Search

Background and Purpose: Gamification is a teaching and learning approach that is gaining popularity among teachers as a way to make classroom learning more enjoyable and engaging with the use of rewards to celebrate accomplishments. With the rise of online learning in Malaysian educational institutions, gamification is viewed as an interactive method of teaching and learning. Due to the fact that limited studies have been conducted to investigate the challenges in implementing gamification approaches among vocational instructors, it is the aim of this paper; therefore, to examine the challenges. Methodology: This study employed a quantitative research method. The respondents include 55 vocational lecturers from several vocational colleges in Malaysia. A set of questionnaires was used to examine the challenges faced by the lecturers in the implementation of gamification at their institutions. Four constructs were used to differentiate the differences of the challenges, which include support, access, competency, and applicability. Data collected from this study were analyzed using descriptive statistics (mean score and standard deviation) and inferential statistics (independent sample t-test) to identify the differences between gender. Findings: The findings of this study indicated that the majority of vocational lecturers have moderate challenges when implementing gamification approaches in their teaching and learning based on the findings related to the constructs. In addition, it was found that there were no significant gender differences in terms of the difficulties associated with implementing gamification approaches. This study also showed that most vocational lecturers have the potential to apply gamification in their teaching based on their high competencies with adequate support and enough access given to them. Contributions: The findings of the study can contribute to vocational lecturers to promote gamification approach during the learning process to increase students' motivation. [ABSTRACT FROM AUTHOR]

New technology wave named as industrial revolution 4.0 (4IR) accompanied by the use of robotics and automation caused changes in the demand of labour market and employment. Profession as civil engineer is highlighted as one of the 53 critical occupations to boost economic growth to face the challenges in 4IR. However, the percentage of hired entry-level civil engineers is still low due to the generic skills mismatch factor leading to unresolved unemployment issues among civil engineering (CE) graduates. Thus, this study was conducted to explore the specification of 4IR generic skills (GS4IR) for civil engineering graduates based from the industry's perspectives. This study was done by using qualitative approach through online semi structured interviews with five civil engineering experts guided by an interview protocol. The interview data were analysed by using code system to derive the categories and themes in order to develop the specification of GS4IR. The result shows that nine themes of GS4IR were derived which are communication skill, problem solving, leadership, emotional intelligence, creativity, critical thinking, adaptability, digital and management supplemented with the details from the categories to develop the GS4IR specification that suitable for CE graduates. From the GS4IR specification, it can be used as a guideline to instil GS4IR by the stakeholders (HEI, industries) in order to produce future-proof graduates that able to work in 4IR working environment in line with the aspiration of Higher Education 4.0 Framework by Ministry of Higher Education Malaysia. [ABSTRACT FROM AUTHOR]