UNDERGRADUATE STUDENTS’ LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR CRITICAL THINKING ABILITIES
Abstract
This paper is to report for developing a web-based form of social learning performances of the social gamification functional learning online to enhance behaviors and critical thinking abilities of undergraduate students, to assess the effectiveness of learning lessons that based on the development model in according to the Meguigans criteria, and to investigate of learning activities based on the theme of learning development were as the main purpose study which the sample size consisted of 28 full-time fleshy students who sat in the Computer Education Program, Faculty of Education in Rajabhat Maha Sarakham University. Administrations with the research instruments, such as; the Web-Based Lessons, the Learning Behavior Measurement, the Learning Achievement Test were used. Statistically significant was compared between students’ learning outcomes of their learning different learning functions with an average mean score and the standard deviation was analyzed. The results of these findings have indicated that: the quality of Web-based lessons from professional content on the web techniques and methods evidence at a high level. Students’ learning on the performance efficiency of the Web-based model was developed on the basis of Meguigans criteria as 1.06, which was more than one lesson on the Web efficiently. The effects of the learning activities as a form of social gamification functional learning online to the enhancing behaviors toward critical thinking abilities of undergraduate students, which revealed those students’ learning behaviors of in the usual form of learning that develop depended on to a large extent at the high level. Statistically significant was compared between the average scores of students’ critical thinking of their social gamification functional learning online and usual learning form was differenced at the level of 0.01. Students’ responses of their learning achievements in according to be developed the social gamification functional learning online was higher than their usual learning indicated that of 0.01, differentiated significantly.
Article visualizations:
Keywords
References
Amornsak, W. (2013). The causal factors of behavior, learning, science student. Junior MSc thesis. Research Branch, Applied Behavioral Science University.
Andrea, D. and Gosling, V. (2005). Improving teaching and learning in higher education: A whole institution approach. Open University Press, Berkshire (2005)
Ayuchareon, T. (2014). Development of teaching combined with team based learning community of practice using social media to promote the learning of undergraduate students. Technology Education, Faculty of Education, Chulalongkorn University.
Chaleonsettasil, T. (2016). The conference of the teacher’s council of Thailand 4.0 in the context of education for sustainable development center of paradise. Centra Government Complex Hotel and Convention Center. Wattana, Bangkok
Dankham, C. (2016). A form of social learning is great news for online behavior, learning and critical thinking for undergraduates. Journal of Humanities and Social Sciences. Rajabhat Maha Sarakham University.
de Guzman, E. S. (2006). A strategy for institutional change through a collaborative action model for curricular reform: the case of the Philippine Normal University. Festschrift for Matthias Wesseler. London: IKO – Verlag fur Interkulturelle Kommunikation
Domínguez, A., Navarrete, J. S., Marcos, L. D., Fernández-Sanz, L., Pagés, C., and Martínez-Herráiz, J. J. (2012). Gamifying learning experiences: Practical implications and outcomes. Computers & Education Journal. V. 63: pp. 380-392.
Ennis, R.H. (1985). A logical basic for measuring critical thinking skill. Educational Leadership Research Journal. (October 1985): pp. 45-48.
Karl, M. K. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. California University.
Klaysung, J. and Koranikij, P. (2011). Development of electronic learning blended using the reflective learning to interact online to promote learning and retention. Faculty of Education, Chulalongkorn University: Fund for Research, Faculty of Education, Chulalongkorn University.
Koochumphu, R. (2015).) Developed by modern web application offers a status with the ubiquitus gamification: Training for organizations to communicate effectively in writing. Master's degree in Industrial Education Technology learning and communication. Faculty of Industrial Education and Technology
Makmeesarp, D. (2010). The study of critical thinking and academic achievement by using Blended Learning solution process. Academic selection medium of instruction. Students of undergraduate, Master. Technology Education Silpakorn University
Noothong, J. (2012). The development of computer teaching network interface connection. Academic produce movies and digital media. College of Social Communication University
Phitaksapaisarn, N. (2005). The study of the relationship between learning and the use of electronic means of undergraduates. Master's degree in Industrial Education Education Technology, Faculty of Industrial Education and Technology. Kink Mongkut Technology University.
Panit, W. (2012). Routes to student learning in the 21st century: A bug eyes upon. The Company Limited.
Piasa, S. (2010). Education and motivation in learning Buddhism of the third grade students using group activities. Thesis M.Ed. (counseling psychology). Graduate School of Bangkok University.
Polsaram, P. (2013). Transforming teaching and learning in higher education: The development process. Learn Undergraduate. Department of Higher Education, Faculty of Education, Chulalongkorn University. Pages 7-13.
Rich, E. (2010). How does teacher define 21st-Century learning? Education Week. University of Tennessee. Retrieved on 11 October 2010 from http://www.edweek.org/tsb/articles/2010/10/12/01panel.h04.html
Sangrit, P. (2016). The development of web-based solutions that promote the ability for computer programming, robotics simulation program for high school students. Computer Education, Faculty of Education, Rajabhat Maha Sarakham University.
Sikkabunthid, S. (1998). Educational technology. Bangkok: King Mongkut's Institute of Technology.
Sukjairungwattana, T. (2010). Factors affecting the study habits of students at three under the Office of Private Education Commission. Nakhon Pathom Arts Education Research Journal, Volume 1, No. 2 (January-June 2553).
Teinthong, M. (2011). The design and development of computer. Edition 3: Department of Computer Education Bachelor of Industrial Bangkok. University of Technology.
Trakulkasermsuk, P. (2016). Application form, playing video games in the course of the development of behavior. Attendance participation and achievement of undergraduate students. Department of Management Studies. Sriprathum University
Wang, Q., Woo, H. L., and Zhao, J. (2009). Investigating critical thinking and knowledge construction in an interactive learning environment. Interactive learning environments.
Werbach, K. and Hunter, D. (2012). For to win: How game thinking can revolutionize your business. Wharton Digital Press, U.S.A, pp.77-82.
Wongyai, W. and Pattanapol, M. (2014). The coaches for cognition (cognitive coaching). Charansnitwong printing. Bangkok
Zangboonrueng, W/ (2013). The measurement of critical thinking of students in one academic year 2557. Computing Research Report. Phanom Phanom University.
DOI: http://dx.doi.org/10.46827/ejes.v0i0.509
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
