The Influence of Gamification Teaching Strategies to Skills Acquisition of Students among Selected Vocational School in China

Abstract

The main objective of the study is to determine the effect influence of gamification teaching strategy to skills acquisition of students among selected vocational schools in China towards crafting a training intervention plan. The descriptive correlational research design will be utilized for the purpose of describing and determining the relationship between gamification elements (specifically autonomy, competence, and relatedness) and the acquisition of skills. The study will also make use of probability sampling, more specifically the purposive sampling technique, in addition to the fact that the selected vocational school teachers are known to incorporate gamification strategies into their teaching. The study will involve a sample of 130 students from the selected vocational schools in China who will serve as respondents. The respondents will be pre-selected based on certain criteria: fourth year level students; more than three (3) years’ experience in gamification as part of learning process; and shows satisfactory skills acquisition. The majority of students agreed that the student's vocational school program has equipped them with practical skills, technical knowledge, safety procedures, and problem-solving abilities. However, they lack proficiency in using computer tools, planning, executing, and managing projects efficiently, and lack confidence in using computer tools.