Vol 6 No 1 (2026)

Certification-based vocational education often emphasizes practical training, yet repetitive subject-based learning tasks place a heavy burden on teachers and reduce student motivation. To address this challenge, this study examined the integration of a gamified chatbot into cognitive content instruction for the Level B Computer Hardware Fabrication certification. A quasi-experimental design was implemented across three academic years, involving a control group (conventional instruction), an experimental group using a non-gamified chatbot, and another using a gamified chatbot. Over an eight-week intervention, participants completed pre- and post-tests to measure learning effectiveness, while learner satisfaction was assessed through a validated questionnaire. Results from ANCOVA revealed that the gamified chatbot group achieved learning outcomes equivalent to teacher-led instruction and significantly outperformed the non-gamified chatbot group. Post hoc tests confirmed large effect sizes favoring gamification. Learners also reported greater satisfaction, particularly in reduced boredom and improved alignment with learning preferences. These findings demonstrate that a gamified chatbot can effectively function as a mobile cognitive content instructor, sustaining motivation, enhancing learning outcomes, and alleviating teacher workload in certification-oriented education. The proposed model is scalable and holds global relevance, offering adaptability to other vocational certifications, STEM training, and content-intensive learning contexts.