European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 3 │ 2017
doi: 10.5281/zenodo.270762
UNDERGRADUATE STUDENTS’ LEARNING PERFORMANCES OF
THEIR SOCIAL GAMIFICATION FUNCTIONAL LEARNING
ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS
TOWARD THEIR CRITICAL THINKING ABILITIES
Chamnan Dankham1i, Sanit Teemueangsai2, Prawit Simmatun3
1,2,3
Research and Evaluation Program, Faculty of Education,
Rajabhat Maha Sarakham University,
Maha Sarakham, Thailand, 44000
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
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
127
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
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.
Keywords: undergraduate students, learning performances, social gamification
functional learning online, enhancing behaviors, critical thinking abilities
1. Introduction
How does teacher define 21st-Century learning? The term "21st-century skills" is
generally used to refer to certain core competencies such as collaboration, digital
literacy, critical thinking, and problem-solving that advocates believe educational
institutes need to teach to help students thrive in today's world. In a broader sense,
however, the idea of what learning in the 21st century should look like is open to
interpretation and controversy (Rich, 2010). In the 21st century, focusing on the learning
process of the students' higher-order thinking skills (Phanit, 2012) skills of information
technology is used. Students born in the Generation Z will be able to use various
communications media technology devices, and more recently, Thailand is entering an
education reform in 4.0 eras, which is to create innovative learning to learners' skills,
such as; learning behaviors, the critical thinking and achievement. Learning in this era
need to focus on the students to build knowledge by their teachers (Klaysung and
Koranikij, 2011) who taught modify teaching methods of teaching is to educate a
mentor or a coach (Wongyai and Pattanapol, 2014) to consult with adviser who is a
teacher to the learners for reducing the less role of teaching, focused on students
learning are more seeking knowledge through technology, and to be able to take the
consultation or discussion through via social medias. Therefore, teachers should adjust
and change teaching methods and to (Chaleonsettasil, 2016) create innovative learning
by developing the new forms used to manage learning through online media to help
students learning all the time of their place self and to review the lessons at any time.
It is undeniably true that every higher education institution wants to boast that it
offers high quality learning and teaching . Mission statements consistently claim that
universities and colleges seek to provide excellent teaching and a high quality learning
environment. However, it is less than obvious that institutions are either clear about
what these goals mean or actually pursuing these goals with strategic vision. In most
cases, neither of these key goals is well defined: what is excellent teaching and what
constitutes a high quality learning environment? The manner in which institutions are
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
128
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
attempting to achieve these goals is many and varied D Andrea & Gosling,
5: .
Attempts to turn the rhetoric into reality are seen as improvements to the teaching and
learning process in higher education to further assist students to address their learning
challenges. In fact, many of the goals that are seen as ends, as improvements in teaching
and learning, are only means to a higher-level goal. D Andrea & Gosling (2005: 25)
listed the following sets of goals for enhancing teaching-learning are provided.
In turn proposed a useful model to clarify what goals a particular teaching or
assessment strategy is designed to achieve and also to address learning challenges faced
by students in higher education. In fact, he stressed that the Teaching Goals Inventory
should include higher-order critical thinking skills; basic academic success skills;
discipline-specific knowledge and skills; liberal arts and academic values; work and
career preparation as well as personal development. The desired outcomes needed for
the 21st century graduates as well as the lifelong skills and values to be possessed by
every educated person have been identified in systematic way (de Guzman, 2006: 4950). This research study article related in the first survey has found that students with
behavior problems, learning. This is consistent with Piasa (2010) is the students lack the
motivation to learn and a lack of enthusiasm for acquiring knowledge and students lack
critical thinking skills. This is consistent with Zangboonreung (2013) learning skills,
critical thinking ability by 37%, resulting in the achievement of one of the factors that
emphasize rote learning rather than practical that focused on lectures in class
(Polsaram, 2013). In order to prepare to enter the reconstruction of Thailand 4.0
students who were born in the Generation Z should recognize the importance of
learning in the 21st century. Students will have the skills, and learn effectively that
finding in the second phase for bringing social package is a collection of online behavior
in order to promote learning and critical thinking for undergraduate students
(Dankham, 2016), which consists of four components: a gamification functional learning
online, lessons on the Web, social media, and learning with coach pattern.
Researchers have developed a five-step process: learning motivation, challenging
ideas, discussion and demonstration, operating on a mission reflection and evaluation
in the third phase that to trial research is a form of learning that was developed by the
development of the Web and a powerful lesson on the concept of metadata of
Meguigans to compare learning behaviors. Students critical thinking and their
achievements, which were conducted during a class based on the developing model
with their learning in the intervention pattern, were compared.
As above, somehow, this strategy has provided a clear picture of the kind of
teachers Rajabhat Maha Sarakham Normal University in Thailand wants to develop.
Under the similar circumstance, Boud (2000) highlighted that such an endeavour in
education not only calls for formative and sustainable assessment but also effective
learning that could address learning challenges in higher education. Researcher team
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
129
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
cautions that current assessment in higher education does not fully prepare students for
lifelong learning and holistic development suggested that teachers need to move from
summative assessment that focuses on specifics, standards and immediate outcomes to
more sustainable assessment that can aid students to become more active learners not
only in managing their own learning but also assessing the activity-based learning,
social learning model was a social gamification functional learning online for enhancing
behaviors toward students critical thinking abilities for undergraduate students by
integrating social gamification functional learning online to enhance students
behaviors and their critical thinking abilities might be able to address many learning
challenges faced by students in higher education and to produce better graduates in the
higher learning institutes, which was in third phase in a form of learning that
developed as a form of learning activities that are effective and useful for further
studies.
2. Methodology
The study identified a qualitative approach to collect data of learning challenges faced
by students in higher education. The very strength of quantitative discourse is its
exploratory nature. In this study, the researcher used open ended questions in the
questionnaire, interview questions, and document analysis to collect data to develop a
web-based form of social learning is a social gamification functional learning online for
learning online behaviors and critical thinking for undergraduate students with the
assessing the effectiveness of web-based learning lesson learning styles is a
gamificational social application online to promote the idea has urged for
undergraduate students that material and method are followed as:
3. Research Objective
1. To
develop
a
web-based
form
of
undergraduates
students
learning
performances to their social gamification functional learning online and their
enhancing behaviors toward their critical thinking abilities.
2. To assess the effectiveness of web-based learning lesson styles with the social
gamification functional learning online for social applications to promote the
ideas for undergraduate students.
