Learner Engagement and Perceived Learning Outcomes through a Hands-On Cupcake Decoration Task
DOI:
https://doi.org/10.53840/e-jpi.v13i3.437Keywords:
Community-based Culinary Education, Embodied Learning, Experiential Learning, Learner Engagement, Perceived Learning OutcomesAbstract
This study examined learner engagement and perceived learning outcomes through a hands-on cupcake decoration task conducted as part of the LingoBites community programme. Small pastry-based activities are often included in community engagement programmes but are rarely analysed as learning experiences in their own right. Guided by experiential and embodied learning perspectives, this study focused on how participants engaged with cupcake decoration and how they perceived their learning after the task. A programme-based evaluative case study design was employed. Data were drawn from programme evaluation instruments involving 18 community participants, including participant pre- and post-self-assessment, a facilitator observation checklist and participant feedback. The data were analysed descriptively, supported by a simple thematic review of comments and facilitator observations. The facilitator observation score for cupcake decoration increased from 1.4 to 4.4, suggesting positive observed engagement and activity-level progress. Participants’ self-assessment score for cupcake decoration increased from 1.88 to 4.06, indicating perceived improvement in basic cupcake decoration knowledge or skill. Feedback also suggested confidence, opportunities for creativity and interest in future cake- or pastry-related learning. The findings should be interpreted as short-term programme-based evidence of observed engagement and perceived learning, not as proof of technical pastry mastery or long-term skill retention.
Downloads
References
Bessette, G. K., Tung, A. H., Lo, C. L. W., Yang, S. K. Y., Yang, A., Gucciardi, E., Newsham, A., & Omand, J. A. (2026). Impact of immersive short-term cooking programs outside of the school curriculum on the cooking skills and cooking self-efficacy of children and adolescents: A systematic review. Nutrition Reviews, Article nuag034. doi:10.1093/nutrit/nuag034
Castro-Alonso, J. C., Ayres, P., Zhang, S., de Koning, B. B., & Paas, F. (2024). Research avenues supporting embodied cognition in learning and instruction. Educational Psychology Review, 36, Article 10. doi:10.1007/s10648-024-09847-4
Chapman, S., McPhee, P., & Proudman, B. (1992). What is experiential education? Journal of Experiential Education, 15(2), 16–23. doi:10.1177/105382599201500203
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Miettinen, R. (2000). The concept of experiential learning and John Dewey’s theory of reflective thought and action. International Journal of Lifelong Education, 19(1), 54–72. doi:10.1080/026013700293458
Nguyen, D. J., & Larson, J. B. (2015). Don’t forget about the body: Exploring the curricular possibilities of embodied pedagogy. Innovative Higher Education, 40(4), 331–344. doi:10.1007/s10755-015-9319-6
Omidvar, N., Doustmohammadian, A., Shakibazadeh, E., Clark, C. C. T., Kasaii, M. S., & Hajigholam-Saryazdi, M. (2023). Effects of school-based interventions on Food and Nutrition Literacy (FNLIT) in primary-school-age children: a systematic review. The British journal of nutrition, 129(12), 2102–2121. doi:10.1017/S0007114522002811
Reeve, J., Basarkod, G., Jang, H.-R., Gargurevich, R., Jang, H., & Cheon, S. H. (2025). Specialized purpose of each type of student engagement: A meta-analysis. Educational Psychology Review, 37, Article 13. doi:10.1007/s10648-025-09989-z
Schmidt, S., Goros, M. W., Gelfond, J. A. L., Bowen, K., Guttersen, C., Messbarger-Eguia, A., Feldmann, S. M., & Ramirez, A. G. (2022). Children’s afterschool culinary education improves eating behaviors. Frontiers in Public Health, 10, Article 719015. doi:10.3389/fpubh.2022.719015
Sharif, M. S. M., Rahman, F. B. A., & Akbarruddin, M. N. A. (2024). Challenges and innovations: Adapting practical culinary and foodservice subjects for distance learning during COVID19. Journal of Creative Practices in Language Learning and Teaching, 12(2), 176-187. doi: 10.24191/cplt.v12i2.3631
Sharif, M. S. M., Zulkifali, W. A. H. W., Shahril, A. M., & Abdullah, N. (2026). Integrating rewang practices into culinary education: A teaching innovation using kenduri traditions. International Journal of Modern Education, 8(29), 1366–1376. doi:10.35631/IJMOE.829081
Soldavini, J., Taillie, L. S., Lytle, L. A., Berner, M., Ward, D. S., & Ammerman, A. (2022). Cooking Matters for Kids improves attitudes and self-efficacy related to healthy eating and cooking. Journal of Nutrition Education and Behavior, 54(3), 211–218. doi:10.1016/j.jneb.2021.09.004
van der Horst, K., Smith, S., Blom, A., Catalano, L., de Almeida Costa, A. I., Haddad, J., & Cunningham-Sabo, L. (2024). Outcomes of children’s cooking programs: A systematic review of intervention studies. Journal of Nutrition Education and Behavior, 56(12), 881–892. doi:10.1016/j.jneb.2024.08.002
Varela, F. J., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and human experience. MIT Press.
Vaughan, K. L., Cade, J. E., Hetherington, M. M., Webster, J., & Evans, C. E. L. (2024). The impact of school-based cooking classes on vegetable intake, cooking skills and food literacy of children aged 4–12 years: A systematic review of the evidence 2001–2021. Appetite, 195, Article 107238. doi:10.1016/j.appet.2024.107238
Downloads
Published
Issue
Section
License
Copyright (c) 2026 e-Jurnal Penyelidikan dan Inovasi
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
