Turkish Journal of Computer and Mathematics Education Vol.12 No.7 (2021), 986-999 Research Article 986 A Gamified Module In The New Normal Classroom: A Randomized Block Research Design Maryann H. Lanuza 1 , Julie Anne A. Orajay 2 , Lielanie O. Barrion 3 , Rafael J. Eusebio Jr. 4 1 Mathematics Education Faculty, City College of Calamba, Laguna 2 Social Science Education Faculty, City College of Calamba, Laguna 3 Language and Literature Education Faculty, City College of Calamba, Laguna 4 College of Education, Unibersidad de Manila, Manila Corresponding author: maryannlanuza14@gmail.com Article History: Received: 11 January 2021; Revised: 12 February 2021; Accepted: 27 March 2021; Published online: 16 April 2021 ABSTRACT: The COVID-19 pandemic has challenged every aspect of one’s life, especially in the education setting. Educators are confronted with various challenges to be creative in delivering instructions despite several limitations caused by the pandemic. Thus, the gamification approach embedded in modular instruction in education is integrated by making each lesson interactive through progress trackers and badges in every game-based related activities to the lessons that have been used to sustain and enhance students’ motivation and learning engagement in the modular setup through a conducted Randomized Block Research Design. In this paper, the objectives were to (1) determine the profile of the students in terms of the type of institution they belong to, sex, age, degree program, and the course they were enrolled in the 2 nd Semester A.Y. 2019-2020. Second (2) it determined the assessment of the module in terms of three areas such as format, content, and gamified features of the module. It also (3) tested the significant difference of the mean assessment of the module when grouped according to profile so that the educators will know how to contextualize the gamified module for its possible improvement. Notwithstanding, the concluded integration of the aspects of the module in terms of the format, content, and gamified features were all highly received positively by the 279 purposive-conveniently sampled respondents who participated from a local college in Laguna and a state university in Manila from the College of Education. The format, content, and gamified features of the module were all with high regards, however, with some notable remarks including the module cover, color, and template, insufficiency of the illustrative examples, and the improvement of progress tracker, badges, incentive system, and the game-based activities related to the lessons. Also, there is no statistical difference in the perceived use of the gamified module in many areas implied that there is a consistent presentation of the three areas whether in the different institution, age brackets, sex orientation, year levels, degree program, and course taken except those of the format since education courses were oriented to instructional materials standards gave them the ability to assess it more comprehensively. Another significant assessment was traced to content and gamified features of the males since males are more exposed to games perhaps lead them the expectations to a more similar approach to the games they were exposed to. The study recommended that though they find the gamified module as an innovative tool and unique way of learning amid the pandemic, improvements in terms of the badges, the activities presented in the module, and some additional features of the real game such as real and more creative badges, leaderboards and incentive system. Indeed, the paper moves forward the field of knowledge through the enhanced gamified module of several courses that can be a design guide of other disciplines. Keywords: Gamified Module, Format, Content, Gamified Features, Progress Tracker, Badges 1. INTRODUCTION The COVID-19 pandemic has changed the world. Due to the nature of the virus, particularly how it is transmitted, it has altered human behavior, relations, and lifestyles, and had profound impacts on the economic, political, and cultural landscapes of societies across the world. To curb the spread of COVID-19, most governments have opted to employ quarantine protocols and temporarily shut down their educational institutions. Consequently, it also affected the teaching and learning experience at an unprecedented speed. This new scenario has forced our ability to cope with unknown technologies within a very short timeframe. Not only it has been a challenge in many ways but it has also been a learning opportunity to improve our skills regarding online teaching. Teaching and learning happen through interaction, and this has been the biggest challenge: how to create opportunities for students to engage and interact between themselves and with the faculty where a face-to-face classroom setting is no longer the normal mode of teaching and learning. With this, the teacher has to be creative and innovative in thinking of teaching strategies or tools to be able to ensure that the students will still engage themselves