THE DEVELOPMENT OF SIXTH-GRADE STUDENTS’ WRITTEN COMMUNICATION ABILITY AND CREATIVE THINKING SKILLS THROUGH CREATIVITY-BASED LEARNING WITH GAMIFICATION AND ARTIFICIAL INTELLIGENCE

Abstract

This article aimed to develop: 1) the written communication ability of Grade 6 students, with a target of 100 percent of students attaining a minimum score of 75.00 percent and 2) the creative thinking skills of Grade 6 students, with a target of 100 percent of students attaining a minimum score of 75.00 percent. The participants consisted of five Grade 6 students enrolled in the 2025 academic year at Nongbuanuai Amnuaywit School, Kalasin Province, selected through purposive sampling. This study employed an action research design comprising three action cycles. Data collection instruments included 12 lesson plans, learning outcome record forms, student behavior observation forms, a written communicative ability test, and a creative thinking skills test. Quantitative data were analyzed using mean, standard deviation, and percentage, while qualitative data were analyzed through content analysis. The results of the study revealed that: (1) all students (100 percent) who received instruction through the creativity-based learning model integrated with gamification and artificial intelligence technology achieved written communication ability scores that met the designated criterion of 75.00 percent, with a mean score of 86.00 percent, exceeding the established threshold and (2) all students (100 percent) demonstrated creative thinking skills that met the designated criterion of 75.00 percent, with a mean score of 87.00 percent, also surpassing the established threshold. Qualitative analysis further indicated that students exhibited progressively increasing levels of learning engagement across all three action cycles, which was consistent with the continuous improvement observed in quantitative scores throughout each successive cycle.