THE EFFECTIVENESS OF GAMIFICATION APPROACH THROUGH TABLETOP GAME BOARD CREATION IN TEACHING CONTEMPORARY ART AND DESIGN IN MALAYSIA

Abstract

This study examines the effectiveness of a gamification-based pedagogical approach in teaching the Contemporary Art and Design in Malaysia (VCS265) course at Universiti Teknologi MARA (UiTM). A quasi-experimental pre-test and post-test design was employed involving 40 Diploma in Art and Design students across one semester comprising 14 instructional weeks. The innovative approach required students to create educational tabletop game boards integrating course content on Malaysian art history, movements, and artists. A conceptual framework grounded in Self-Determination Theory, Constructionism, Flow Theory, and Bloom’s Revised Taxonomy guided the research design. Data were collected through pre-test (Week 1) and post-test (Week 14) instruments measuring four dimensions: cognitive knowledge, creative thinking, student engagement, and collaborative skills. Paired samples t-tests revealed statistically significant improvements across all dimensions (p < .001). The most substantial gains were observed in cognitive knowledge (t = 12.47, p < .001, d = 1.97) and student engagement (t = 11.83, p < .001, d = 1.87). Findings suggest that gamification through hands-on game board creation enhances deep learning, promotes active student participation, and fosters meaningful connections with Malaysian art heritage. This study contributes to the growing literature on gamification in arts education within the Malaysian higher education context and aligns with the aspirations of the Malaysian Education Blueprint 2013–2025.