Order	Time	ID	Full information
1	15:45-16:00	IT4459	SIGLA: A Gamified Intervention to Strengthen Reading Comprehension Among Grade 7 Learners Author(s): Jenelin S. Enero, Nicca A. Borlagdan, Gwen C. Taliser, Rj Stephen Roi U. Malupa Presenter: Jenelin S. Enero, Caraga State University, Butuan City, Philippines Abstract: Teachers in the Philippines often face challenges in sustaining student engagement and motivation in the Filipino subject, particularly in reading comprehension. For Grade 7 learners, understanding short stories, poems, and informational texts can be difficult, especially for those performing at the frustration level. This study designed, implemented, and evaluated a gamified intervention which is the SIGLA (Strategic Intervention Game-Based Learning Activity), this is to address these difficulties. Specifically, it targeted the least mastered competency of analyzing textual details to es-tablish critical comprehension, with emphasis on Cause and Effect. Thirty learners, identified through the PHIL-IRI assessment, participated in a mixed-method research process involving pre-tests, post-tests, structured observations, and immersive game-based activities. The primary interven-tion, a cooperative game titled “DICE IS IT! PAIR IT!”, an incorporated game mechanics such as points, badges, and leaderboards to transform traditional instruction into dynamic, peer-driven challenges. Results showed a substantial increase in comprehension across literal, inferential, and critical levels. Beyond academic gains, the intervention fostered a learner-centered environment that enhanced motivation, collaboration, and self-confidence. Minor logistical challenges, particularly in time manage-ment, were noted but did not hinder overall effectiveness. Findings affirm that SIGLA is a achievable pedagogical tool for bridging learning gaps, igniting engagement, and promoting deeper literacy learning among Grade 7 Filipino students. The study highlights the potential of gamification as an innovative approach to address persistent challenges in reading compre-hension and underscores its role in creating more interactive, motivating, and effective classroom experiences.
2	16:00-16:15	IT1070	Impact of a 2D Animation as a Didactic Resource on Mathematics Learning in Fifth-Grade Elementary Students Author(s): Glendamira Serrano Franco, Víctor Manuel Zamudio García, Mario Alberto Gea Pérez Presenter: Glendamira Serrano Franco, Universidad, México Abstract: This study analyzes the use of 2D animation as a didactic resource in math-ematics learning among fifth-grade elementary school students. A mixed-method methodological approach was adopted, using a quasi-experimental pretest–posttest design implemented in five primary schools. The sample consisted of fifth-grade students who were assessed through a question-naire administered before and after the intervention. Quantitative data were analyzed using comparative statistical tests, which revealed a statistically significant increase in academic achievement levels following the imple-mentation of the animated resource (p < 0.05), with José Vasconcelos School standing out with an improvement of approximately 50%. From a qualitative perspective, students reported greater understanding of mathe-matical content, as well as more dynamic and clearer learning experiences, facilitated by the use of visual and interactive material. These results are consistent with previous research indicating that audiovisual resources contribute to improving attention, motivation, and the assimilation of ab-stract concepts. Overall, the findings suggest that 2D animation constitutes an effective pedagogical resource for strengthening mathematics learning and promoting more meaningful educational experiences in basic education
3	16:15-16:30	IT1090	From Classroom to Gameplay: Evaluating Educational Game Prototypes through MDA and PXI Author(s): Sergio Iván Vilchis Hernández, Sandra Gudiño Paredes, Germán Vázquez Delgado Presenter: Sergio Iván Vilchis Hernández, Tecnológico de Monterrey, Mexico Abstract: This study examines the incorporation of the Mechanics, Dynamics, and Aesthetics (MDA) framework with the Player Experience Inventory (PXI) to evaluate player experience in student-developed games.  The research, taken in a Mexican higher education context, includes six prototypes de-veloped by undergraduate students in a game design course.  Following ex-ternal evaluators employed the PXI instrument to evaluate the games. This instrument examines ten distinct dimensions of gameplay, including both functional and psychological elements.  The quantitative results indicate that the mechanics, rules, and narrative were effectively presented, exhibit-ing great clarity (M = 7.0) and aesthetic appeal (M ≈ 6.5).  Immersion (M = 6.7) demonstrated significant engagement; however, competence (M ≈ 3.5) emerged as the lowest-scoring attribute, indicating the need for more specif-ic feedback and development strategies.  Qualitative feedback confirmed these findings, highlighting enjoyment, humor, and consistent aesthetics as strengths, while identifying feedback mechanisms and learning curves as ar-eas for improvement.  The triangulation of quantitative and qualitative data suggested that adaptive feedback, contextual tutorials, and balanced chal-lenges may improve player engagement and perceived mastery.  The research indicates that incorporating the MDA model with the PXI tool establishes an effective approach for evaluating game prototypes, transforming final as-sessments into constant, experience-based learning experiences.  Addition-ally, publishing student games on open platforms such as itch.io promotes collaboration among students from many disciplines, invites observation on their work, and facilitates continuous improvement in game design at the university level.
