Effects of gamification of product life cycle concept as an active learning strategy for learning achievement and soft skills development of Thai university students

The purpose of this study was to identify the effects of gamification on learning achievement and soft skills development. Quasi experimental research design and one group pre-test post-test design were used as main methods of research design. This was a mixed method research study which integrated quantitative (experiments), and qualitative (interviews and observations) approaches.In this study, three experiments were conducted to test the effectiveness of an educational card game. The card game was developed to teach Product Life Cycle (PLC) concept. Selected samples consisted of undergraduate students of Thammasat and Mahidol universities. Pre-tests and Post-tests were conducted to measure learning achievement. Experiment one was divided into two groups; one group received lecture based instruction and the other group played the card game. In both situations, the post-test mean scores have increased. However, the mean score was slightly higher in the lecture group. Knowledge retention test was administered one month after the treatments for all the participants of experiment one. Mean score of knowledge retention test was slightly higher in experimental (game) group. Experiment two and three were done with different groups of students, considering game based instructions only. In both experiments, post-test scores have increased. Participants may have learned the PLC concept by playing the card game. It was visible from the Post-test results. The test papers were developed considering the first four levels of Bloom’s Taxonomy. Participants’ answers to the tests were analyzed in detail and the PLC game has helped them to answer remembering and understanding levels than other levels of the Bloom’s Taxonomy. Participants’ perception towards soft skills development, engagement, and satisfaction was measured by five-point likert scale. They believe that the PLC game has a potential to develop critical thinking, decision making and interpersonal communication. Findings of this study revealed that, the PLC game can be used as an Active Learning Strategy for university students. The results of this study may help instructors to develop more innovative, and cooperative teaching and learning strategies to create more excitement in the classroom, and thereby increase student performance by engaging them more in classroom activities.本研究旨在探究游戏化对学习成绩与软技能培养的影响。本研究采用准实验研究设计（Quasi experimental research design）与单组前测后测设计（one group pre-test post-test design）作为核心研究范式，属于整合了定量（实验）与定性（访谈、观察）研究路径的混合方法研究。本研究开展三项实验以验证一款教育卡牌游戏的教学效果，该游戏专为教授产品生命周期（Product Life Cycle, PLC）概念而开发。研究样本选取自泰国法政大学（Thammasat University）与玛希隆大学（Mahidol University）的本科生，通过前测与后测评估参与者的学习成绩。实验一设置两组对照：一组采用讲授式教学，另一组参与该卡牌游戏教学活动。两组的后测平均得分均有所提升，但讲授组的平均得分略高于游戏组。实验一的全体参与者在教学干预结束一个月后接受了知识保留测试，结果显示游戏组的知识保留测试平均得分略高于讲授组。实验二与实验三仅采用游戏化教学模式，针对不同学生群体开展。两项实验的后测得分均有所提升，结合后测结果可知，参与者可通过参与卡牌游戏掌握PLC概念。本研究的测试卷基于布卢姆认知目标分类学（Bloom’s Taxonomy）的前四个层级开发，对参与者的答卷进行详细分析后发现，相较于布卢姆分类法的其他层级，该PLC卡牌游戏更有助于参与者完成记忆与理解层级的测试题目。研究采用李克特五点量表（five-point likert scale），对参与者关于软技能培养、课堂参与度与教学满意度的感知情况进行评估，结果显示参与者认为该PLC卡牌游戏有助于培养批判性思维、决策能力与人际沟通能力。本研究结果表明，该PLC卡牌游戏可作为面向大学生的主动学习策略（Active Learning Strategy）加以应用。本研究结果可为教师开发更具创新性与协作性的教学策略提供参考，以提升课堂趣味性，通过增强学生的课堂参与度进而提升其学习表现。