Ian Jay P. Saldo^1,, Angelo Mark P. Walag²

The integration of game-based learning in classroom instruction is rampant for the reason that it may increase students’ motivation to learn and have fun while making sense of the lesson discussed. This study aimed to develop lessons integrating experiential and supplemental game activities and measure their acceptability based on content, format, presentation and organization, and accuracy and up-to-datedness of information. This study utilized a Research and Development (R & D) method. Research and development aim to produce a product for developing lessons integrated with experiential and supplemental game activities. Results revealed that the mean score for the content is 3.84, 3.69 for the format, 3.76 for the presentation and organization, and 3.93 for accuracy and up-to-datedness. This suggests that the ratings of the developed lessons are very high in all areas and can be interpreted as very acceptable. The developed lessons, therefore, can be utilized in private and public secondary schools, specifically in grade 10 chemistry classes. Also, the lessons developed promote the development of 21st-century skills, known as essential skills. Educators may utilize game-based learning methods and integrate game activities in their instruction, for it improves students’ learning in science and can advance students’ 21st-century skills.

acceptability, chemistry lessons, experiential game, game-based learning, supplemental game