3. To compare between students learning behaviors of their social gamification
functional online learning behaviors with computer-based learning toward their
enhancing the critical thinking abilities and students learning outcomes with the
intervention learning pattern.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
130
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
4. To compare the ability of critical thinking between students learning with the
computer-based learning style of their social gamification functional learning
online to their enhancing learning behaviors and students learning outcomes
with the intervention learning pattern.
5. To compare students, achievements between students
learning with the
computer-based learning style of their social gamification functional learning
online to their enhancing learning behaviors and students learning outcomes
with the intervention learning pattern.
4. Research Limitations
The scope of the research presented as;
4.1 Research Variables
The research variables revealed of the effectiveness of lessons on the Web-based,
students learning behaviors, students critical thinking abilities, and students learning
achievements.
4.2 Duration
The duration of the data collection is from 12 July 2559 to October 31, in the first
semester in the academic year 2016.
4.3 Population and Sample
Population and sample consisted of undergraduate students who were identified of an
experimental model with the social package were collected of their social gamification
functional learning online to their enhancing learning behaviors toward their critical
thinking abilities to promote learning and critical thinking abilities.
4.3.1 Population
Undergraduate students learning performances consisted of 782 fleshy students who
registered in the first semester in academic year 2016 in Rajabhat Maha Sarakham
University, Thailand.
4.3.2 Sample
To provide the sample size in two groups; the 28-experimental group students as a
whole of students who sat in the computer education program, and the 28-controlling
group students who sat in the technology and computer education program. Both of
two groups was the fleshy students who registered in the first semester in academic
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
131
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
year 2016, Faculty of Education in Rajabhat Maha Sarakham University, Thailand with
the purposive random sampling technique was selected.
4.4 Research Procedures
The researcher team was conducted on stages as:
4.4.1 Development of Lesson Plan
The process of creating computer-based learning package was a social news online
behavior in order to promote learning and critical thinking for undergraduate students
taught by mathematic for computer teachers through 9 expert evaluators, which found
that the rate of nine tutorials on the web at a high level.
4.4.2 Performance Efficiency Lesson Testing
The performance testing was assessed of the lesson efficiencies into a student group
who were not the control group and the experimental group students with similar
educational context (Try out) prior to testing with the sample for assessing lessons
learned by experts, to trial of one to one pattern which consisted of 3 students, and to
trial sample consisted of 27 students in subgroup.
4.4.3 Research Procedure through Target Groups
The sample target groups were designed for undergraduate students learning
performances of their social gamification functional learning online to their enhancing
learning behaviors toward their critical thinking abilities
4.5 Research Instruments
The social gamification functional learning online to the enhancing learning behaviors
and the critical thinking abilities were developed in the research study composed of
three research instruments, namely; the Learning Behavior Measurement (LBM) for
undergraduate students, the Critical Thinking Ability Measurement (CTAM) for
undergraduate students, and the Learning Achievement Assessment (LAA) for
undergraduate students
4.6 Data Collection
The researcher team collected data by following the steps as below.
Liaison to the President, Department of Computer Science Graduate Program for
permission to collect data, prepare the place for learning lessons on web development,
to use the Web-based lessons developed to collect data on the experimental group,
using the LBM to assess the learning behavior of the experimental group and the
control group. Testing students ability to think critically, both the experimental group
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
132
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
and the control group with the CTAM were compared. Testing students learning
achievements for the experimental group and the control group with the LAA were
compared. Collecting data was used with the average rating learning behavior, the pre
and post abilities to think critically learning, and the pre and post learning
achievements were differentiated.
4.7 Data Analysis
Researchers separated the data was analyzed into two parts as below.
4.7.1 Research Instrument Quality Data Analysis
The determination of the quality of the lesson web questionnaires, expert opinions on
the contents of three professionals and three technical experts was used. The validity of
content was analyzed of the accuracy by the content experts [8] who checked to the
purposes of the Index of item object congruence (IOC) criteria was greater than to the
IOC 0.60. To analyze of the difficulty of a test item using the index of difficulty (P), the
difficulty of the test will not exceed 1 [9]. To analyze of the discrimination by
discriminating power (D), the classification should be higher up of 0.40 (Dankham,
2016). To analyze of the reliability of the tests, both by means of the KR-20 (Tienthong,
2011) was used.
4.7.2 Experimental Data Analysis
The Web-based lesson efficiency was enhanced the solving-problem abilities in cording
to Meguigans criteria (Sikkabunthid, 1998) The scoring different of students learning
behaviors with the LBM, students critical thinking abilities with the CTAM, and
students learning achievements with the LAA were analyzed between experimental
and controlling groups.
5. Results
This research study was conducted by the research processing results in the
implementation of the objectives of the research divided into five parts.
5.1 Results of the Developing Web-Based Learning Model
The development of web-based learning model, which was developed with the first
page story conditions that require action in Figure 1(a).
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
133
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
a) Learners Practicing
Conditions
b) The Group Mission of
Learner to perform
c)
Students Registering free
to their testing
Figure 1: Steps of developing the web-based learning model
Figure 1(a) describes in detail of students who will listen to a story by story to motivate
the students listening and learning conditions in prizes. They will be given after the
operation, mission accomplished after students hear the story into system, completely.
In Figure 1(b) shows of students registered to learn of their lessons and knowledge from
the mission will be completed within the stipulated time and test different skills (see in
Figure 1(b)). Students were required to take the test as measuring learning behaviors to
measure of their critical thinking to their learning achievements (see in Figure 1(c)).
Students were performances of their missions to their learning behaviors toward the
critical thinking abilities and their learning achievements in a better way. After the
evaluation by experts, it appeared that lessons on improved quality at a high level as
shown in Table 1 (a).
Table 1: The Results of the Web-based Quality Evaluating (a) and
Lesson Efficiency (b)
Evaluating
List
Content
Technical method
Average Total
x
S.D.
Meaning
Testing
Total
Score
4.36
4.23
4.29
0.63
0.76
0.69
High
High
High
Pre-test
Posttest
80
80
a) Web-based Quality Evaluating Results
x
S.D.
29.33
62.70
4.45
4.50
Efficiency
Value
1.06
b) Web-based Lesson Efficiency Results
The quality results of the Web-based lessons from the experts, the findings indicated
that the experts perceptions on the students content knowledge at a high level ( x =
4.36, S.D. = 0.63), and the techniques and methods evidence at a high level ( x =4.23, S.D.
= 0.76), mean average results included at the high level ( x = 4.29, S.D. = 0.69).
Students responses of their efficiency value to their learning lessons in
developing the Web- based learning model that in cording to the Meguigans criteria
which evidence of 1.06, significantly.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
134
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
The measuring students learning behaviors with computer-based learning,
social learning model was the social gamification functional learning online to their
enhancing learning behaviors toward their critical thinking abilities that relative to
students as usual learning normal pattern (see in Table 2(a)).
