ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXV October 2025

Page 112

www.rsisinternational.org

Ace Interview Skills with I-S-T-A-R Flashcards: An Innovative Tool

to Enhance Graduate Employability

Norashikin Mokhtar,

Irma Ahmad,

Nurul Kamalia Yusuf,

Mohd Faiz Ismail,

Nur Nadiah Fatihah

Johari,

Nuradilah Mohamed

1 2 3

Academy of Language Studies, University Technology MARA, Cawangan Seremban, Malaysia,

Faculty of Administrative Science and Policy, University Technology MARA, Cawangan Seremban,

Malaysia,

Centre of Foundation Studies, University Technology MARA, Cawangan Selangor, Kampus Dengkil,

Malaysia,

Academy of Language Studies, University Technology MARA, Cawangan Terengganu, Kampus

Dungun, Malaysia

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.925ILEIID000021

Received: 23 September 2025; Accepted: 30 September 2025; Published: 04 November 2025

ABSTRACT

Graduate unemployment in Malaysia continues to be a significant challenge, often attributed to limited

communication, adaptability, and problem-solving skills, particularly during behavioural interviews. To

address this issue, the I-S-T-A-R Flashcard System was developed as an enhancement of the traditional STAR

(Situation, Task, Action, Result) method. Incorporating gamification and cultural contextualization, the system

offers an engaging and structured approach to interview preparation. Designed through a design-thinking

process with contributions from industry professionals, career counsellors, and graduates, the flashcards

provide targeted practice in key domains such as teamwork, leadership, conflict management, and ethical

decision-making. Key features include adaptive learning, real-time feedback, and dual accessibility through

physical and digital formats. A survey was conducted and the findings indicate improvements in graduates’

clarity, organization, confidence, and adaptability when responding to high-pressure interview scenarios.

Affordable and scalable, the system aligns with SDG 4 (Quality Education), SDG 8 (Decent Work &

Economic Growth), and SDG 10 (Reduced Inequalities). Future developments, including AI-powered analytics

and multilingual support, aim to expand its applicability and global relevance.’

Keywords: interview skills, STAR method, flashcards, graduate employability, gamified learning

INTRODUCTION

Graduate employability, often conceptualized as the development of skills, knowledge, and attributes that

make graduates more likely to gain employment and be successful in their chosen occupations. However, it has

become a critical concern in Malaysia, with persistent unemployment and job mismatch highlighting the gap

between academic preparation and workplace readiness (Department of Statistics Malaysia, 2022). Employers

consistently cite poor communication, weak adaptability, and underdeveloped problem-solving skills as

barriers to graduate success in behavioural interviews (Idris, Alisa, Idaya, Maryam, & Nursaadatun, 2025).

Problem Statement

The STAR (Situation–Task–Action–Result) method provides a clear structure for answering behavioural

questions, but its guidance is inherently abstract and typically requires repeated, contextualized practice to

convert into fluent, job-relevant responses.

ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXV October 2025

Page 113

www.rsisinternational.org

While mock interviews and digital/virtual interview training show promising gains in confidence and

preparedness, recent reviews note under-representation of scalable, culturally contextualized, affordable tools

in the literature — many current offerings are generic, costly, or insufficiently localized for Malaysian

contexts. An accessible, engaging, and sustainable intervention that operationalizes behavioural frameworks

into practice-centred, culturally relevant activities is therefore warranted to help graduates internalise interview

strategies and improve workplace readiness.

Objectives

1. To enhance graduate employability by equipping students with practical, structured behavioural

interview skills.

2. To simplify the STAR method through gamification, adaptive learning, and contextualized workplace

scenarios.

3. To ensure equitable access to sustainable interview preparation tools in both physical and digital

formats.

4. To foster confidence, adaptability, and resilience among graduates under real interview pressures.

PRODUCT DESCRIPTION & METHODOLOGY

The I-S-T-A-R Flashcard System is an innovative educational tool developed to enhance graduate

employability by improving performance in behavioural job interviews. Grounded in a design-thinking

approach, the system was co-created with input from industry professionals, career counsellors, and graduates

to address persistent skills gaps among Malaysian job seekers.

The flashcards transform the STAR method (Situation, Task, Action, Result) into structured, contextual

practice. They cover essential workplace scenarios such as teamwork, leadership, conflict resolution, and

ethical decision-making. Gamification features, including timed challenges, randomized question difficulty,

and performance tracking, replicate high-pressure interview conditions. Adaptive learning technology further

personalizes practice, while real-time feedback enhances learning outcomes.

