The study investigated the effectiveness of gamification in improving skills in developing digital and nondigital resources among the 30 sophomore teacher education students at Benguet State University-Bokod Campus. The research employed pretest and posttest with experimental and control groups to compare the outcomes of gamification intervention and normal instruction methods. The mean, mean percentage score, standard deviation, independent and dependent t-tests were used in analyzing the data. The results suggest that both groups initially possessed basic skills in developing digital and non-digital resources. Following the gamification intervention, the control group's mean score improved, indicating a basic skill level. In contrast, the experimental group's mean score exhibited an increase, reflecting a proficient level of skill. These results demonstrate that while the control group showed some improvement, they remained within the basic skill category. Contrary, the experimental group progressed from basic to proficient skill level. The findings suggest that gamification had a positive effect in enhancing skills in developing both digital and non-digital resources among sophomore teacher education students. The significant improvement observed recommends the importance of integrating gamification into teacher education programs and the need to provide trainings and seminars to educators to effectively implement gamification techniques into teaching practices. Further studies may examine the long-term effects of gamification on skill retention and application in real-world teaching scenarios.