In recent years, some of the debates regarding to the Malaysia education system ability to produce competitive graduates have arisen among researchers. Specifically, in Art and Design education, there are researcher emphasizing on the employment gaps results in the different expectation between education and industry. Transformation of teaching method needed to be implemented as the conventional teaching method are no longer effective due to the characteristic of young learner who are tech-savvy. Integrating technologies such as video games into curriculum can be promising tools in enhancing students’ problem solving. This research aimed to investigate the effects of gamification towards students’ problem-solving skills in Malaysia art and design higher education and develop a framework of gamification. The respondents are being divided into two groups, i.e., treatment group and controlled group with approximately 30 students in each group. A specially designed learning task, which included all elements of gamification will be demonstrated to both treatment group and controlled group. Descriptive analysis will be used to compare the mean score of the treatment group and controlled group. The results show that gamification is effective towards the 9 sub-elements under problem-solving skills. Systematicity and information collection are the two sub-elements improved the most for the mean value, with mean difference of +1.10 and +1.00 respectively. This implies that students are more systematicity, which students can use flexible ways to implement the solution to problems and monitor the progress more effectively, and capable in information searching as gamification environment allows students to have different ways to access to the information and resources. The framework of gamification is developed based on the results and it is recommended future researchers can expand the respondent’s scope as the study focused exclusively on design students at the diploma level, which introduces a demographic limitation.