Development of Gamification Learning Environment Model Using Design-Based Learning to Enhance Innovative Thinking of Undergraduate Students in Education

Development of Gamification Learning Environment Model Using Design-Based Learning to Enhance Innovative Thinking of Undergraduate Students in Education

Development of Gamification Learning Environment Model Using Design-Based Learning to Enhance Innovative Thinking of Undergraduate Students in Education

Daungdao Rungcharoenkiat

Abstract

"The objectives of this research were to 1) develop gamification learning environment model using design-based learning to enhance innovative thinking of undergraduate students in education; 2) study the trial results of the developed learning model; and 3) analyze the students’ opinions on the developed model after learning. The samples were 30 undergraduate students at Nakhon Pathom Rajabhat University who enrolled the Educational Innovation Course in the second semester of the academic year 2021. The research instruments were an interview form of the experts, a website based on gamification learning, and lesson plans. The research instruments were an innovative thinking assessment form, work evaluation criteria, and an opinion questionnaire on the developed model. The arithmetic mean, standard deviation, and t-test were used for data analysis. The results of this research found that the model for gamification learning environment using design-based learning to enhance innovative thinking of undergraduate students in education consisted of six components, according to the development of learning model of Joyce, Weil and Calhoun (2009). There were 1) theory and principles, 2) objectives, 3) syntax, 4) social system, 5) principles of reaction gamification, and 6) support system. The process of design-based learning consists of seven steps: 1) learning innovation, 2) brainstorming and identifying problems, 3) challenging ideas and finding innovation, 4) summarizing innovation creation concept, 5) creating innovative work, 6) presenting work, and 7) evaluating work. Regarding the results of the model implementation, the students’ innovative thinking ability after learning with the developed model was higher than before learning with the statistical significance level of .05. The students’ opinion on the developed model was at the high level."

Reference

Rungcharoenkiat, D. (2022). Development of gamification learning environment model using design-based learning to enhance innovative thinking of undergraduate students in education. Journal of Research and Curriculum Development, 12(2). https://so03.tci-thaijo.org/index.php/jrcd/article/view/262448

Keywords

learning, education, students