Gamification-Based Learning for Student Engagement in Vocational Education: Preliminary Evidence and Implications for Inclusive Education

Abstract

This study examined the implementation of gamification in learning grinding and sizing at an industrial vocational high school and explored its implications for inclusive education. A quantitative descriptive approach was employed with eleventh-grade students. Data were collected using observation sheets and questionnaires and analyzed using percentages and averages. The findings showed changes in student engagement across the learning cycles, particularly in attention, participation, interaction, collaboration, and interest. However, students' willingness to ask questions varied across the cycles, and questionnaire responses did not show the same pattern as observational engagement. Gamification can provide an interactive structure for vocational learning, although different dimensions of student engagement may respond differently to its implementation. From an inclusive-education perspective, the approach provides preliminary evidence that can inform future development of accessible gamification for learners with diverse educational needs. Further studies involving students with disabilities and appropriate accessibility adaptations are required before its effectiveness in special needs education can be established.