THE DEVELOPMENT OF BROAD GAME LEARNING BY COGNITIVE THEORIES OF PIAGET TO ENHANCED COGNITIVE FLEXIBILITY IN THE 21ST CENTURY STUDENTS Articles
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Abstract
The purposes of the research were 1) to develop a learning game board to enhance cognitive flexibility skills of students in the 21st century 2) to compare the results before and after testing the learning game board. Sample group Including students in the 21st century who are studying in private higher education institutions. Bachelor's degree Southeast Bangkok University In the academic year 2023, Semester 2, there were 19 students studying in the Computer Game Programming 2 course by selecting a specific sample (Purposive Sampling). The tools used in the research included 1) learning game boards according to developmental theory’s Piaget's concept to enhance cognitive flexibility skills of students in the 21st century 2) board game learning achievement test statistics used in the research include percentage, mean, standard deviation. and compare statistical values (Dependent t-test) The results of the research found that 1) the results of the development of learning game boards to enhance cognitive flexibility skills of students in the 21st century, there are the following elements: 1) determining the content or story 2) determining the purpose 3) the mechanism 4) rules and regulations 5) the duration of playing 6) reflection back and 7) graphic design in games, 2) achievement before and after testing the learning game board to enhance cognitive flexibility skills of the sample group. It was found that the score after the test was at a high level ( =3.71, S.D.=0.82) with a higher score than before the test, which was at a moderate level ( =3.01, S.D.=0.04). It consists of 3 components: 1) component, choice, score. After the test was at a high level ( =3.54, S.D.=0.84), there were scores higher than before the test at a moderate level ( =3.12, S.D.=0.68). 2) Control component: The score after the test was at a high level ( =3.54, S.D.=0.84) had a moderately higher score than before the test ( =3.00, S.D.=0.61) 3) Component: perception of self-efficacy The scores after the test were at a high level ( =3.74, S.D.=0.72), with scores higher than before the test at a moderate level ( =2.92, S.D.=0.59). It can be concluded that the scores for cognitive flexibility skills after testing with a board game following theoretical guidelines higher than before studying at the significance level of .05, before testing, there was a mean of 3.01 and a standard deviation of 0.04. After testing, there was a mean of 3.71 and a standard deviation of 0.82, with a t test value of 1.734.
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