Table 2: Students Learning Behaviors and Critical Thinking Skills to the
Experimental and Controlling Groups
Learning behaviors
S.D. Meaning
Critical thinking Scoring
S.D.
Sig.
(10 Scales)
Experimental
group
.000*
x
x
Controlling
group
4.10
0.52
High
3.31
0.48
Medium
a) Students Learning Behaviors
abilities
Experimental
group
total
Controlling
group
52
38.07
4.43
52
23.25
3.87
b) Students Critical Thinking Skills
Students learning performances of their learning behaviors on ten scales, The results of
the analysis in the experimental group had a median at a high level ( x =4.10, S.D. =
0.52), which as revealed higher than the control group had a median level ( x =3.31, S.D.
= 0.48). This results indicated that learning performances of their social gamification
functional learning online to their enhancing learning behaviors toward their critical
thinking abilities which indicated that statistically significant between experimental and
controlling student groups were revealed that at the level of 0.001, differently (see in
Table 2(b)).
Table 3: Students leaning performances of the experimental and
controlling student groups
Learning Achievements
Scoring Total
S.D.
x
Experimental group
Controlling group
80
80
62.47
49.61
4.40
4.94
Sig.
.000*
In terms of the comparisons between students learning achievements with the
gamification functional learning online to their enhancing learning behaviors toward
their critical thinking abilities and their learning outcomes with the intervention pattern
of the experimental and controlling student groups, this result was shown in Table 3.
Table
reports that the comparisons of students learning achievements between
experimental group ( x = 62.47, S.D = 4.40) and controlling student group ( x = 49.61, S.D
= 4.94) were also found of their differences that evidence at the level of 0.01,
significantly.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
135
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
6. Conclusions
The results of undergraduate students performances of their learning activities with
the social gamification functional learning online to their enhancing learning behaviors
toward their critical thinking abilities would be reported that followed as:
The quality of learning lessons on the Web-based with the experts perceptions
found that on the content context as at a high level ( x =4.36, S.D. = 0.63), the techniques
and methods at a high level ( x =4.23, S.D. = 0.76), and average total at a high level ( x
=4.29, S.D. = 0.69).
Assessing results of the effectiveness of web-based lessons, learning styles, social
package was a collection of the undergraduate students learning performances of their
social gamification functional learning online to their enhancing learning behaviors
toward their critical thinking abilities were evaluated. The computer's efficiency criteria
developed with the Meguigans criteria indicated that of 1.06 on to develop more lessons
effectively.
Focused on students learning behaviors on ten behavior scales in the
experimental group had a median at a high level, which result was higher than the
control group. suggestions that learners who learn by learning styles, social services,
Phoenicians gamification functional learning online behaviors in order to promote
learning and critical thinking for undergraduate students to learn better behavior on all
sides.
In terms of students critical thinking abilities, the average mean scores of critical
thinking abilities in the experimental student group was higher than the controlling
class group. Statistically significant was differences between pre and post-test in two
groups indicated that of the level at 0.01, differently.
Finally, students responses of their learning achievements, it was found that the
accomplished experimental group and controlling group of their learning outcomes
have higher achievement levels than the control group had a statistically significant
level of 0.01.
7. Discussion
The experts perceptions of the quality of lessons on the Web-based with the technical
content was due to the activity-based learning of the social gamification functional
learning online for enhancing learning behaviors and critical thinking abilities for
undergraduate students in their learning lesson skills in various fields to their online
learning, students can learn anytime, both in their classes and outside the classroom.
This was consistent with Noothong (2012) who has done and reported on the
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
136
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
development of computer teaching network internet, technical, manufacturing, digital
media, film were evaluated lessons on the web at a high level. Students can review
lessons and tutorials on the web at any time up to follow the model of learning
developed in line with according to Koochamphu (2015) who developed by modern
web application offers a status the Ubiquitous with the Gamification function for
training the organizations to communicate effectively in writing curriculum project. The
evaluating result found that the quality of lessons on the Web at a high level, evidently.
The processes of learning activities on the web were vital to the learning experience
with the trainees, which consistent with the concept of Werbach and Hunter, (2012)
who reported the structure of the game, bringing an element used to create a web-based
lessons will result in learners' skills and learn playfully result in effective management
on the web.
The analysis s results of the effectiveness of the lesson on the concept of
metadata Meguigans criteria as 1.06 indicating that lesson on to develop more effective.
The process of learning activities based on the developing model with the mechanics of
the game. The students have fun learning, students can follow-up of their learning
activities are very attractive, and this was consistent with Karl (2012) who reported that
the mechanics of the game would give the students an emotional reaction. Students
would be able to devote their activities as assigned. The learning lessons on the
development of managed network and have a chat, reflecting grade with the debate
about social media can be reviewed and discussed of the learning lessons through the
web corresponds to Ayuchaleon (2014) who has done research on the development of
teaching and learning, blended learning with a team based community practice using
social media to promote the learning of undergraduate students. As a result, learners
have conversations, discussions and brainstorming through social media. Students
learning lessons on the Web were developed of the samples effectively were tested, this
was consistent with Sangrit (2016) who developed the web-based promotion
capabilities that solve problems for programming computer analysis of the effectiveness
of lessons on the concept of metadata of the Meguigans criteria as 1.11 indicating that
lesson on the development of more effective learners to review content and training
activities to learn anywhere and anytime with the web-based learning management.
The comparisons of students learning behaviors between the experimental
group and the control group, it was also found that students learning performances of
their behavior after learning styles at a high level. However, the interventional students
indicated that of their learning behaviors as moderate level. This study can recognize
the process of learning from teachers as well, students can consult at any time, teachers,
to have fun learning activities and learning lessons are interesting. Students
competition and challenge were interested in the lessons and wanted to the winner who
concentrated on content and learning activities. The award was given to the students
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
137
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
after the completion of the mission or learning achievements. Using the technology in
education and in online with the modern of Amornsak (2013) who conducted the
research based on causal factors of behavior in learning science. The research found that
students were intended to show off their behaviors and concentration on learning while
teachers conduct learning activities. Students participating in group activities were
reviewed and reflected on the results of the study. The teachers and the award given to
the students during the learning activities aligned with Phitaksapaisarn (2005) who
reported and conducted research of the relationships between students learning
behaviors and their using of electronic Medias of undergraduate students in the highest
level, responsively. Undergraduate students have proficiency in the use of e-Learning
as well as the e-Library, e-Searching, e-Communication and e-Mail. Teachers have
described the using learning Medias and students skills indicated that the media as
well were used, which corresponds to Sukjairungpattana (2010) who reported of his
study, students behaviors responded with good study habits and practice exams, their
work that has been at a high level. Students were ready to learn the contents of the
study, which would contribute to succeed in their studies, successfully.
