Bar Master: A Gamified Interactive Learning Application for Bartending Qualification Tems
DOI:
https://doi.org/10.65339/ijsair.V2.I3.829Keywords:
Bartending Education, Bartending Qualification, Gamified Learning Application, Interactive Learning, Mobile Learning, TEMS, TESDA CompetenciesAbstract
This study designed, developed, and evaluated Bar Master, an Android-based gamified learning application intended to strengthen bartending students’ knowledge, skills, and competency in tools, equipment, materials, supplies, and bar setup procedures aligned with TESDA standards. The study was anchored in Self-Determination Theory, Flow Theory, and Mobile Learning Frameworks and followed a developmental research design using the Agile System Development Life Cycle. The application was developed through MIT App Inventor and integrated Firebase Realtime Database and TinyDB for online and offline storage. Forty respondents participated, comprising 30 bartending students and 10 instructors from Colegio de Kidapawan and North Valley College Foundation Inc. Fifteen students formed the experimental group and 15 formed the control group. Data were gathered through validated pretest-posttest evaluations and a Unified Evaluation Form assessing usability, functionality, and acceptability. Weighted mean, standard deviation, paired-samples t-test, and independent-samples t-test were applied. Both groups improved, but the experimental group achieved a greater gain, with a very large effect, and significantly outperformed the control group in the posttest. Students rated the application usable, functional, and acceptable, while instructors rated it highly usable, highly functional, and highly acceptable. Challenges concerned interactive features and limited instructional time for familiarizing learners with bartending resources. The study concluded that Bar Master is an effective supplementary tool and recommended instructional integration, content improvement, controlled user access, and distribution through the Google Play Store. The study supports SDG 4 through accessible, technology-enhanced vocational education and contributes to sustainable institutional practice through reusable, self-paced learning and digital performance monitoring.
References
Adijaya, I., Mulyadi, D., & Wahyudi, D. (2021). Development of a mobile application framework based on competency-based education for technical and vocational education. In Proceedings of the 3rd International Conference on Technical and Vocational Education. Atlantis Press. https://doi.org/10.2991/assehr.k.210203.011
Aleahmad, T., Schlender, A. B., Kim, N. Y., Koh, P. W., Sumbaly, R. R., Upadhyay, P. H., Li, D. K., Lee, C. C.-Y., & Ahuja, A. (2019). Online education platform having an instructor dashboard (U.S. Patent No. 10,482,781 B2). U.S. Patent and Trademark Office. https://patents.google.com/patent/US10482781B2/en
Alghamdi, A. M. (2022). Intelligence and usability empowerment of smartphone. Journal of Theoretical and Applied Information Technology, 100(10), 3211–3220. http://www.jatit.org/volumes/Vol100No10/16Vol100No10.pdf
Almusharraf, N. (2023). The effect of gamified learning platforms on student engagement and motivation: A study using Kahoot! Journal of Educational Technology Development and Exchange, 16(1), 1–18. https://doi.org/10.18785/jetde.1601.02
Armour, C. (2025). Interactive mobile apps for healthcare education: A systematic review of design and training impact. Nurse Education Today, 133, 106008. https://doi.org/10.1016/j.nedt.2025.106008
Boroughani, M., Heidari, T., & Saeedi, M. (2023). Mobile-assisted academic vocabulary learning with digital flashcards. Frontiers in Psychology, 14, 1112429. https://doi.org/10.3389/fpsyg.2023.1112429
Chalco Challco, G., Bittencourt, I. I., Reis, M., Santos, J., & Isotani, S. (2023). Gamiflow: Towards a flow theory-based gamification framework for learning scenarios. In N. Wang, G. Rebolledo-Mendez, V. Dimitrova, N. Matsuda, & O. C. Santos (Eds.), Artificial intelligence in education: Posters and late breaking results, workshops and tutorials, industry and innovation tracks, practitioners, doctoral consortium and Blue Sky (Communications in Computer and Information Science, Vol. 1831, pp. 415–421). Springer. https://doi.org/10.1007/978-3-031-36336-8_65
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
Dahalan, F. F., Alias, N., & Shaharom, M. S. N. (2023). Gamification and game-based learning for vocational education and training: A systematic literature review. Education and Information Technologies, 28(7), 8059–8085. https://doi.org/10.1007/s10639-023-11793-8
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press. https://doi.org/10.1007/978-1-4899-2271-7
De Vreugd, L., Saqr, M., & van der Meijden, A. (2024). Learning analytics dashboards: Design and evaluation for data-informed teaching and learning. Journal of Learning Analytics, 11(2), 89–107. https://doi.org/10.18608/jla.2024.11.2.4
