Developing a Conceptual Framework for Adaptive Gamified Learning based on Personalized Learning in Polytechnic Programming Courses

This study proposes the development of a conceptual framework for adaptive gamified learning, integrated with personalized learning principles, aiming to enhance student achievement in programming courses at Malaysian polytechnics. Each student possesses unique learning styles and cognitive abilities, necessitating adaptive educational approaches. Gamification serves as a catalyst for expediting learning through enhanced engagement and motivation, while personalized learning tailors educational paths to individual needs, interests, and aspirations. The research addresses challenges faced by educators in integrating gamification and personalized learning into technical education, particularly concerning the preparation of teaching materials for online environments and fostering lecturer motivation. The proposed framework aims to guide the design of instructional aids that simplify preparation for lecturers, potentially reducing preparation time and allowing more time for student engagement. This paper outlines the research objectives, problem statement, scope, significance, and the Systematic Literature Review (SLR) based methodology for developing this conceptual framework. The findings are expected to contribute to strategies for improving student mastery in programming and guide policy planners in leveraging ICT for effective teaching and learning.