogical landscape.

The following activities will be conducted:

1. Curriculum and Policy Review – A thorough examination of the

DepEd MATATAG Curriculum will be conducted to identify the

essential learning competencies and historical concepts

mandated for Grade 2 Araling Panlipunan. This review will ensure

that the Minecraft-based tool remains aligned with national

educational standards and does not deviate from the prescribed

learning objectives.

2. Teacher Surveys and Interviews – Structured surveys and semi-

structured interviews will be administered to Grade 2 Araling

Panlipunan teachers to determine:

o The current strategies employed in teaching historical

concepts.

o The challenges and limitations they encounter in fostering

historical engagement among young learners.

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Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
o Their familiarity with digital and game-based learning

approaches, particularly with Minecraft as a potential

instructional tool.

3. Student Engagement Assessment – To gain insights into

students’ existing interest in history and digital learning tools,

short guided discussions and observational studies will be

conducted. These assessments will examine:

o Students’ level of engagement in traditional history

lessons.

o Their familiarity with interactive learning environments

such as Minecraft or other digital platforms.

o Their learning preferences and barriers to comprehension,

particularly regarding historical concepts and visualization

challenges.

4. Technology and Infrastructure Evaluation – Given the

technological constraints in many Philippine public schools, an

assessment of available classroom technology will be performed

to determine the feasibility of integrating Minecraft-based

learning. Factors such as:

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Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
o The availability of computers, tablets, or projectors in

classrooms.

o Internet accessibility and reliability within school premises.

o Alternative offline approaches (e.g., preloaded Minecraft

worlds) to accommodate schools with limited technological

resources.

The findings from this phase will serve as the foundation for

designing the interactive learning tool, ensuring that it effectively

addresses student needs, aligns with curriculum goals, and is

implementable within real-world classroom settings.

Table 1: Gantt Chart

May 2024 June 2024

W W W W W W W W

1 2 3 4 1 2 3 4

Analysis Phase

Design Phase

Develop Phase

Validation Phase

Phase 2: Design

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Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
The Design Phase is a critical stage in which the conceptual

framework of the Minecraft-based instructional tool is developed. This

phase ensures that the interactive tool is structured, engaging, and

pedagogically aligned with the learning objectives outlined in the

Araling Panlipunan curriculum.

Key activities in this phase include:

1. Development of a Structured Learning Framework – The insights

gathered from the Analysis Phase will inform the development of

a structured lesson plan that integrates Minecraft-based

activities with key historical learning objectives. This framework

will define:

o Core historical concepts that will be incorporated into the

Minecraft world.

o Pedagogical approaches to ensure that gameplay remains

instructional rather than purely entertainment-based.

o Student-centered learning experiences that foster critical

thinking, creativity, and historical inquiry.

2. Storyboarding and Game Mechanics Development – A detailed

storyboard will be created to map out historical locations, in-

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Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
game challenges, and interactive learning tasks within the

Minecraft environment. Specific elements will include:

o Recreations of historical sites relevant to the students'

communities.

o Gamified learning tasks, such as quests and puzzles, that

encourage historical exploration and problem-solving.

o Guided learning prompts integrated within the game to

facilitate student reflection and discussion.

3. Assessment Tool Design – To measure the effectiveness of the

Minecraft-based learning tool, multiple evaluation instruments

will be developed, including:

o Pre-test and post-test assessments to measure knowledge

retention.

o Observation rubrics to track student engagement and

participation levels.

o Feedback surveys for students and teachers to identify

areas for improvement in the instructional tool.

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Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
4. Consultation with Subject Matter Experts – To ensure historical

accuracy and age-appropriate instructional design, feedback

from curriculum specialists, historians, and experienced

educators will be integrated into the development process.

This phase ensures that the Minecraft-based tool is not only

engaging but also academically rigorous and suitable for real-world

classroom implementation.

Phase 3: Development

The Development Phase focuses on the creation, testing, and

refinement of the Minecraft-based interactive learning tool, ensuring

that it is both functional and effective for classroom use.

Key activities include:

1. Construction of Minecraft Environments – The digital world will be

built to include:

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Mabini Extension, Cabanatuan City
Philippines, 3100
 Historically significant landmarks that students can explore

and interact with.

 Problem-solving tasks designed to encourage active

learning and historical inquiry.

 Scaffolded learning pathways to accommodate students

with varying levels of digital literacy.