In terms of the comparisons of the students critical thinking abilities between the
experimental group and the control group were also found. Students who sat in the
learning pattern that was developed with an average of critical thinking classes
indicated that as higher than scoring mean average in the critical thinking of students
studied a control group using traditional learning methods. As a form, however,
students learning performances of their social gamification functional learning online
to their enhancing learning behaviors toward their critical thinking abilities in the
development of a prototype web to use the learning management systems, differently.
Students can review to learn all the time, motivation and enthusiasm in learning
because they bring an element of the game, called a vacation package was a component
in the development of the web-based lessons. As a result, students showed their
excellent skills in critical thinking of a higher level. The curriculum focuses on
participation; students have to interaction of their communications consultation
between their groups. Students and teachers who have had the process of learning
activities were activities that encourage learners of their skills to their critical thinking
abilities and reinforcement learning all the time by awarding the prize to display scores.
The ambitious and damn funnies were to make fun of learning to be consistent of
Wang, Woo and Zhao (2009: 7) who reported that learning management systems by
using reinforcement learning were enhanced. Students competition challenging
involved in learning and using the abilities to think critically of Cornell Critical
Thinking Test Level Z, developed by Ennis and Millman (1985) with skills in critical
thinking. Students learning achievements of their posttest that a high-level critical
thinking skills, according to Makmeesarp (2010) management degree using the solution
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
138
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
process. The research found that the critical thinking skills of undergraduate students as
the style of learning that focuses on integrated solutions and learning activities that
focus on creating incentives for learning and an emphasis on the participation of the
students. As a result, students critical thinking skills were higher level, interestingly.
Focused on the comparisons of student s learning achievements in two groups,
students responses in experimental group were higher achievement levels than the
control group was statistically significant at the .01 level. The results show that the
learning style of learning society with the social gamification functional learning online
to their enhancing learning behaviors toward their critical thinking abilities. A great
family vacation online behavior in order to promote learning and critical thinking for
undergraduates effective learning, since the introduction of elements such as the
lessons on the web, social Medias and learning coach and students were motivated and
have had more enthusiasm. As a result, students learning achievements were higher
when compared to traditional classroom learning. This was consistent with
Trakulkasermsuk (2016) who has done research on application forms, playing video
games in the course of the development of behavior to attendance participation and
achievement of undergraduate students was a technique used by the social gamification
functional learning online showed the average score of the students in the experimental
group than students in the control group score as 6.03, significantly at the statistical
level of 0.01 and showed that the trial scheme is effectiveness of students had the higher
achievements. This was consistent with Domínguez, Navarrete, Marcos, FernándezSanz, Pagés, and Martínez-Herráiz (2012) who took the social gamification functional
learning online to manage learning participation of learners would make the students
learning achievements of the higher learning level.
8. Suggestions
8.1 Suggestions on Bringing Research Results
In organizing learning activities that focusing on the promoting critical thinking as the
students well-done of their activities to practice critical thinking skills in different
situations, the students will work on their own ability to be there to adjust the time and
timing to be appropriate to the event.
8.2 Suggestions to the Further Research
The further research should be taken a learning lesson on the Web, according to a form
of social learning is the social gamification functional learning online to their enhancing
learning behaviors toward their critical thinking abilities in other subjects, the objectives
of the courses are similar. The development of Web should be developed of students
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
139
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
learning behaviors, and to promote the critical thinking skills necessary to be in line
with the 21st century.
Acknowledgement
This research manuscript was made possible by the grace of Prof. Sanit Teemueangsai
and hit from Prof. Prawit Simmatun who has overtaken the advisor thank shares, which
provide scholarships to support this research project, successfully.
References
1. Amornsak, W. (2013). The causal factors of behavior, learning, science student. Junior
MSc thesis. Research Branch, Applied Behavioral Science University.
2. Andrea, D. and Gosling, V. (2005). Improving teaching and learning in higher
education: A whole institution approach. Open University Press, Berkshire (2005)
3. 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.
4. 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
5. 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.
6. 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
7. 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.
8. Ennis, R.H. (1985). A logical basic for measuring critical thinking skill.
Educational Leadership Research Journal. (October 1985): pp. 45-48.
9. Karl, M. K. (2012). The gamification of learning and instruction: Game-based methods
and strategies for training and education. California University.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
140
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
10. 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.
11. 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
12. 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
13. Noothong, J. (2012). The development of computer teaching network interface
connection. Academic produce movies and digital media. College of Social
Communication University
14. 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.
15. Panit, W. (2012). Routes to student learning in the 21st century: A bug eyes upon. The
Company Limited.
16. 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.
17. 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.
18. 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
19. 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.
20. Sikkabunthid, S. (1998). Educational technology. Bangkok: King Mongkut's
Institute of Technology.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
141
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
21. 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).
22. Teinthong, M. (2011). The design and development of computer. Edition 3:
Department of Computer Education Bachelor of Industrial Bangkok. University
of Technology.
23. 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
24. Wang, Q., Woo, H. L., and Zhao, J. (2009). Investigating critical thinking and
knowledge construction in an interactive learning environment. Interactive learning
environments.
25. 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.
26. Wongyai, W. and Pattanapol, M. (2014). The coaches for cognition (cognitive
coaching). Charansnitwong printing. Bangkok
27. Zangboonrueng, W/ (2013). The measurement of critical thinking of students in
one academic year 2557. Computing Research Report. Phanom Phanom University.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
142
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
Creative Commons licensing terms
Author(s) will retain the copyright of their published articles agreeing that a Creative Commons Attribution 4.0 International License (CC BY 4.0) terms
will be applied to their work. Under the terms of this license, no permission is required from the author(s) or publisher for members of the community
to copy, distribute, transmit or adapt the article content, providing a proper, prominent and unambiguous attribution to the authors in a manner that
makes clear that the materials are being reused under permission of a Creative Commons License. Views, opinions and conclusions expressed in this
research article are views, opinions and conclusions of the author(s). Open Access Publishing Group and European Journal of Education Studies shall
not be responsible or answerable for any loss, damage or liability caused in relation to/arising out of conflicts of interest, copyright violatio ns and
inappropriate or inaccurate use of any kind content related or integrated into the research work. All the published works 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).