4	16:30-16:45	IT2115	Design and Evaluation of an Immersive Virtual Reality Simulation System for  Classroom Questioning Training Author(s): Yuanxi Yang, Yongbin Hu Presenter: Yuanxi Yang, Jiangsu Normal University, China Abstract: This study explores the application of Immersive Virtual Reality (IVR) in enhancing pre-service teachers' classroom questioning skills, comparing it with traditional video-based training. The Classroom Questioning VR System was developed using the Unity 3D engine and the Photon Fusion framework, employing a dual-client architecture consisting of a Teacher Client and a Pre-service Teacher Client. It aims to provide pre-service teachers with a realistic, interactive, and low-risk classroom simulation environment to cultivate their questioning abilities. The study adopted a quasi-experimental design, randomly assigning 56 pre-service teachers from a university in China to either an IVR group (n=27) or a Video group (n=29). The results highlight the advantages of IVR in facilitating embodied interactive learning, bridging the gap between theory and practice, and enhancing learning engagement. The study suggests that Virtual Reality (VR) technology should be integrated into teacher education to promote sustainable skill development in the digital age. Future research directions should focus on the convergence of Artificial Intelligence (AI) and VR technologies to achieve personalized tutoring.
5	16:45-17:00	IT2180	Design and Experimental Teaching Research of Electronic Technology Virtual Laboratory Based on Modern Information Technology Author(s): Juan Liu, Yongsheng Wang, Qiang Luo, Rong Zhou, Jialiang Zhang Presenter: Juan Liu, Wuhan University of Technology, China Abstract: To address the current limitations of resources, time, and space in electronic technology experimental teaching, and to meet the needs of educational informatization, a virtual simulation laboratory for blended online and offline experimental teaching was constructed using modern information technology. This laboratory established a new experimental teaching system and management system, and based on this, experimental teaching methods were improved, and innovative research on experimental teaching models was conducted. The system digitized the experimental process, integrated virtual and real experimental projects, and enabled flexible expansion. It further explored the blended online and offline teaching model, established diversified full-process teaching assessment methods, strengthened the process evaluation of experimental teaching, and comprehensively assessed students' comprehensive practical and innovative abilities. The construction of the virtual simulation laboratory and the reform of experimental teaching have increased students' enthusiasm for participating in experiments, enhanced their practical innovation abilities, and improved the advanced, innovative, and challenging nature of the experimental courses.
6	17:00-17:15	IT3191	Enhancing Grade 8 Mathematics Competencies through Game-Based Learning Design and Validation of Instructional Materials Author(s): Eubert Tagupa, Karryl Grace Bongcayao, Khent Bryan Butlig, Teodyl Caballes Presenter: Eubert R. Tagupa, Caraga State University, Philippines Abstract: This study addresses the persistent learning gap in mathematics education by developing Polymath–Snake & Ladder, a game-based learning material (GBLM) designed to support Grade 8 students in mastering systems of linear equations in two variables. Using diagnostic data from the Mean Percentage Score (MPS), the resource was tailored to target competencies where students demonstrated the greatest difficulty. The design is grounded in experiential learning, constructivist, and social constructivist theories, encouraging active participation, collaboration, and deeper conceptual understanding. In alignment with the global education agenda, this initiative contributes to Sustainable Development Goal 4 (Quality Education). Specifically, it advances target 4.1 by promoting equitable access to quality secondary education, supports target 4.5 by offering cost-efficient and inclusive instructional tools, and addresses target 4.7 by cultivating critical thinking and problem-solving skills essential for sustainable development. By situating the intervention within the SDG framework, the study highlights its broader significance beyond classroom practice, linking local instructional innovation to international commitments in advancing educational equity and excellence. A purposive panel of mathematics teachers evaluated the material using a structured 5-point Likert scale. Results revealed high ratings for curriculum alignment (M = 4.66), language and artistic clarity (M = 4.76), cost-efficiency (M = 4.85), and classroom usability (M = 4.60). These findings affirm the instructional appropriateness, clarity, and practicality of the resource. Overall, Polymath–Snake & Ladder emerges as a highly suitable and impactful tool for algebra instruction, with potential for further research on its influence on student attitudes and learning outcomes.
