THE DEVELOPMENT OF A LEARNING MODEL BASED ON GAMIFICATION CONCEPT COMBINED WITH MOTION GRAPHIC MEDIA USING SCENARIO-BASED LEARNING TO ENHANCE CHINESE LEARNING ABILITY OF GRADE 4 TO 6 STUDENTS OF THE CHINESE PRIVATE PRIMARY SCHOOL IN BANGKOK AND METROPOLITAN
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This research aimed to: 1) Investigate the problems and needs for improving Chinese language abilities among upper primary school students in private Chinese language schools in Bangkok and its metropolitan area; and 2) Synthesize, develop, and evaluate the appropriateness of a learning model based on gamification concepts integrated with motion graphic media and scenario-based learning to enhance Chinese language learning among upper primary school students. The sample group consisted of 73 Chinese language teachers from private Chinese language schools in Bangkok and its metropolitan area, selected through simple random sampling, and 10 experts who evaluated the appropriateness of the learning model. The research instruments included questionnaires, interview forms, and an appropriateness evaluation form. The statistics used for data analysis were mean and standard deviation. The research findings revealed that: 1) Students experienced the highest level of problems in Chinese reading skills ( = 3.76, S.D. = .76), while teachers expressed the highest level of need for improving students’ Chinese listening skills (
= 4.14, S.D. = .59). In addition, Chinese listening skills showed the highest Priority Needs Index (PNI = 2.07). and 2) The developed learning model consisted of six steps: 2.1) Analysis and preparation, 2.2) Instructional and media design, 2.3) Media development and creation, 2.4) Presentation, perception, and participation in scenario-based activities, 2.5) Reflection and discussion, and 2.6) Evaluation and feedback.
The model also comprised 15 components include, graphic images, animation, timing and rhythm, sound, points, levels, badges, leaderboards, learning objectives, feedback, realistic situations, interaction, the teacher’s role as facilitator, role-playing, and reflection. The evaluation results by experts indicated that the overall appropriateness of the learning model was at the highest level.
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References
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