Organizing Learning Activities Using Gamification to Enhance Learning Achievement on Sequences and Series for Higher Education Students at North Bangkok University
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Abstract
The objectives of this research were to 1) compare the learning achievement before and after learning through gamification-based learning activities on the topic of sequences and series;. and 2) study learners' satisfaction with the gamification-based learning activities. The sample group consisted of 34 undergraduate students majoring in Law, at Faculty of Political Science, North Bangkok University, selected through purposive sampling. The research instruments included gamification-based learning activities, a 20 item multiple choice learning achievement test with a reliability coefficient of 0.81, and a 17 item student satisfaction questionnaire using a 5 point Likert scale with a reliability coefficient of 0.83. Data analysis were applied percentages, means, standard deviations, and t-tests. The research results were as follows.: 1) The comparison of learning achievement shows that the post-learning achievement using gamification-based learning activities (x̄=16.06, S.D.=2.50) is significantly higher than the prelearning achievement (x̄=8.03, S.D.=1.93) at the .05 statistical significance level. 2) The satisfaction with gamification-based learning activities was at a high level overall (x̄=4.39, S.D.=0.50).
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