Figure 1: I-STAR Flashcard

Offered in both physical (figure 1) and digital formats (figure 2), the system is scalable and cost-effective. By

aligning with local cultural contexts, it provides a sustainable solution for bridging the disconnect between

academic preparation and professional workplace readiness.

ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXV October 2025

Page 114

www.rsisinternational.org

Figure 2 Digital form of I-STAR

Potential Findings and Commercialisation

A survey was conducted to 42 students and findings indicate improvements in graduates’ clarity, organization,

confidence, and adaptability when responding to high-pressure interview scenarios.

Pre-Survey

Based on the pre-survey findings, most participants faced challenges in structuring responses and highlighting

achievements during interviews. In figure 3, 59.6% of the students agree that they often leave out important

details when describing their experiences.

Figure 3 Leaving out important details

While in figure 4, 40.5% and 23.3% of the students chose agree and strongly agree respectively, showing they

still struggled to explain past experiences in a structured way.

ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXV October 2025

Page 115

www.rsisinternational.org

Figure 4 Struggling to explain in a structured way

Post Survey

Following the intervention with the I-S-T-A-R Flashcard System, improvements were evident. Figure 5 shows

that participants found teamwork (82.8%), problem-solving (79.3%), and leadership (72.4%) questions most

useful.

Figure 5 The most useful category

In Figure 6, 66.7% of the students said that they enjoy playing the I-STAR flashcards.

Figure 6 Enjoying using the flashcard

In Figure 7, it shows 68.8% rated 4 (agree) for preferring to continue using them.

ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXV October 2025

Page 116

www.rsisinternational.org

Figure 7 Preference to continue using the flashcard

These results suggest that the flashcards were engaging, relevant, and effective in enhancing interview

preparation skills.

NOVELTY AND RECOMMENDATIONS

This project introduces the first gamified STAR-method tool specifically designed for Malaysian graduates,

addressing the unique cultural and contextual needs of the local job market. Unlike generic interview

preparation tools, this solution integrates localized practice scenarios that reflect the behavioural norms and

expectations of Malaysian employers. The tool is accessible in both physical and digital formats, catering to

diverse user preferences and varying levels of technological access. A key innovation lies in its incorporation

of peer competition and adaptive learning strategies, which are designed to sustain user engagement and

personalize the learning experience. Furthermore, the tool features future-ready AI-driven analytics, enabling a

more comprehensive and data-informed evaluation of users’ interview readiness. This holistic approach not

only enhances the effectiveness of interview preparation but also ensures that graduates are better equipped to

meet the dynamic demands of today’s employment.

To maximize the impact of this tool, it is recommended that universities and higher education institutions

integrate the I-S-T-A-R platform into their existing employability and career development programs.

Embedding this gamified learning approach can significantly enhance student engagement while building

essential behavioural and communication competencies for job interviews. Future development efforts should

focus on expanding the tool's accessibility by introducing multilingual capabilities to cater to Malaysia’s

diverse linguistic landscape. Additionally, developing a mobile application version would increase usability

and convenience, particularly for on-the-go learners. There is also strong potential for cross-border scalability;

adapting the tool for other Southeast Asian markets could support regional graduate mobility and

employability. Continuous feedback from users and career professionals should guide iterative improvements

to ensure the platform remains relevant, engaging, and aligned with evolving employer expectations.

ACKNOWLEDGEMENTS

We sincerely thank all the students who participated in this survey. Your valuable time, insights, and

enthusiasm greatly contributed to the development and evaluation of this project. Your honest feedback and

active involvement were instrumental in shaping a tool that aims to benefit future graduates in meaningful

ways.

REFERENCES

1. Abdul Rahim, S., & Kok Wei, L. (2025). Student's Perceived Competence in Mock Job Interviews.

Proceedings of Teaching and Educational Research Association (TERA), (p. 121). Kuala Lumpur.

doi:https://doi.org/10.20319/ictel.2025.121

ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXV October 2025

Page 117

www.rsisinternational.org

2. Career Advising & Professional Development: Using the STAR method for your next behavioral

interview. (2025, August 25). Retrieved from Massachusetts Institute of Technology :

https://capd.mit.edu/resources/the-star-method-for-behavioral-interviews/?utm_source=chatgpt.com

3. Department of Statistics Malaysia. (2022, November 2022). Retrieved from Graduates Statistics 2022:

https://www.dosm.gov.my/portal-main/release-content/graduates-statistics-2022?utm_source=chatgpt.com

4. Idris, O., Alisa, I., Idaya, M. H., Maryam , M. J., & Nursaadatun, A. N. (2025). Graduate soft skills and

employability in Malaysia: The view. Social and Management Research Journal, 22(1), 1-16.

doi:10.24191/smrj.v22i1