Du Plooy, J., Pretorius, R., & Kritzinger, E. (2024). Personalized and adaptive learning in mobile education: A systematic review. Education and Information Technologies, 29(2), 245–267. https://doi.org/10.1007/s10639-023-11764-8
Ismail, N. H. A., Othman, Z., & Azmi, N. F. (2024). The application of VR and gamification in hospitality education at the front desk: Enhancing engagement and experiential learning. TEM Journal, 13(2), 685–692. https://doi.org/10.18421/TEM132-30
Johannsen, F., Keding, C., & Seeber, I. (2023). What impacts learning effectiveness of a mobile learning app? Computers & Education, 203, 104857. https://doi.org/10.1016/j.compedu.2023.104857
Johnson, S. G., Smith, R. J., & Lee, M. (2022). Usability methods and attributes reported in usability studies of mobile apps for health care education: Scoping review. JMIR Human Factors, 9(4), e35724. https://doi.org/10.2196/35724
Kalkshtein, G., Kalkshtein, L., & Kobi, E. (2024). Interactive bartender (U.S. Patent Application Publication No. US 2024/0273496 A1). U.S. Patent and Trademark Office. https://patents.google.com/patent/US20240273496A1/en
Kang, S. H. K. (2016). Spaced repetition promotes efficient and effective learning: Policy implications for instruction. Policy Insights from the Behavioral and Brain Sciences, 3(1), 12–19. https://doi.org/10.1177/2372732215624708
Khoshnoodifar, M., Bakhshizadeh, A., & Mohammadi, M. (2023). Gamification in education: A systematic review of cognitive and motivational impacts. Education and Information Technologies, 28(5), 6121–6142. https://doi.org/10.1007/s10639-023-11412-2
Kumar, A., & Chan, M. (2024). Recent developments in mobile-assisted learning using digital flashcards: A mini-review. Frontiers in Education, 9, 1496578. https://doi.org/10.3389/feduc.2024.1496578
Lampropoulos, G., & Sidiropoulos, G. (2024). Impact of gamification on students’ learning outcomes and academic performance: A longitudinal study comparing online, traditional, and gamified learning. Education Sciences, 14(4), 367. https://doi.org/10.3390/educsci14040367
Minotti, J. M. (2009). Method and system for interactive learning (U.S. Patent Application Publication No. US 2009/0226870 A1). U.S. Patent and Trademark Office. https://patents.google.com/patent/US20090226870A1/en
Moreno, M. A. (2010). Employability of TESDA certified passers of food and beverage services NC II in Western Visayas [Undergraduate thesis, Central Philippine University]. Central Philippine University Institutional Repository. https://repository.cpu.edu.ph/handle/20.500.12852/1544
Mourgues, C. (2016). Paired-associate learning tasks and their contribution to associative memory research. Frontiers in Psychology, 7, 921. https://doi.org/10.3389/fpsyg.2016.00921
Mulyati, S., Rakhman, F., & Aulia, A. (2024). Development of interactive multimedia-based learning in vocational education. In Vocational Education International Conference (VEIC 2023). Atlantis Press. https://www.atlantis-press.com/proceedings/veic-23/125997809
Nyman, W. (2020). Learning games: Designing a card game “Barkeep” for bartenders [Bachelor’s thesis, Tampere University of Applied Sciences]. Theseus. https://www.theseus.fi/handle/10024/340062
Papamitsiou, Z., & Economides, A. A. (2023). Advances in learning analytics and educational dashboards: A review of current trends. Computers & Education: Artificial Intelligence, 5, 100143. https://doi.org/10.1016/j.caeai.2023.100143
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533
Santhosh, V. N., Coutinho, D., Ankola, A. V., Parimala, Y. K., Shankkari, S., & Ragu, K. (2024). Effectiveness of spaced repetition learning using a mobile flashcard application among dental students: A randomized controlled trial. Journal of Dental Education, 88(9), 1267–1276. https://doi.org/10.1002/jdd.13561
Sulaiman, N., & Mahmud, Z. (2024). Gamification in vocational teaching and learning: Perception and readiness among lecturers. International Journal of Education, 12(1), 15–28. https://doi.org/10.5430/ije.v12n1p15
Technical Education and Skills Development Authority. (2015). Training regulations for Bartending NC II. https://www.tesda.gov.ph/Downloadables/TRs/TR%20Bartending%20NC%20II.pdf
Technical Education and Skills Development Authority. (2019). Training regulations for Bartending NC II. https://www.tesda.gov.ph/
Tzuo, P.-W., Hsu, C.-H., & Liao, W. (2024). Advancing gamification research and practice with three underexplored ideas in self-determination theory. TechTrends, 68(3), 412–424. https://doi.org/10.1007/s11528-024-00935-3
Xodabande, I. (2022). Teaching academic words with digital flashcards: Mobile-assisted vocabulary learning in higher education. Education and Information Technologies, 27(4), 5423–5443. https://doi.org/10.1007/s10639-021-10883-1
Zarrati, Z. (2024). Learning academic vocabulary with digital flashcards: Comparative study on digital versus paper-based methods. System, 122, 103752. https://doi.org/10.1016/j.system.2024.103752
