Gamification In Food Technology Education: Enhancing Learning Outcomes for Student with Learning Disabilities (Special Certificate in Food Processing) at College Community Arau, Perlis Malaysia
Keywords:
Gamification, Students With Learning Disabilities, Food Technology, College CommunityAbstract
This concept paper explores the application of gamification as an innovative instructional strategy to improve learning outcomes among students with learning disabilities enrolled in the Special Certificate in Food Processing at College Community Arau, Malaysia. Grounded in Self-Determination Theory and Social Cognitive Theory, this study proposes a conceptual framework integrating game elements such as points, badges, leaderboards, simulations, and mobile learning tools to enhance cognitive, psychomotor, and affective learning domains. Students with learning disabilities often struggle with conventional instructional methods, especially in vocational fields like food technology that require technical mastery and engagement. Through a mixed-method quasi-experimental design, this study aims to assess the impact of gamified learning on academic performance, motivation, and practical skill acquisition. Preliminary evidence from related studies indicates significant improvements in engagement, retention, and knowledge transfer when gamification is personalized and culturally responsive. This concept paper emphasizes the need for inclusive pedagogies that are both empirically validated and sensitive to learners’ diverse needs. The proposed approach addresses educational equity in Malaysian TVET by providing differentiated, interactive, and motivating learning experiences. It also outlines systematic guidelines for gamification implementation suited to the Malaysian cultural and institutional context. The outcomes are expected to contribute to policy and practice in supporting student with learning disabilities through scalable, effective, and student-centered learning environments in food technology education
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