Authors : Arland B. Claro

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/ymcwf4fv

Scribd : https://tinyurl.com/3nw3bzzh

DOI : https://doi.org/10.38124/ijisrt/26jun1319

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This review synthesizes current literature on the use of gamification strategies in cookery education, particularly within Technology and Livelihood Education (TLE) programs. It aims to examine how game-based elements influence student motivation and skills retention in vocational and skills-based learning environments. The review covers global and Philippine-based studies focusing on theoretical foundations such as Self-Determination Theory, Experiential Learning Theory, Cognitive Load Theory, and Flow Theory. A systematic search of peer-reviewed articles, books, and educational reports was conducted to identify empirical evidence on gamification in education, especially in culinary and technical training contexts. Findings indicate that gamification significantly enhances both intrinsic and extrinsic motivation, promotes active engagement, and improves procedural knowledge retention when applied appropriately. However, gaps remain in localized research, particularly within Philippine secondary TLE cookery programs, and in long-term assessments of skills retention. The review underscores the need for context-sensitive, mixed-methods research to better understand learner experiences and optimize instructional design. These findings provide a foundation for developing evidence-based gamification frameworks in cookery education, contributing to improved teaching practices and learner outcomes in vocational education.

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