Abstract

This study developed and evaluated an integrated learning environment model that combines gamification with the engineering design process within digital learning environments to enhance students’ creative digital innovation skills. The model comprises four interconnected components: (1) Input Factors—incorporating the Engineering Design Process (EDP) framework, gamification mechanics, digital learning environments, and structured activities; (2) Learning Process—structured through the innovative 6Cs framework with six sequential stages: Contextualization of the Problem (defining real-world challenges using digital brainstorming tools), Creative Design Process (applying EDP methodology), Collaboration and Competition (integrating gamification to promote teamwork), Creative Use of Digital Tools (utilizing Tinkercad, Figma, and Canva for prototyping), Continuous Feedback and Improvement (implementing formative assessment), and Celebration and Reflection (presenting outcomes and reflecting on learning experiences); (3) Learning Outcomes—developing creative digital innovation skills, design thinking, collaborative competencies, and technological proficiency; and (4) Feedback and Improvement—establishing ongoing assessment mechanisms. The 6Cs framework provides a systematic pathway for students to develop 21st-century skills through experiential, game-enhanced learning environments. Nine experts in educational technology, engineering education, and gamification design rigorously evaluated the model, yielding an exceptionally high appropriateness score of 4.78 ± 0.41 (out of 5.00), confirming its validity and practical applicability. The findings demonstrate that integrating gamification and engineering design through the 6Cs framework within digital learning environments creates an engaging and pedagogically sound approach to cultivating creative digital innovation skills. This research-based model offers educators a structured framework for preparing students for the digital age. While expert-validated, future research should test this framework with actual learners to assess its effectiveness in developing 21st-century skills.

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