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
143
European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 3 │ 2017
doi: 10.5281/zenodo.270762
UNDERGRADUATE STUDENTS’ LEARNING PERFORMANCES OF
THEIR SOCIAL GAMIFICATION FUNCTIONAL LEARNING
ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS
TOWARD THEIR CRITICAL THINKING ABILITIES
Chamnan Dankham1, Sanit Teemueangsai2, Prawit Simmatun3
1,2,3
Research and Evaluation Program, Faculty of Education,
Rajabhat Maha Sarakham University,
Maha Sarakham, Thailand, 44000
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
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
127
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
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.
Keywords: undergraduate students, learning performances, social gamification
functional learning online, enhancing behaviors, critical thinking abilities
1. Introduction
How does teacher define 21st-Century learning? The term "21st-century skills" is
generally used to refer to certain core competencies such as collaboration, digital
literacy, critical thinking, and problem-solving that advocates believe educational
institutes need to teach to help students thrive in today's world. In a broader sense,
however, the idea of what learning in the 21st century should look like is open to
interpretation and controversy (Rich, 2010). In the 21st century, focusing on the learning
process of the students' higher-order thinking skills (Phanit, 2012) skills of information
technology is used. Students born in the Generation Z will be able to use various
communications media technology devices, and more recently, Thailand is entering an
education reform in 4.0 eras, which is to create innovative learning to learners' skills,
such as; learning behaviors, the critical thinking and achievement. Learning in this era
need to focus on the students to build knowledge by their teachers (Klaysung and
Koranikij, 2011) who taught modify teaching methods of teaching is to educate a
mentor or a coach (Wongyai and Pattanapol, 2014) to consult with adviser who is a
teacher to the learners for reducing the less role of teaching, focused on students
learning are more seeking knowledge through technology, and to be able to take the
consultation or discussion through via social medias. Therefore, teachers should adjust
and change teaching methods and to (Chaleonsettasil, 2016) create innovative learning
by developing the new forms used to manage learning through online media to help
students learning all the time of their place self and to review the lessons at any time.
It is undeniably true that every higher education institution wants to boast that it
offers high quality learning and teaching . Mission statements consistently claim that
universities and colleges seek to provide excellent teaching and a high quality learning
environment. However, it is less than obvious that institutions are either clear about
what these goals mean or actually pursuing these goals with strategic vision. In most
cases, neither of these key goals is well defined: what is excellent teaching and what
constitutes a high quality learning environment? The manner in which institutions are
attempting to achieve these goals is many and varied D Andrea & Gosling,
5: .
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
128
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
Attempts to turn the rhetoric into reality are seen as improvements to the teaching and
learning process in higher education to further assist students to address their learning
challenges. In fact, many of the goals that are seen as ends, as improvements in teaching
and learning, are only means to a higher-level goal. D Andrea & Gosling (2005: 25)
listed the following sets of goals for enhancing teaching-learning are provided.
In turn proposed a useful model to clarify what goals a particular teaching or
assessment strategy is designed to achieve and also to address learning challenges faced
by students in higher education. In fact, he stressed that the Teaching Goals Inventory
should include higher-order critical thinking skills; basic academic success skills;
discipline-specific knowledge and skills; liberal arts and academic values; work and
career preparation as well as personal development. The desired outcomes needed for
the 21st century graduates as well as the lifelong skills and values to be possessed by
every educated person have been identified in systematic way (de Guzman, 2006: 4950). This research study article related in the first survey has found that students with
behavior problems, learning. This is consistent with Piasa (2010) is the students lack the
motivation to learn and a lack of enthusiasm for acquiring knowledge and students lack
critical thinking skills. This is consistent with Zangboonreung (2013) learning skills,
critical thinking ability by 37%, resulting in the achievement of one of the factors that
emphasize rote learning rather than practical that focused on lectures in class
(Polsaram, 2013). In order to prepare to enter the reconstruction of Thailand 4.0
students who were born in the Generation Z should recognize the importance of
learning in the 21st century. Students will have the skills, and learn effectively that
finding in the second phase for bringing social package is a collection of online behavior
in order to promote learning and critical thinking for undergraduate students
(Dankham, 2016), which consists of four components: a gamification functional learning
online, lessons on the Web, social media, and learning with coach pattern.
Researchers have developed a five-step process: learning motivation, challenging
ideas, discussion and demonstration, operating on a mission reflection and evaluation
in the third phase that to trial research is a form of learning that was developed by the
development of the Web and a powerful lesson on the concept of metadata of
Meguigans to compare learning behaviors. Students critical thinking and their
achievements, which were conducted during a class based on the developing model
with their learning in the intervention pattern, were compared.
As above, somehow, this strategy has provided a clear picture of the kind of
teachers Rajabhat Maha Sarakham Normal University in Thailand wants to develop.
Under the similar circumstance, Boud (2000) highlighted that such an endeavour in
education not only calls for formative and sustainable assessment but also effective
learning that could address learning challenges in higher education. Researcher team
cautions that current assessment in higher education does not fully prepare students for
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
129
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
lifelong learning and holistic development suggested that teachers need to move from
summative assessment that focuses on specifics, standards and immediate outcomes to
more sustainable assessment that can aid students to become more active learners not
only in managing their own learning but also assessing the activity-based learning,
social learning model was a social gamification functional learning online for enhancing
behaviors toward students critical thinking abilities for undergraduate students by
integrating social gamification functional learning online to enhance students
behaviors and their critical thinking abilities might be able to address many learning
challenges faced by students in higher education and to produce better graduates in the
higher learning institutes, which was in third phase in a form of learning that
developed as a form of learning activities that are effective and useful for further
studies.
2. Methodology
The study identified a qualitative approach to collect data of learning challenges faced
by students in higher education. The very strength of quantitative discourse is its
exploratory nature. In this study, the researcher used open ended questions in the
questionnaire, interview questions, and document analysis to collect data to develop a
web-based form of social learning is a social gamification functional learning online for
learning online behaviors and critical thinking for undergraduate students with the
assessing the effectiveness of web-based learning lesson learning styles is a
gamificational social application online to promote the idea has urged for
undergraduate students that material and method are followed as:
3. Research Objective
1. To
develop
a
web-based
form
of
undergraduates
students
learning
performances to their social gamification functional learning online and their
enhancing behaviors toward their critical thinking abilities.
2. To assess the effectiveness of web-based learning lesson styles with the social
gamification functional learning online for social applications to promote the
ideas for undergraduate students.
3. To compare between students learning behaviors of their social gamification
functional online learning behaviors with computer-based learning toward their
enhancing the critical thinking abilities and students learning outcomes with the
intervention learning pattern.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
130
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
4. To compare the ability of critical thinking between students learning with the
computer-based learning style of their social gamification functional learning
online to their enhancing learning behaviors and students learning outcomes
with the intervention learning pattern.
