International Journal of
Information and Education Technology

Abstract—The need to prove the acceptability of More or No More as a contextualized game-based pedagogy in teaching social science was the reason why this study was conducted. Using a sequential explanatory mixed design, the study assessed its acceptability through a survey and key informant interviews. The quantitative results revealed that More or No More is a highly acceptable and well-received pedagogy, appreciated by both students and teachers across eleven parameters. Its strengths in Usability, Adaptability, Fairness, Clarity, and Engagement establish it as a promising alternative to traditional Social Science teaching methods. The qualitative findings substantiated these results, showing that teachers and students valued the pedagogy’s simplicity, minimal preparation, and use of low-cost materials, making it both practical and sustainable. It was recognized for its inclusivity, encouraging participation even from shy learners, while ensuring fairness through impartial game mechanics. Students appreciated its Clarity, contemporary appeal, and entertainment value, while teachers emphasized its Effectiveness in enhancing motivation, retention, and classroom energy. Both groups affirmed that it fits well within the allotted instructional Time, positioning More or No More as an engaging, student-centered strategy that bridges academic rigor with enjoyable learning.

Keywords—acceptability, insights, assessment, integration, mixed-method

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Cite: Virgilio P. Rapada Jr., "Acceptability of “More or No More” as a Contextualized Game-Based Pedagogy in Teaching Social Science," International Journal of Information and Education Technology, vol. 16, no. 4, pp. 969-990, 2026.

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