Development of Studyforge: A Token Economy Mobile Application Using Performance-Based Currency For Academic Activities Among SPCF Students

Authors

  • Ahron John Naguit Systems Plus College Foundation image/svg+xml Author
  • John Paul Calma Systems Plus College Foundation image/svg+xml Author
  • Katleen Kate Gopez Systems Plus College Foundation image/svg+xml Author
  • Kin Aldrich Camino Systems Plus College Foundation image/svg+xml Author
  • Christopher Lloyd Cortez Author

Keywords:

Studyforge, Token Economy, Mobile Application, Performance-Based Virtual Currency, Academic Activities, Student Engagement, Gamification, Reward System, Academic Performance, ISO/IEC 25010

Abstract

This study proposes the development of Studyforge, a token economy mobile application that uses performance-based virtual currency for academic activities among selected students of Systems Plus College Foundation (SPCF). The study aims to provide a structured system for recording measurable academic activities, including attendance, quiz performance, task completion, and timely submission of requirements, and connecting these activities to virtual currency, badges, leaderboards, and reward redemption. The application is designed to provide students with a mobile platform for monitoring their academic participation while allowing authorized faculty members to monitor academic activity records and manage token criteria and rewards. The study will employ a Descriptive-Developmental Research Design with a Quantitative Approach and will use Agile Scrum as the system development methodology. The system will be developed using a mobile application, backend services, APIs, and a centralized database. Unit Testing, Integration Testing, and User Acceptance Testing (UAT) will be conducted to verify the functionality and integration of the system. The developed application will also be evaluated using selected characteristics of the ISO/IEC 25010 Software Quality Model, specifically functional suitability, performance efficiency, usability, and reliability, using a 5-point Likert scale. The proposed Studyforge application is intended to provide an integrated mobile-based token economy that connects measurable academic activities with performance-based virtual currency and predefined rewards while supporting the monitoring of student academic participation.

 

References

Aguilos, V., & Fuchs, K. (2022).

The perceived usefulness of gamified e-learning: A study of undergraduate students with implications for higher education. Frontiers in Education, 7, Article 945536. https://doi.org/10.3389/feduc.2022.945536

Bai, S., Liu, Y., Hew, K. F., Sailer, M., & Xiao, Y. (2026).

Effects of reward strategies in gamified learning on academic performance: A systematic review. Educational Research Review, 50, Article 100766. https://doi.org/10.1016/j.edurev.2026.100766

Bergdahl, N., Bond, M., Sjöberg, J., Dougherty, M., & Oxley, E. (2024).

Unpacking student engagement in higher education learning analytics: A systematic review. International Journal of Educational Technology in Higher Education, 21, Article 63. https://doi.org/10.1186/s41239-024-00493-y

Bien, L. L. (2023).

Utilization of mobile game application in assessing students’ learning in Biology. Psychology and Education: A Multidisciplinary Journal, 11(6), 577–587. https://doi.org/10.5281/zenodo.8205780

Delay, V. R. O. (2023).

Development and acceptability of E-Tech mobile application. Canadian Journal of Business and Information Studies, 5(3), 70–80. https://doi.org/10.34104/cjbis.023.07080

Dicheva, D., Guy, B., Dichev, C., Irwin, K., & Cassel, L. (2023).

A multi-case empirical study on the impact of virtual currency on student engagement and motivation. Trends in Higher Education, 2(3), 462–476. https://doi.org/10.3390/higheredu2030027

Doo, M. Y., & Kim, J. (2024).

The relationship between learning engagement and learning outcomes in online learning in higher education: A meta-analysis study. Distance Education, 45(1), 60–82. https://doi.org/10.1080/01587919.2024.2303484

Duterte, J. P. (2024).

The impact of educational gamification on student learning outcomes. International Journal of Research and Innovation in Social Science, 8(10), 477–487. https://doi.org/10.47772/IJRISS.2024.8100040

Hong, Y., Saab, N., & Admiraal, W. (2024).

Approaches and game elements used to tailor digital gamification for learning: A systematic literature review. Computers & Education, 212, Article 105000. https://doi.org/10.1016/j.compedu.2024.105000

Khaldi, A., Bouzidi, R., & Nader, F. (2023).

Gamification of e-learning in higher education: A systematic literature review. Smart Learning Environments, 10, Article 10. https://doi.org/10.1186/s40561-023-00227-z

Li, C., Liang, L., Fryer, L. K., & Shum, A. (2024).

The use of leaderboards in education: A systematic review of empirical evidence in higher education. Journal of Computer Assisted Learning, 40(6), 3406–3442. https://doi.org/10.1111/jcal.13077

Li, L., Hew, K. F., & Du, J. (2024).

Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency: A meta-analysis and systematic review. Educational Technology Research and Development, 72, 765–796. https://doi.org/10.1007/s11423-023-10337-7

Lintner, T. (2024).

Effects of performance-based financial incentives on higher education students: A meta-analysis using causal evidence. Educational Research Review, 44, Article 100621. https://doi.org/10.1016/j.edurev.2024.100621

Marcaida, J. L. M., Ortega, H. C. A., Castañeda, E. S., Cadeliña, P. M. M., Garcia, R. R. I., Valenzuela, L. R., & Tolentino, J. C. G. (2022).

Gamification in a Virtual Ecology (GIVE): Enhancing classroom engagement in physical education among senior high school students. International Journal of Multidisciplinary: Applied Business and Education Research, 3(11), 2278–2289. https://doi.org/10.11594/ijmaber.03.11.14

Marchuk, G. V., Levkivskyi, V. L., Marchuk, D. K., & Liubchenko, D. V. (2023).

A system of rewards and motivation for students using virtual currency. Information Technologies and Learning Tools, 96(4), 169–184. https://doi.org/10.33407/itlt.v96i4.5285

Meng, C., Zhao, M., Pan, Z., Pan, Q., & Bonk, C. J. (2024).

Investigating the impact of gamification components on online learners’ engagement. Smart Learning Environments, 11, Article 47. https://doi.org/10.1186/s40561-024-00336-3

Moldez, C., Crisanto, M. A., Cerdeña, M. G. R., Maranan, D. S., & Figueroa, R. (2024).

Innovation in education: Developing and assessing gamification in the University of the Philippines Open University Massive Open Online Courses. ASEAN Journal of Open and Distance Learning, 16(1), 27–42. https://doi.org/10.5281/zenodo.13691445

Montederamos, C. E. A. (2024).

Addressing student tardiness through a strategic reward system: A study among Grade 12 students. Randwick International of Education and Linguistics Science Journal, 5(4), 1310–1315. https://doi.org/10.47175/rielsj.v5i4.1092

Nob, J. M. R. O., Roble, D. B., & Lomibao, L. S. (2024).

Unveiling the effects of gamification on math learning: A literature review in the Philippine context. Journal on Innovations in Teaching and Learning, 4(1), 13–19. https://doi.org/10.12691/jitl-4-1-3

Pacturan, D. B., Sabacajan, B. T., & Nahial, W. L. (2024).

Integration of gamification in teaching and students’ academic performance: Basis for action plan. International Journal of Multidisciplinary: Applied Business and Education Research, 5(3), 1013–1023. https://doi.org/10.11594/ijmaber.05.03.24

Pajarito, J. K., Salcedo, M., & Fernando, J. (2024).

The effectiveness of gamification in the learning process of higher education. Psychology and Education: A Multidisciplinary Journal, 17(10), 1082–1089. https://doi.org/10.5281/zenodo.10835091

Pereira, R. de L., & Tremblay-Savard, O. (2026). FORGE:

A framework for organizing rewards in gamified environments. Games and Culture, 21(1), 94–113. https://doi.org/10.1177/15554120241241555

Rangel-de Lazaro, G., & Duart, J. M. (2023).

Moving learning: A systematic review of mobile learning applications for online higher education. Journal of New Approaches in Educational Research, 12, 198–224. https://doi.org/10.7821/naer.2023.7.1287

Ratinho, E., & Martins, C. (2023).

The role of gamified learning strategies in student's motivation in high school and higher education: A systematic review. Heliyon, 9(8), Article e19033. https://doi.org/10.1016/j.heliyon.2023.e19033

Torres-Munares, M. S., Hurtado-Flores, A. C., & Carrera-Salas, E. A. (2024).

Gamification applied with the SOAR study method for time management of university students. Cogent Education, 11(1), Article 2398851. https://doi.org/10.1080/2331186X.2024.2398851

Xiao, Y., & Hew, K. F. T. (2024).

Intangible rewards versus tangible rewards in gamified online learning: Which promotes student intrinsic motivation, behavioural engagement, cognitive engagement and learning performance? British Journal of Educational Technology, 55(1), 297–317. https://doi.org/10.1111/bjet.13361

Downloads

Published

2026-09-28

How to Cite

Development of Studyforge: A Token Economy Mobile Application Using Performance-Based Currency For Academic Activities Among SPCF Students. (2026). International Journal of Research Proposals and Methodologies, 1(1). https://publish.acad-ira.top/index.php/IJRPM/article/view/45

Similar Articles

21-30 of 30

You may also start an advanced similarity search for this article.