Akademik Veri Yönetim Sistemi
International Gastronomy Tourism Studies Congress-IGTSC 2024, Aydın, Türkiye, 17 - 20 Ekim 2024, ss.14-26, (Özet Bildiri)
This study investigates the potential of innovative course designs in practical culinary education. The primary aim is to determine whether integrating learning strategies and gamification can improve professional and social outcomes for students. The research addresses key questions regarding the strengths, weaknesses, opportunities, and threats of an exemplified design from both student and teacher perspectives, the impact on professional competences and 21st-century skills, and student evaluations of the project. Adopting a constructivist paradigm and a phenomenological approach, the study employs a mixed-methods methodology to triangulate qualitative and quantitative data. The course, implemented over 12 weeks, incorporates Problem-Oriented Design-Based Learning (PODBL) and gamification elements. Findings indicate that this approach significantly enhances student engagement, motivation, and the development of critical skills such as teamwork, problem solving, and adaptability. The real-world context of the projects bridges the gap between theoretical knowledge and practical application, providing valuable practical experience. Despite the positive outcomes, challenges include the need for careful planning, resource allocation, and overcoming resistance to non-traditional teaching methods. The study concludes that gamified learning strategies hold promise for vocational education, offering a dynamic and engaging alternative to traditional methods. Future research should explore the long-term impacts of such approaches and refine gamification elements to further enhance their effectiveness.