Empowering Learning Through Game Creation: Investigating the Impact of Educational Technology on Learners’ Engagement and Attainment Level in Subject-Based Game Design (Phase I)

Games are an engaging way for learners to acquire and retain information, and they can benefit from creating their own games based on the content they are studying. Although gamification-based learning is well-known for its popularity among learners in the 21st century, minimal research has been conducted on the strategy of engaging learners in student-led learning by having them create their own games for learning. In recent times, there has been an increase in interest among educators in utilising novel teaching methods to improve learners’ involvement and active participation, ultimately fostering a more profound understanding of the subject matter. The latter is in line with Fullan and Langworthy’s (2014) assertion that deep learning is crucial for assessment, not only for the purpose of accountability, but also for determining effective strategies to achieve new educational objectives. The combination of flipped learning and gamification has significant attention as an emerging strategy with the potential to transform traditional pedagogical and/or andragogical approaches. The concept of flipped learning entails reversing the conventional classroom structure, in which learners are exposed to instructional materials outside of class to conduct interviews, collect evidence related to the topic at hand, and then use the in-class time for interactive learning by analysing and comparing the data collected. Alternatively, gamification entails the application of game design elements and principles to non-game-related contexts. This small-scale study investigates the relationship between instructional game design and student creativity. Research demonstrates that learners who create instructional games are more creative. Statistically, learning outcomes may not differ, but users are more motivated to learn and want to continue studying. The study analysed prospective issues and proposed solutions for ensuring the consistency of flip game-based learning that engages and motivates learners across multiple disciplines. The objective is to investigate effective teaching and learning approaches based on an unconventional combination of flipped learning gamification methods with the potential to enhance learners’ learning process through continuous engagement and participation. In the context of Vocational Education and Training, this research aims to enable learners to create their own game concepts based on structured curriculum topics.