THE BLENDED MOOC INSTRUCTIONAL MODEL BASED ON PROJECT-BASED LEARNING IN GAMIFICATION ENVIRONMENT TO ENHANCE DIGITAL LITERACY FOR UNDERGRADUATE STUDENTS

Abstract

The objective of this research were to 1) develop a blended MOOC instructional model based on project-based learning in gamification environment to enhance digital literacy for undergraduate students 2) assess the suitability of the developed instructional model based on expert comments. The samples were 5 experts in online instructional design and digital literacy selected by purposive sampling. The research instrument was a five-level estimation scale and open-ended questions. Data were analyzed using arithmetic means and content analysis.

The results showed that: 1) the blended MOOC instructional model based on project-based learning in gamification environment to enhance digital literacy for undergraduate students had 5 following key principles: the principle of blended learning management and the utilization of open educational resources; the principle of project-based learning and using real-world challenges or problem scenarios as the context of learning; the principle of designing environments that facilitate learning and gamification environments that attract learners; the principle of interacting and exchanging ideas with communication tools; and the principle of emphasizing the learning process of learners, and there are 6 steps to the teaching and learning process: Step 1: preparing learners; Step 2: defining and presenting project topics; Step 3: planning; Step 4: data collection and analysis; Step 5: summarizing; and Step 6: presenting. 2) experts believe that the developed instructional model is generally suitable at a very reasonable level, with an average of 4.42.