2. Optimization for Accessibility – Given the technological

disparities in Philippine classrooms, efforts will be made to:

 Develop a standalone version of the Minecraft world that

can be preloaded onto school devices to minimize internet

dependency.

 Ensure that the game mechanics are simple and intuitive,

requiring minimal teacher intervention for students to

navigate effectively.

3. Pilot Testing with a Small Group of Grade 2 Students – A limited-

scale classroom implementation will be conducted to assess the

tool’s usability, student engagement levels, and instructional

effectiveness. Observations and student feedback will be

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Mabini Extension, Cabanatuan City
Philippines, 3100
collected to refine the learning tool before broader classroom

implementation.

4. Iterative Refinement Based on Feedback – Adjustments will be

made based on pilot testing results, focusing on:

 Enhancing historical content accuracy based on expert

feedback.

 Improving user navigation and game mechanics to

optimize ease of use.

 Modifying instructional scaffolding to support differentiated

learning.

This developmental approach ensures that the final Minecraft-

based learning tool is well-researched, feasible for classroom use, and

effective in enhancing student engagement with historical concepts.

Validation Phase

The validation phase is a critical component of the

developmental process, ensuring that the Minecraft-based interactive

learning tool aligns with curriculum standards, pedagogical best

practices, and student engagement needs. This stage aims to assess

the tool’s educational effectiveness, usability, and alignment with the

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Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
learning objectives of Grade 2 Araling Panlipunan, particularly in the

lesson "Makasaysayang Bagay sa Aking Komunidad."

To ensure a comprehensive evaluation, a panel of five experts will be

selected to assess the content accuracy, instructional design, and

overall functionality of the interactive learning tool. The panel will

consist of:

1. A Learning Resource Management and Development System

(LRMDS) specialist – To assess adherence to DepEd standards for

instructional materials.

2. A Master Teacher or Head Teacher in Araling Panlipunan – To

evaluate the tool’s alignment with the MATATAG Curriculum and

Most Essential Learning Competencies (MELC).

3. An ICT coordinator or digital learning specialist – To assess

technical usability, digital accessibility, and student-friendly

interface design.

4. A curriculum developer or instructional designer – To examine

pedagogical effectiveness, game-based learning integration, and

cognitive engagement.

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Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
5. A Grade 2 Araling Panlipunan teacher – To provide insights into

the practical classroom application, student engagement levels,

and ease of use for teachers and learners.

The evaluation process will employ a structured rubric-based

assessment, utilizing an adapted Evaluation Rating Sheet from the

DepEd Learning Resource Management & Development System

(LRMDS) tool. The assessment will focus on the following key criteria:

Evaluation Criteria

1. Content Quality

 The Araling Panlipunan teacher and LRMDS specialist will

assess whether the interactive learning tool:

 Aligns with the MATATAG Curriculum and MELCs for

Grade 2.

 Accurately represents historical sites and objects

relevant to the lesson.

 Effectively fosters historical appreciation and cultural

awareness among young learners.

2. Game Design and Pedagogical Alignment

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Philippines, 3100
 The instructional designer and Araling Panlipunan teacher

will assess:

 The integration of game-based learning principles in

a way that supports active student engagement and

inquiry-based learning.

 Whether the Minecraft-based tasks encourage

problem-solving, historical interpretation, and

experiential learning.

 The appropriateness of learning difficulty for Grade 2

students.

3. Technical Usability and Accessibility

 The ICT coordinator and instructional designer will

evaluate:

 Navigation, ease of use, and interactivity within the

Minecraft environment.

 The feasibility of implementation in Philippine public

schools, considering hardware availability and

internet accessibility.

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Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
 The adaptability of the tool for both online and offline

classroom settings.

4. Student Engagement and Effectiveness

 The Araling Panlipunan teacher and curriculum developer

will assess:

 The extent to which the interactive elements sustain

student interest and curiosity.

 Whether the learning tool effectively enhances

comprehension and knowledge retention.

 Student feedback on enjoyability, accessibility, and

relevance.

5. Overall Pedagogical Suitability

 The LRMDS specialist and curriculum developer will

determine:

 The coherence of the learning objectives with Araling

Panlipunan educational goals.

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Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
 Whether the Minecraft-based format enhances

learning outcomes compared to traditional methods.

 Any potential improvements needed for wider-scale

implementation.

