DEVELOPMENT OF AN OPEN AND ADAPTIVE GAMIFIED LEARNING MODEL TO ENHANCE MATHEMATICAL PROBLEM-SOLVING SKILLS AMONG UPPER PRIMARY STUDENTS

Abstract

This research aimed to 1) Examine the current state, desirable state, priority needs, and components of an Open and Adaptive Gamified Learning Model; 2) Develop the Open and Adaptive Gamified Learning Model; and 3) Evaluate the effectiveness of implementing the model to enhance mathematical problem-solving skills among upper primary students. The Research and Development (R&D) methodology was employed. The samples were 45 students in Grades 4 - 6 at Ban Trok Khae School, selected through purposive sampling. Research instruments comprised a priority needs questionnaire, 24 lesson plans, a mathematical problem-solving skills test, and a satisfaction assessment form. Data were analyzed using mean, standard deviation, Priority Needs Index (PNI Modified), dependent t-test, effect size (Cohen's d), Normalized Gain, Effectiveness Index, and efficiency values (E₁/E₂). The findings revealed that: 1) The Current state was at a moderate level while the desirable state was at the highest level; the highest priority needs were problem-solving planning (PNI_Modified = 0.576) and the gamification component (PNI_Modified = 0.755); mathematical problem-solving skills consisted of 4 main components, and the learning model consisted of 3 main components; 2) The Developed model comprised 6 components, including five learning activities and a six-step learning process, with pilot efficiency E₁/E₂ = 88.73/86.78, exceeding the 80/80 criterion; and 3) For the effectiveness study with 45 students, post-test scores were significantly higher than pre-test scores at the .01 level (t = 23.95, df = 44); E₁/E₂ = 88.08/86.97; effect size Cohen's d = 3.57 indicating a huge effect; Normalized Gain ⟨g⟩ = 0.80; Effectiveness Index = 0.77; Mastery Rate = 100.00%; and student satisfaction was at the highest level ( = 4.71).