การพัฒนารูปแบบการเรียนรู้ออนไลน์โดยใช้ปัญหาเป็นฐานที่มีเทคนิคเกมิฟิเคชันและการเสริมศักยภาพทางการเรียนเพื่อส่งเสริมการคิดแก้ปัญหา สำหรับนักศึกษาระดับปริญญาตรี

Phisit  Mokkhao; Sanit  Teemueangsai; Songsak  Songsanit

doi:10.60027/iarj.2026.e294353

Authors

Phisit Mokkhao Rajabhat Maha Sarakham University, Thailand https://orcid.org/0009-0002-1154-1681
Sanit Teemueangsai Rajabhat Maha Sarakham University, Thailand https://orcid.org/0009-0003-2994-0266
Songsak Songsanit Rajabhat Maha Sarakham University, Thailand https://orcid.org/0009-0000-2041-3396

DOI:

https://doi.org/10.60027/iarj.2026.e294353

Keywords:

Problem-Solving Thinking, Problem-Based Learning (PBL), Gamification Technique, Online Learning, Learning Enhancement, Learning Model Development

Abstract

Background and Aims: This research aimed to: (1) study the problems and needs in teaching and learning management that promote problem-solving thinking among undergraduate students; (2) develop an online learning model based on problem-based learning (PBL) integrated with gamification techniques and learning enhancement to promote problem-solving thinking; and (3) examine the results of using the developed learning model.

Methodology: The study was conducted in three phases: Phase 1 investigated the current situation, problems, and needs through document analysis, related research, and a questionnaire administered to 400 undergraduate students. Phase 2 involved developing the learning model using in-depth interviews with seven experts and evaluating its suitability by five specialists. Phase 3 evaluated the appropriateness of the online lessons and implemented the model with third-year students majoring in Computer Industrial Education. The experimental group and control group were compared using the one samplet-test.

Result: Phase 1: The results revealed that promoting problem-solving thinking among undergraduate students requires development in several areas, with a high level of urgent need. Phase 2: The online learning model was developed based on expert interviews and expert evaluations. The final model consisted of four components: Online learning environment, Problem-based learning with gamification techniques, Enhancement of problem-solving potential, and Assessment and evaluation. The model’s overall suitability was rated at a high level (\bar{x}= 4.42). Phase 3: The online lessons were found to be highly appropriate and were experimentally implemented with third-year students. The results showed that the experimental group achieved significantly higher problem-solving thinking scores and learning achievement than the control group at the .05 level of statistical significance. Moreover, problem-solving thinking was positively correlated with learning achievement (r = .733), and learners expressed high satisfaction with the model (\bar{x} = 4.31).

Conclusion: The study was conducted in three phases. The results demonstrated that undergraduate students urgently require development in problem-solving thinking. The developed online learning model based on problem-based learning integrated with gamification comprises four key components (learning environment, problem-based learning, enhancement of problem-solving skills, and assessment). The model showed high suitability (\bar{x} = 4.42). Experimental results revealed that the model effectively improved students’ problem-solving thinking and learning achievement, with a significant positive correlation (r = .733) and high learner satisfaction (\bar{x}= 4.31). This confirms that the developed model is effective and applicable for enhancing learning and problem-solving skills in higher education.

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