Evaluation Instrument and Scoring

The panel of evaluators will use a 4-point Likert scale to rate each

criterion, with the following scoring system:

Score Description:

Very Satisfactory: Exceeds expectations in content,

4
engagement, and usability

Satisfactory: Meets expectations with minor areas for

3
improvement

Needs Improvement: Some elements require revision to

2
meet educational standards

Not Satisfactory: Fails to meet the necessary requirements

1
for instructional quality

Validation and Refinement Process

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Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
Following the evaluation, the feedback from the expert panel will be

analyzed, and necessary refinements will be made to enhance the

effectiveness of the Minecraft-based tool. Adjustments may include:

 Modifications to the game mechanics to improve historical

accuracy and learning retention.

 Refining the in-game instructional prompts to better scaffold

student learning.

 Addressing any usability concerns to ensure accessibility across

different learning environments.

 Enhancing the assessment tools to better measure student

progress and comprehension.

Ensuring Educational Quality and Practical Implementation

This collaborative validation process will ensure that the final

version of the interactive learning tool meets DepEd’s educational

quality standards, aligns with the Grade 2 Araling Panlipunan

curriculum, and enhances student engagement with historical content.

By integrating expert recommendations, the Minecraft-based learning

tool will be refined into a pedagogically sound, technologically feasible,

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Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
and engaging instructional resource suitable for widespread classroom

implementation in the Philippine education system.

ANALYSIS DESIGN DEVELOPMENT VALIDATION

Evaluate the tool

Review Araling using an adapted
Panlipunan 2 Develop the LRMDS rubric for
Plan the Minecraft-
curriculum and Minecraft world with non-printed
based learning tool.
MELCs. historical sites and materials.
Create a storyboard activities.
Conduct teacher and Gather expert
with in-game
student survey to Test with a small feedback from
locations and
assess learning group of Grade 2 teachers, ICT
learning tasks.
challenges and students and specialists, and
engagement. Ensure alignment teachers. curriculum experts.
with curriculum and
Assess classroom Refine the tool based Revise and finalize
accessibility.
technology for on user feedback. the learning tool for
Minecraft feasibility. classroom use.

Figure 1.
The Data Gathering Procedure of the Capstone Project

Ethical Considerations

This study will adhere to established ethical guidelines to ensure the integrity of

the research process and the well-being of all participants involved in developing and

validating the Minecraft-based interactive learning tool for Grade 2 Araling Panlipunan.

The following measures will be implemented:

 Informed Consent and Voluntary Participation

Participants, including three Grade 2 Araling Panlipunan teachers, one ICT

coordinator, and one curriculum specialist, will be provided with clear and

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 WESLEYAN UNIVERSITY – PHILIPPINES
Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
comprehensive information regarding the study’s objectives, procedures, and their

role in the validation process. Written consent will be obtained from all

participants, emphasizing that their involvement is entirely voluntary. They will

also be informed of their right to withdraw from the study at any time without

repercussions.

 Confidentiality and Data Protection

The privacy and anonymity of all participants will be strictly maintained. Personal

identifiers will be removed, and responses will be aggregated in the final report to

prevent individual attribution. All data collected, including survey results,

observational notes, and qualitative feedback, will be securely stored and

protected from unauthorized access.

 Institutional Approval and Compliance

The study will seek and obtain approval from the administration of Bright Minds

Academy to ensure that it aligns with institutional policies, DepEd guidelines, and

ethical research standards. This process will include coordination with the school

principal, research committee, and relevant academic supervisors.

 Minimizing Risks and Ensuring Cultural Sensitivity

Every effort will be made to eliminate potential risks and ensure cultural and

historical accuracy in the learning tool. The Minecraft-based environment will be

carefully designed to present historical sites and narratives in an age-appropriate

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Cushman Campus
Mabini Extension, Cabanatuan City
Philippines, 3100
and respectful manner. Teachers and subject matter experts will review the

content to ensure alignment with Filipino historical and cultural values.

 Transparency and Accountability

Participants will be kept informed of the research progress and will have access to

preliminary findings before the finalization of the study. The researcher commits

to reporting all findings accurately and ethically, ensuring that participant

contributions are acknowledged and valued.

These ethical considerations ensure that the study is conducted responsibly,

respects participants' rights, and upholds the highest research integrity standards,

fostering an inclusive and meaningful learning experience for young students.

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