Success Stories of Gamification Practices in Teaching Vocabulary Development to Non-Reading Learners: Elementary School Teachers in Focus

This phenomenological study examined success stories of gamification practices used by public elementary school teachers to support vocabulary development among nonreading learners in Malungon 4 District, Division of Sarangani, Philippines.Ten teachers who had at least three years of experience with gamified vocabulary instruction participated in in depth semi structured interviews.The analysis used reflexive thematic analysis to identify patterned meanings across accounts.Results showed three g