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    Effects of Cloud-based Gamified Instruction Integrating Peer Assessment on Primary Students' English Writing and Critical Thinking
    (2025-01-01)
    Eang, Norphealey
    ;
    Petsangsri, Sirirat
    ;
    Morris, John
    English writing and critical thinking are not only fundamental to academic success but also play a crucial role for the holistic development of primary students. This study investigated the effects of a cloud-based gamified instruction integrating peer assessment on primary student English writing and critical thinking. A pre- and post-test with a delayed pos-test research design was used; thirty-five grade sixth students participated in the study. The research instruments included writing and critical thinking tests. The data were analyzed using repeated measures ANOVA. There was a significant improvement writing from a pre-test through and post-test and delayed post-test (F = 853.76, p < 0.001). The F-value indicated a significant difference between pre- and post-test, but there was little difference between post- and delayed post-tests. The high effect size (η = 0.96) confirmed the effectiveness of the intervention on writing. Similarly, analysis also indicated a significant effect the intervention on the critical thinking improvement over time (F = 632.89, p < 0.001). The high effect size (η = 0.95) emphasized the practical significance of the improvements across the three time points. This confirmed the positive effects of the cloud-based gamified instructional model on writing and critical thinking.
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    GAMIFICATION AND ITS INFLUENCE ON FINANCIAL MANAGEMENT BEHAVIORS OF YOUNG INVESTORS
    (2023-01-01)
    Khalid, Bilal
    ;
    Dacko-Pikiewicz, Zdzislawa
    ;
    Szczepanska-Woszczyna, Katarzyna
    Exploring the intersections linking gamification and financial management among young investors in Thailand, the study focused on the attenuating impact of gamification on financial management factors-financial planning activity, financial self-efficacy, financial literacy, financial attitude, and financial culture on financial management behavior of these investors. The specific aim of the study was to examine and understand the impact of gamification on the financial management behaviors and decision-making processes of young investors with an age range from 18-40 years. A quantitative survey research design was applied, utilizing primary data collected from 332 young investors in Thailand, which were analyzed using structural equation modeling. The highlights of the results showed that financial attitude, financial culture, financial planning activity, and financial literacy positively and significantly affect the financial management behavior of young investors in Thailand. Gamification was also found to moderate the effect of all latent factors on financial management behavior significantly. In this regard, gamification should be considered sacrosanct for young investors when making investment decisions because of its aptitude to influence engagement, loyalty, attention span, and financial management behavior, which are all central to building a thriving platform.
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    Increasing Programming Self-Efficacy (PSE) Through a Problem-Based Gamification Digital Learning Ecosystem (DLE) Model
    (2022-08-21)
    Chinchua, Siwalai
    ;
    Kantathanawat, Thiyaporn
    ;
    Tuntiwongwanich, Somkiat
    The researchers initially undertook a systematic literature review concerning problem-based learning (PBL), gamification, digital learning ecosystems (DLE), and programming self-efficacy (PSE). Using recent studies and papers from Google Scholar, a preliminary gamified and DLE model was proposed to help Thai students PSE. Further analysis was conducted on gamification mechanics, dynamics, and aesthetics (MDA). After an assessment by nine educational experts using four educational assessment tools from the Joint Committee on Standards for Educational Evaluation (JCSEE) of the proposed seven-step A3S3R (advise, assign, analyze, search, synthesize, summarize, and report) DLE Management Model, the model’s suitability was judged to be ‘very high’ (mean = 4.40, SD = 0.59). Consequently, the development of this learning management model will result in learners recognizing their abilities better in programming and having better programming skills. It can also potentially increase students’ critical and analytical thinking skills and computational thinking and allow them to apply new knowledge or skills to new situations. Finally, researchers can develop new practical learning styles for use in teaching and learning.
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    Development of CT Using Need Assessment and Gamification: A Systematic Review
    (2021-01-01)
    Aroonsiwagool, Athit
    ;
    Tuntiwongwanich, Somkiat
    This study originates from the content synthesis of studies on computational thinking, need assessment, gamification, and computational thinking with coding from Thai and international scholarly articles published in accredited databases. Then, the synthesis results were integrated into the development of computational thinking through gamification and programming knowledge to improve the efficacy of computational learning. The process commenced with an analysis of the learners' needs obtained through the questionnaires concerning computational thinking. Data analysis illuminated the learners' levels of computational thinking as well as a fundamental understanding of what the learners need to be taught or what areas of skills each learner. With regards to this, conventional teaching approaches may not serve best to transmit the relevant knowledge which may subsequently induce unfavorable attitudes toward computational thinking. With the data elicited through the need assessment, instructors will have a clear direction as to how the pedagogical process should be designed to directly address the needs in each of the computational thinking components. In general, each component of them is rather complex, so the researcher incorporated gamification theory-based learning defined by its enjoyable game mechanisms and challenging nature which makes the coding lesson fun with block programming enabling learners to proficiently grasp the concept of computational thinking.