5. To compare students, achievements between students
learning with the
computer-based learning style of their social gamification functional learning
online to their enhancing learning behaviors and students learning outcomes
with the intervention learning pattern.
4. Research Limitations
The scope of the research presented as;
4.1 Research Variables
The research variables revealed of the effectiveness of lessons on the Web-based,
students learning behaviors, students critical thinking abilities, and students learning
achievements.
4.2 Duration
The duration of the data collection is from 12 July 2559 to October 31, in the first
semester in the academic year 2016.
4.3 Population and Sample
Population and sample consisted of undergraduate students who were identified of an
experimental model with the social package were collected of their social gamification
functional learning online to their enhancing learning behaviors toward their critical
thinking abilities to promote learning and critical thinking abilities.
4.3.1 Population
Undergraduate students learning performances consisted of 782 fleshy students who
registered in the first semester in academic year 2016 in Rajabhat Maha Sarakham
University, Thailand.
4.3.2 Sample
To provide the sample size in two groups; the 28-experimental group students as a
whole of students who sat in the computer education program, and the 28-controlling
group students who sat in the technology and computer education program. Both of
two groups was the fleshy students who registered in the first semester in academic
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
131
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
year 2016, Faculty of Education in Rajabhat Maha Sarakham University, Thailand with
the purposive random sampling technique was selected.
4.4 Research Procedures
The researcher team was conducted on stages as:
4.4.1 Development of Lesson Plan
The process of creating computer-based learning package was a social news online
behavior in order to promote learning and critical thinking for undergraduate students
taught by mathematic for computer teachers through 9 expert evaluators, which found
that the rate of nine tutorials on the web at a high level.
4.4.2 Performance Efficiency Lesson Testing
The performance testing was assessed of the lesson efficiencies into a student group
who were not the control group and the experimental group students with similar
educational context (Try out) prior to testing with the sample for assessing lessons
learned by experts, to trial of one to one pattern which consisted of 3 students, and to
trial sample consisted of 27 students in subgroup.
4.4.3 Research Procedure through Target Groups
The sample target groups were designed for undergraduate students learning
performances of their social gamification functional learning online to their enhancing
learning behaviors toward their critical thinking abilities
4.5 Research Instruments
The social gamification functional learning online to the enhancing learning behaviors
and the critical thinking abilities were developed in the research study composed of
three research instruments, namely; the Learning Behavior Measurement (LBM) for
undergraduate students, the Critical Thinking Ability Measurement (CTAM) for
undergraduate students, and the Learning Achievement Assessment (LAA) for
undergraduate students
4.6 Data Collection
The researcher team collected data by following the steps as below.
Liaison to the President, Department of Computer Science Graduate Program for
permission to collect data, prepare the place for learning lessons on web development,
to use the Web-based lessons developed to collect data on the experimental group,
using the LBM to assess the learning behavior of the experimental group and the
control group. Testing students ability to think critically, both the experimental group
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
132
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
and the control group with the CTAM were compared. Testing students learning
achievements for the experimental group and the control group with the LAA were
compared. Collecting data was used with the average rating learning behavior, the pre
and post abilities to think critically learning, and the pre and post learning
achievements were differentiated.
4.7 Data Analysis
Researchers separated the data was analyzed into two parts as below.
4.7.1 Research Instrument Quality Data Analysis
The determination of the quality of the lesson web questionnaires, expert opinions on
the contents of three professionals and three technical experts was used. The validity of
content was analyzed of the accuracy by the content experts [8] who checked to the
purposes of the Index of item object congruence (IOC) criteria was greater than to the
IOC 0.60. To analyze of the difficulty of a test item using the index of difficulty (P), the
difficulty of the test will not exceed 1 [9]. To analyze of the discrimination by
discriminating power (D), the classification should be higher up of 0.40 (Dankham,
2016). To analyze of the reliability of the tests, both by means of the KR-20 (Tienthong,
2011) was used.
4.7.2 Experimental Data Analysis
The Web-based lesson efficiency was enhanced the solving-problem abilities in cording
to Meguigans criteria (Sikkabunthid, 1998) The scoring different of students learning
behaviors with the LBM, students critical thinking abilities with the CTAM, and
students learning achievements with the LAA were analyzed between experimental
and controlling groups.
5. Results
This research study was conducted by the research processing results in the
implementation of the objectives of the research divided into five parts.
5.1 Results of the Developing Web-Based Learning Model
The development of web-based learning model, which was developed with the first
page story conditions that require action in Figure 1(a).
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
133
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
a) Learners Practicing
Conditions
b) The Group Mission of
Learner to perform
c)
Students Registering free
to their testing
Figure 1: Steps of developing the web-based learning model
Figure 1(a) describes in detail of students who will listen to a story by story to motivate
the students listening and learning conditions in prizes. They will be given after the
operation, mission accomplished after students hear the story into system, completely.
In Figure 1(b) shows of students registered to learn of their lessons and knowledge from
the mission will be completed within the stipulated time and test different skills (see in
Figure 1(b)). Students were required to take the test as measuring learning behaviors to
measure of their critical thinking to their learning achievements (see in Figure 1(c)).
Students were performances of their missions to their learning behaviors toward the
critical thinking abilities and their learning achievements in a better way. After the
evaluation by experts, it appeared that lessons on improved quality at a high level as
shown in Table 1 (a).
Table 1: The Results of the Web-based Quality Evaluating (a) and
Lesson Efficiency (b)
Evaluating
List
Content
Technical method
Average Total
x
S.D.
Meaning
Testing
Total
Score
4.36
4.23
4.29
0.63
0.76
0.69
High
High
High
Pre-test
Posttest
80
80
a) Web-based Quality Evaluating Results
x
S.D.
29.33
62.70
4.45
4.50
Efficiency
Value
1.06
b) Web-based Lesson Efficiency Results
The quality results of the Web-based lessons from the experts, the findings indicated
that the experts perceptions on the students content knowledge at a high level ( x =
4.36, S.D. = 0.63), and the techniques and methods evidence at a high level ( x =4.23, S.D.
= 0.76), mean average results included at the high level ( x = 4.29, S.D. = 0.69).
Students responses of their efficiency value to their learning lessons in
developing the Web- based learning model that in cording to the Meguigans criteria
which evidence of 1.06, significantly.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
134
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
The measuring students learning behaviors with computer-based learning,
social learning model was the social gamification functional learning online to their
enhancing learning behaviors toward their critical thinking abilities that relative to
students as usual learning normal pattern (see in Table 2(a)).
