Gamifying Graduate Skills Tracking for Enhanced Employability

Summary

The dynamic evolution of the global workplace has placed a growing emphasis on graduates’ employability skills, which encompass both meta-skills (e.g., critical thinking, adaptability) and graduate skills (e.g., technical proficiency, communication). However, studies, including the recent research at Robert Gordon University, indicate a persistent gap in students' ability to recognize, articulate, and develop these skills through their academic journey. This project proposes to bridge this gap by developing a gamified platform that will allow students to track, visualize, and proactively enhance their employability skills over time. By integrating this platform with the Akari system adopted by RGU, which links learning outcomes in Module Unit Descriptors (MUDs) with meta-skills, students will receive a holistic and individualized representation of their competencies. The project’s objectives are to design software for this skill-tracking system, to integrate gamification mechanisms that encourage proactive skill development, and to create a visible skill tree that students can showcase in CVs and share with prospective employers.

In Scotland, employability frameworks and meta-skills taxonomies developed by Skills Development Scotland (SDS) underscore the importance of transferable skills across academic disciplines. Yet, as evidenced in prior research, there remains a misalignment between skills embedded in university curricula and students’ perceptions of these skills as they relate to employability (Bremner et al 2024). The findings highlight students' limited engagement with Learning Level Outcomes (LLOs) and a need for a framework that contextualizes and tracks skills in real-time. By gamifying this tracking process, students would benefit from ongoing insights into their skill development, making it easier to address skill gaps and to recognize opportunities for growth within their academic and extracurricular experiences.

The meta-skills and graduate skills literature suggests a recurring theme: while universities embed these skills into courses, students often fail to engage with or fully understand their development journey in these areas. Research by Bremner et al. (2024) reveals the potential for alternative learning methodologies, such as experiential and flexible pedagogies, to bridge this gap and foster students’ awareness of skill acquisition. However, even with “flexitive” pedagogies in place, students’ recognition of their growth remains challenging without active tracking mechanisms.

Gamification in educational contexts, particularly in higher education, has demonstrated effectiveness in motivating engagement and participation. Game elements such as achievements, progress tracking, and skill trees can transform students’ learning journeys, promoting continuous self-improvement and skill articulation. This proposal leverages this understanding to design an interactive skill-tracking system that reinforces the importance of meta-skills and other employability skills through gamification.

Potential Methodology

The research could adopt a mixed-methods approach with three core phases:

1. System Design and Development 

• Collaborate with Akari developers and the RGU IT team to establish data integration protocols that link each module's LLOs to corresponding meta-skills.
• Design the gamified interface with interactive elements, such as badges, skill trees, and a progress bar that reflect students' skill development journey. Inspiration will be drawn from successful gamification elements in digital applications, ensuring usability and aesthetic appeal.

2. Pilot and Usability Testing

• Conduct an initial pilot with select RGU students across multiple disciplines to test the system’s functionality and user engagement. Data from this phase will inform refinements in user interface design and feature implementation.
• Gather qualitative and quantitative feedback on usability, engagement, and perceived value. Usability testing will be conducted iteratively to address and optimize user experience.

3. Evaluation and Impact Assessment

• Deploy the tool across RGU for an academic year, and collect data on students’ interaction with the system, engagement with skill-building activities, and the utilization of skill visualizations in CVs and job applications.
• Conduct surveys and interviews with students and faculty to assess the tool’s impact on skill development, employability awareness, and the ease with which students can communicate their skills to potential employers.

Potential Impact and Contribution

This research addresses a significant gap in students’ ability to understand and document their employability skills through gamification. The proposed system aligns with current educational trends toward personalized, skills-based learning and prepares students for an adaptable workforce. By developing an innovative approach to tracking graduate skills within a gamified structure, this project will serve as a model for universities seeking to enhance employability skills through active student engagement and dynamic digital tools.

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