Stitch Quest: Interactive Learning Application for Sewing
DOI:
https://doi.org/10.65339/ijsis.V1.I2.75Keywords:
Accessibility, Game-Based Learning, Interactive Learning Application, Multimedia Learning, Sewing Education, Stitch Quest, Technology and Livelihood Education, UsabilityAbstract
This study designed, developed, and evaluated Stitch Quest: An Interactive Learning Application for Sewing, a technology-assisted instructional resource intended to support elementary learners in acquiring basic sewing knowledge and skills. The study was anchored in Constructivist Learning Theory, Cognitive Theory of Multimedia Learning, Self-Determination Theory, and Game-Based Learning Theory. A descriptive-developmental research design was employed, involving the systematic development and evaluation of the application using MIT App Inventor, TinyDB, multimedia resources, simulations, tutorials, interactive quizzes, level progression, scoring, feedback, and rewards. Fifty elementary teachers teaching Technology and Livelihood Education in public elementary schools in Tulunan East District were purposively selected as respondents. A five-point survey questionnaire assessed the application's content, usability, interactivity, and accessibility, while frequency count and mean were used for data analysis. Results showed that Stitch Quest was highly acceptable across all dimensions. Interactivity obtained the highest overall mean of 4.75, followed by content at 4.64, while usability and accessibility both obtained 4.59. Comparatively lower ratings for independent use, task efficiency, and navigation consistency indicated areas requiring further refinement. The study concluded that Stitch Quest provides relevant, organized, interactive, user-friendly, and accessible support for sewing instruction and recommended its use as a supplementary classroom and self-paced learning resource. Further improvements in quizzes, difficulty levels, navigation, platform compatibility, and future evaluation of learner performance and skill acquisition were recommended. The study primarily supports SDG 4: Quality Education through accessible and learner-centered technology-assisted instruction and SDG 9: Industry, Innovation and Infrastructure through educational technology innovation. Its sustainability impact is primarily educational, technological, and institutional, particularly through the development of a reusable digital resource that supports flexible instruction, continued access to learning materials, and technology integration in practical education.
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Copyright (c) 2026 Khimverly Sustituedo Dioso, Uldarico E. Lavalle Jr., PhD (Author)
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