Table 2: Students Learning Behaviors and Critical Thinking Skills to the
Experimental and Controlling Groups
Learning behaviors
S.D. Meaning
Critical thinking Scoring
S.D.
Sig.
(10 Scales)
Experimental
group
.000*
x
x
Controlling
group
4.10
0.52
High
3.31
0.48
Medium
a) Students Learning Behaviors
abilities
Experimental
group
total
Controlling
group
52
38.07
4.43
52
23.25
3.87
b) Students Critical Thinking Skills
Students learning performances of their learning behaviors on ten scales, The results of
the analysis in the experimental group had a median at a high level ( x =4.10, S.D. =
0.52), which as revealed higher than the control group had a median level ( x =3.31, S.D.
= 0.48). This results indicated that learning performances of their social gamification
functional learning online to their enhancing learning behaviors toward their critical
thinking abilities which indicated that statistically significant between experimental and
controlling student groups were revealed that at the level of 0.001, differently (see in
Table 2(b)).
Table 3: Students leaning performances of the experimental and
controlling student groups
Learning Achievements
Scoring Total
S.D.
x
Experimental group
Controlling group
80
80
62.47
49.61
4.40
4.94
Sig.
.000*
In terms of the comparisons between students learning achievements with the
gamification functional learning online to their enhancing learning behaviors toward
their critical thinking abilities and their learning outcomes with the intervention pattern
of the experimental and controlling student groups, this result was shown in Table 3.
Table
reports that the comparisons of students learning achievements between
experimental group ( x = 62.47, S.D = 4.40) and controlling student group ( x = 49.61, S.D
= 4.94) were also found of their differences that evidence at the level of 0.01,
significantly.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
135
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
6. Conclusions
The results of undergraduate students performances of their learning activities with
the social gamification functional learning online to their enhancing learning behaviors
toward their critical thinking abilities would be reported that followed as:
The quality of learning lessons on the Web-based with the experts perceptions
found that on the content context as at a high level ( x =4.36, S.D. = 0.63), the techniques
and methods at a high level ( x =4.23, S.D. = 0.76), and average total at a high level ( x
=4.29 , S.D. = 0.69).
Assessing results of the effectiveness of web-based lessons, learning styles, social
package was a collection of the undergraduate students learning performances of their
social gamification functional learning online to their enhancing learning behaviors
toward their critical thinking abilities were evaluated. The computer's efficiency criteria
developed with the Meguigans criteria indicated that of 1.06 on to develop more lessons
effectively.
Focused on students learning behaviors on ten behavior scales in the
experimental group had a median at a high level, which result was higher than the
control group. suggestions that learners who learn by learning styles, social services,
Phoenicians gamification functional learning online behaviors in order to promote
learning and critical thinking for undergraduate students to learn better behavior on all
sides.
In terms of students critical thinking abilities, the average mean scores of critical
thinking abilities in the experimental student group was higher than the controlling
class group. Statistically significant was differences between pre and post-test in two
groups indicated that of the level at 0.01, differently.
Finally, students responses of their learning achievements, it was found that the
accomplished experimental group and controlling group of their learning outcomes
have higher achievement levels than the control group had a statistically significant
level of 0.01.
7. Discussion
The experts perceptions of the quality of lessons on the Web-based with the technical
content was due to the activity-based learning of the social gamification functional
learning online for enhancing learning behaviors and critical thinking abilities for
undergraduate students in their learning lesson skills in various fields to their online
learning, students can learn anytime, both in their classes and outside the classroom.
This was consistent with Noothong (2012) who has done and reported on the
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
136
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
development of computer teaching network internet, technical, manufacturing, digital
media, film were evaluated lessons on the web at a high level. Students can review
lessons and tutorials on the web at any time up to follow the model of learning
developed in line with according to Koochamphu (2015) who developed by modern
web application offers a status the Ubiquitous with the Gamification function for
training the organizations to communicate effectively in writing curriculum project. The
evaluating result found that the quality of lessons on the Web at a high level, evidently.
The processes of learning activities on the web were vital to the learning experience
with the trainees, which consistent with the concept of Werbach and Hunter, (2012)
who reported the structure of the game, bringing an element used to create a web-based
lessons will result in learners' skills and learn playfully result in effective management
on the web.
The analysis s results of the effectiveness of the lesson on the concept of
metadata Meguigans criteria as 1.06 indicating that lesson on to develop more effective.
The process of learning activities based on the developing model with the mechanics of
the game. The students have fun learning, students can follow-up of their learning
activities are very attractive, and this was consistent with Karl (2012) who reported that
the mechanics of the game would give the students an emotional reaction. Students
would be able to devote their activities as assigned. The learning lessons on the
development of managed network and have a chat, reflecting grade with the debate
about social media can be reviewed and discussed of the learning lessons through the
web corresponds to Ayuchaleon (2014) who has done research on the development of
teaching and learning, blended learning with a team based community practice using
social media to promote the learning of undergraduate students. As a result, learners
have conversations, discussions and brainstorming through social media. Students
learning lessons on the Web were developed of the samples effectively were tested, this
was consistent with Sangrit (2016) who developed the web-based promotion
capabilities that solve problems for programming computer analysis of the effectiveness
of lessons on the concept of metadata of the Meguigans criteria as 1.11 indicating that
lesson on the development of more effective learners to review content and training
activities to learn anywhere and anytime with the web-based learning management.
The comparisons of students learning behaviors between the experimental
group and the control group, it was also found that students learning performances of
their behavior after learning styles at a high level. However, the interventional students
indicated that of their learning behaviors as moderate level. This study can recognize
the process of learning from teachers as well, students can consult at any time, teachers,
to have fun learning activities and learning lessons are interesting. Students
competition and challenge were interested in the lessons and wanted to the winner who
concentrated on content and learning activities. The award was given to the students
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
137
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
after the completion of the mission or learning achievements. Using the technology in
education and in online with the modern of Amornsak (2013) who conducted the
research based on causal factors of behavior in learning science. The research found that
students were intended to show off their behaviors and concentration on learning while
teachers conduct learning activities. Students participating in group activities were
reviewed and reflected on the results of the study. The teachers and the award given to
the students during the learning activities aligned with Phitaksapaisarn (2005) who
reported and conducted research of the relationships between students learning
behaviors and their using of electronic Medias of undergraduate students in the highest
level, responsively. Undergraduate students have proficiency in the use of e-Learning
as well as the e-Library, e-Searching, e-Communication and e-Mail. Teachers have
described the using learning Medias and students skills indicated that the media as
well were used, which corresponds to Sukjairungpattana (2010) who reported of his
study, students behaviors responded with good study habits and practice exams, their
work that has been at a high level. Students were ready to learn the contents of the
study, which would contribute to succeed in their studies, successfully.
