Lecturer’s Experience and Perspective on Game-Based Learning in Technical and Vocational Education and Training

Abstract

Vocational education equips students with the skills needed for specific trades, and Game-Based Learning (GBL) is gaining attention as an innovative method to enhance student engagement and learning outcomes. However, implementing GBL in Technical and Vocational Education and Training (TVET) faces technological barriers, educators' preparedness, and aligning games with curriculum goals. This study explores the perspectives and experiences of lecturers at Kolej Komuniti Ledang regarding GBL in vocational teaching. The research employed a mixed-methods approach, combining quantitative questionnaires with semi-structured interviews. 42 lecturers participated, providing insights into their views on GBL's effectiveness, implementation challenges, and applicability to TVET. The study explored how GBL impacts student engagement, motivation, and skill development. Findings indicate that lecturers perceive GBL as highly effective in increasing student engagement, focus, and knowledge retention, especially in practical, hands-on lessons. This study underscores the potential of GBL in vocational education while emphasizing the importance of addressing technological and training challenges to optimize its effectiveness in enhancing student outcomes.