DESIGNING AND DEVELOPING A PROTOTYPE GAME BY USING SCRATCH FOR GRADE 6 STUDENTS

Abstract

This research aimed 1. to investigate the needs for implementing creativity-based learning, and 2. to design and develop a prototype game using the Scratch program for Grade 6 students. The study employed research and development methodology. The target groups consisted of 10 teachers from Ban Nong Mai Ngam 1 School, and 80 students from Grade 4 to Grade 9, selected through purposive sampling. The research instruments were needs assessment questionnaires for teachers and students. Data were analyzed using descriptive statistics and inferential statistics, using simple linear regression and chi-square tests. In addition, a prototype game was developed using the Scratch program based on the ADDIE model, with five predefined gameplay criteria. The research findings revealed that the overall level of teachers’ needs for creativity-based learning was high. Moreover, the factor of teachers’ interest stimulation significantly influenced their readiness for creativity-based learning management at the .05 level of statistical significance. For students, the overall level of need for creativity-based learning was at the highest level. The relationship analysis indicated that factors related to students’ experiences with creativity-based learning and the role of teachers as learning facilitators were significantly associated with students’ needs for creativity-based learning at the .05 level of statistical significance.

The results of the design and development of the prototype game using the Scratch program showed that the developed game was an educational game consistent with the principles of creativity-based learning. The game met all evaluation criteria, including clearly defined learning goals, appropriate rules of play, a scoring system that supported learning, a level of challenge aligned with learners’ abilities, and appropriate feedback for learners. The evaluation of the prototype game by experts indicated that the game was appropriate at a high level and demonstrated potential for enhancing learning and developing students’ creative thinking skills. In conclusion, the findings suggest that teachers need to increase their level of interest stimulation in implementing creativity-based learning to enhance instructional readiness. Meanwhile, students expressed a strong need for teachers to act as learning facilitators by using instructional media that support learning. The prototype game developed using the Scratch program was found to be practically usable and fully aligned with all gameplay criteria.