In terms of the comparisons of the students critical thinking abilities between the
experimental group and the control group were also found. Students who sat in the
learning pattern that was developed with an average of critical thinking classes
indicated that as higher than scoring mean average in the critical thinking of students
studied a control group using traditional learning methods. As a form, however,
students learning performances of their social gamification functional learning online
to their enhancing learning behaviors toward their critical thinking abilities in the
development of a prototype web to use the learning management systems, differently.
Students can review to learn all the time, motivation and enthusiasm in learning
because they bring an element of the game, called a vacation package was a component
in the development of the web-based lessons. As a result, students showed their
excellent skills in critical thinking of a higher level. The curriculum focuses on
participation; students have to interaction of their communications consultation
between their groups. Students and teachers who have had the process of learning
activities were activities that encourage learners of their skills to their critical thinking
abilities and reinforcement learning all the time by awarding the prize to display scores.
The ambitious and damn funnies were to make fun of learning to be consistent of
Wang, Woo and Zhao (2009: 7) who reported that learning management systems by
using reinforcement learning were enhanced. Students competition challenging
involved in learning and using the abilities to think critically of Cornell Critical
Thinking Test Level Z, developed by Ennis and Millman (1985) with skills in critical
thinking. Students learning achievements of their posttest that a high-level critical
thinking skills, according to Makmeesarp (2010) management degree using the solution
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
138
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
process. The research found that the critical thinking skills of undergraduate students as
the style of learning that focuses on integrated solutions and learning activities that
focus on creating incentives for learning and an emphasis on the participation of the
students. As a result, students critical thinking skills were higher level, interestingly.
Focused on the comparisons of student s learning achievements in two groups,
students responses in experimental group were higher achievement levels than the
control group was statistically significant at the .01 level. The results show that the
learning style of learning society with the social gamification functional learning online
to their enhancing learning behaviors toward their critical thinking abilities. A great
family vacation online behavior in order to promote learning and critical thinking for
undergraduates effective learning, since the introduction of elements such as the
lessons on the web, social Medias and learning coach and students were motivated and
have had more enthusiasm. As a result, students learning achievements were higher
when compared to traditional classroom learning. This was consistent with
Trakulkasermsuk (2016) who has done research on application forms, playing video
games in the course of the development of behavior to attendance participation and
achievement of undergraduate students was a technique used by the social gamification
functional learning online showed the average score of the students in the experimental
group than students in the control group score as 6.03, significantly at the statistical
level of 0.01 and showed that the trial scheme is effectiveness of students had the higher
achievements. This was consistent with Domínguez, Navarrete, Marcos, FernándezSanz, Pagés, and Martínez-Herráiz (2012) who took the social gamification functional
learning online to manage learning participation of learners would make the students
learning achievements of the higher learning level.
8. Suggestions
8.1 Suggestions on Bringing Research Results
In organizing learning activities that focusing on the promoting critical thinking as the
students well-done of their activities to practice critical thinking skills in different
situations, the students will work on their own ability to be there to adjust the time and
timing to be appropriate to the event.
8.2 Suggestions to the Further Research
The further research should be taken a learning lesson on the Web, according to a form
of social learning is the social gamification functional learning online to their enhancing
learning behaviors toward their critical thinking abilities in other subjects, the objectives
of the courses are similar. The development of Web should be developed of students
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
139
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
learning behaviors, and to promote the critical thinking skills necessary to be in line
with the 21st century.
Acknowledgement
This research manuscript was made possible by the grace of Prof. Sanit Teemueangsai
and hit from Prof. Prawit Simmatun who has overtaken the advisor thank shares, which
provide scholarships to support this research project, successfully.
References
1. Amornsak, W. (2013). The causal factors of behavior, learning, science student. Junior
MSc thesis. Research Branch, Applied Behavioral Science University.
2. Andrea, D. and Gosling, V. (2005). Improving teaching and learning in higher
education: A whole institution approach. Open University Press, Berkshire (2005)
3. 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.
4. 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
5. 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.
6. 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
7. 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.
8. Ennis, R.H. (1985). A logical basic for measuring critical thinking skill.
Educational Leadership Research Journal. (October 1985): pp. 45-48.
9. Karl, M. K. (2012). The gamification of learning and instruction: Game-based methods
and strategies for training and education. California University.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
140
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
10. 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.
11. 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
12. 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
13. Noothong, J. (2012). The development of computer teaching network interface
connection. Academic produce movies and digital media. College of Social
Communication University
14. 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.
15. Panit, W. (2012). Routes to student learning in the 21st century: A bug eyes upon. The
Company Limited.
16. 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.
17. 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.
18. 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
19. 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.
20. Sikkabunthid, S. (1998). Educational technology. Bangkok: King Mongkut's
Institute of Technology.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
141
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
21. 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).
22. Teinthong, M. (2011). The design and development of computer. Edition 3:
Department of Computer Education Bachelor of Industrial Bangkok. University
of Technology.
23. 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
24. Wang, Q., Woo, H. L., and Zhao, J. (2009). Investigating critical thinking and
knowledge construction in an interactive learning environment. Interactive learning
environments.
25. 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.
26. Wongyai, W. and Pattanapol, M. (2014). The coaches for cognition (cognitive
coaching). Charansnitwong printing. Bangkok
27. Zangboonrueng, W/ (2013). The measurement of critical thinking of students in
one academic year 2557. Computing Research Report. Phanom Phanom University.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
142
Chamnan Dankham, Sanit Teemueangsai, Prawit Simmatun
UNDERGRADUATE STUDENTS LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION
FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR
CRITICAL THINKING ABILITIES
Creative Commons licensing terms
Author(s) will retain the copyright of their published articles agreeing that a Creative Commons Attribution 4.0 International License (CC BY 4.0) terms
will be applied to their work. Under the terms of this license, no permission is required from the author(s) or publisher for members of the community
to copy, distribute, transmit or adapt the article content, providing a proper, prominent and unambiguous attribution to the authors in a manner that
makes clear that the materials are being reused under permission of a Creative Commons License. Views, opinions and conclusions expressed in this
research article are views, opinions and conclusions of the author(s). Open Access Publishing Group and European Journal of Education Studies shall
not be responsible or answerable for any loss, damage or liability caused in relation to/arising out of conflicts of interest, copyright violatio ns and
inappropriate or inaccurate use of any kind content related or integrated into the research work. All the published works 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).
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
143