7	17:15-17:30	IT3382	Improving College Students’ Intercultural Competence with the Behavioral Engagement in Nonimmersive Virtual Reality Learning Author(s): Zhiyuan Xia, Hao Zhang Presenter: Zhiyuan Xia, Shanghai Normal University Tianhua College, China Abstract: The development of virtual reality in education brings diverse strategies for cultural learning in higher education. This study investigated the application of nonimmersive virtual reality (NVR) learning environments to improve the intercultural competence among college students. Utilizing a custom-designed learning system, 132 participants engaged in exploration of Chinese and American cultural contexts. A hierarchical multiple regression analysis was conducted to examine the predictive effects of behavioral, emotional, and cognitive engagement on intercultural competence. Results indicated that while emotional and cognitive engagement contributed significantly to intercultural competence outcomes, behavioral engagement emerged as the strongest predictor, explaining unique variance beyond the other dimensions. These findings suggest that instructional designers and educators should prioritize the integration of interactive behavioral components when developing NVR-based intercultural learning experiences. The study contributes to the growing studies on combining technology with intercultural education, highlighting the unique role of behavioral engagement in NVR learning contexts and offers practical implications in higher education settings requiring intercultural skill development.
8	17:30-17:45	IT3384	Integration of GRASP (Gamified Resources and Activities for Study and Practice) in Enhancing Spelling Skills and Word Meaning Comprehension of Grade 9 Students Author(s): Hazel Montederamos, Gideon Reyes, Nikka May Ordiz, Kaye Quion Presenter: Hazel H. Montederamos, Caraga State University, Philippines Abstract: This action research investigated the effectiveness of integrating GRASP (Gamified Resources and Activities for Study and Practice) as a support tool for enhancing spelling skills and word meaning comprehension of Grade 9 learners. Conducted at Libertad National High School, Butuan City, the study addressed persistent difficulties in foundational language skills, which were further exacerbated by learning disruptions during the COVID-19 pandemic. Using a quantitative, pre-experimental one-group pre-test–post-test design, forty (40) students participated in the intervention. GRASP, a Canva AI-powered gamified platform, featured interactive vocabulary and spelling activities crafted by researchers designed to promote engagement, contextual learning, and sustained practice. Data were gathered through researcher-made pre-tests and post-tests and analyzed using descriptive statistics and a paired samples t-test. Results revealed a substantial improvement in learners’ performance. The paired samples t-test indicated a statistically significant difference between pre-test and post-test scores. These findings demonstrate that the integration of GRASP significantly enhanced students’ spelling proficiency and word meaning comprehension. The study concludes that gamified, technology-enhanced instructional tools like GRASP can serve as effective and engaging interventions for strengthening foundational language skills in secondary English classrooms.
9	17:45-18:00	IT4443	The Theory and Application of University Practice Teaching Based on Multi-Teacher Agent Collaboration Author(s): Hongli Gao, Jing Zheng Presenter: Jing Zheng, Southwest Jiaotong University, China Abstract: As the pivotal link between theoretical knowledge and practical skills, university practical teaching faces challenges including teacher shortages, rigid teaching models, monolithic evaluation criteria, and inadequate personalized guidance, resulting in a significant disconnect between academic talent output and societal demands. To address these issues and enhance the quality of practical education, this study innovatively proposes a collaborative theoretical model for university practical teaching involving multiple AI agents. The model establishes a multidimensional AI evaluation framework encompassing process, competency, and outcome dimensions. Through coordinated division of labor among multiple agents, it systematically delivers knowledge instruction, skill training, and competency assessment. The effectiveness of this model is validated through a specialized practical case study. Research findings demonstrate that the proposed approach effectively leverages the personalized and intelligent advantages of AI technology, facilitating the transition from "standardized instruction" to "customized cultivation" in practical teaching. This provides robust theoretical support and actionable technical pathways for universities to empower practical teaching reforms through AI technology.
10	18:00-18:15	IT1028	VRhythmSpace: Designing a Musical Game for Play, Learning, and Performance Author(s): Jiawen Li, Zheyuan Jiang, Yifei Chen, Yuwei Ren, Jingji Li, Kai Yao, Xu Sun, Bin Jia, Ningning Xu Presenter: Jiawen Li, Zhejiang Wanli University/University of Nottingham Ningbo China, China Abstract: Virtual Reality (VR) is an emerging technique that alters the way users interact with music content. In this paper,  we introduce VRhythmSpace, a VR musical game prototype that enables users to engage, learn, and play with music. We first  conducted a preliminary investigation with seven volunteers in three different VR musical games to examine how users engage  in these games and identify key differences in game features and  preferable in specific contexts. Drawing from our findings, we  formulate five user requirements, followed by design and user test  with eight participants. The results show that users have high  expectations for rich, diverse and immersive game experience  with different motivations and purposes. This work provides  valuable insights for researchers and practitioners, laying the  foundation for more engaging and creative music experiences.