Combining Game-Based Learning with Design Thinking Using Block-based Programming to Enhance Computational Thinking and Creative Game for Primary Students

Chotika Wanglang, Kobkiat Sraubon, Pallop Piriyasurawong
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Abstract

This research aims to develop a combining game-based learning with design thinking using block-based programming to enhance computational thinking and creative games for primary students and will be referred to as game-based learning from now on. The purpose of this research is to 1) develop a model for game-based learning, 2) develop the system for game-based learning, 3) evaluate students' computational thinking after implementing game-based learning, and 4) evaluate the creative games created by students after game-based learning is implemented. The research tools included 1) the model for the game-based learning, 2) the model-appropriate evaluation form, 3) the learning system evaluation form 4) the computational thinking evaluation form, and 5) the creative game evaluation form. The research results showed that 1) the evaluation results of the model are appropriate for teaching at the highest level (x  = 4.82, SD = 0.42) and could be used for experimental teaching, 2) The results of game-based learning system quality are at the highest level (x  = 4. 57, S.D. = 0. 50). The researcher implements a game-based learning model and system to teach a sample group of 24 students in grade 4, using a purposive sampling method. The results of the implementation could be summarized as follows: 1) the results of students' computational thinking evaluation after implementing the model and system are significantly higher than before at the .05 level. 2) evaluation results of creative games that students developed after implementing the model and system are at a high level (x  = 4.29, S.D. = 0.52)
将游戏式学习与设计思维相结合 利用积木式编程提高小学生的计算思维和创造性游戏能力
本研究旨在开发一种结合游戏式学习和设计思维的积木式编程方法,以提高小学生的计算思维和创造性游戏,以下简称为游戏式学习。本研究的目的是:1)开发游戏化学习的模型;2)开发游戏化学习的系统;3)评估实施游戏化学习后学生的计算思维;4)评估实施游戏化学习后学生创造的创意游戏。研究工具包括:1)游戏化学习的模型;2)适合模型的评价表;3)学习系统评价表;4)计算思维评价表;5)创意游戏评价表。研究结果表明:1)模型的评价结果适合教学的水平最高(x = 4.82,SD = 0.42),可用于实验教学;2)游戏化学习系统质量的结果处于最高水平(x = 4. 57,S.D. = 0. 50)。研究者采用有目的的抽样方法,对四年级的 24 名学生实施了游戏式学习模式和系统。实施结果可归纳如下:1)实施该模式和系统后,学生的计算思维评价结果在 0.05 水平上明显高于实施前。2) 实施该模式和系统后,学生开发的创意游戏的评价结果处于较高水平 (x = 4.29, S.D. = 0.52)
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