Paper—The Synthesis of a Model of Problem-Based Learning With the Gamification Concept...
The Synthesis of a Model of Problem-Based Learning
With the Gamification Concept to Enhance the Problem-
Solving Skills for High Vocational Certificate
https://doi.org/10.3991/ijet.v16i14.20439
Ratchapol Kladchuen (*)
Pranakorn Commercial Technological College, Bangkok, Thailand
pmc.ratchapol@gmail.com
Jiraphan Srisomphan
King Mongkut’s University of Technology North Bangkok,
Bangkok, Thailand
Abstract—Work in the 21st century places an emphasis on the analytical
and problem-solving skills of employees as well as on new adaptability
knowledge. Education nowadays needs workers to help develop the skill sets
that are necessary for both working and living. This research used synthesis and
evaluated formats that would be suitable to the learning model. The problematic
base skills together with the gamification concept for strengthening problem-
solving skills were utilized with high-level vocational students. The researchers
found that the style of learning gained by synthesis emphasizes students’ prob-
lem-solving in various situations, stimulating and motivating them by using
gamification. It involved learning and solving problems using seven steps in the
teaching process including: 1) Problem, 2) Analysis, 3) Discovery, 4) Experi-
ment, 5) Presentation, 6) Quest, and 7) Competition. The researchers also con-
cluded that the evaluation of the suitability of the learning model by nine ex-
perts with a focus group process was found to be most appropriate. In addition,
it identified learning styles that can be applied to teaching and learning appro-
priately.
Keywords—Problem-based Learning, Gamification, Problem-solving Skills,
High Vocational Certificate, Thailand
1 Introduction
Education is an important tool for developing the quality of a country’s citizens.
The reason is that citizens are the cornerstone of a country’s development in various
aspects from the advancement of science and technology to information technology.
The advancement can be shown in the transformation which has occurred in society,
the economy, culture, and the environment of the country. Therefore, the strategy for
developing the quality of people can be seen in the reflection of Thai society. The
National Economic and Social Development Plan No. 12 agenda is focusing on the
4 http://www.i-jet.org
,Paper—The Synthesis of a Model of Problem-Based Learning With the Gamification Concept...
sustainability of the Thai people towards becoming a society of wisdom and learning.
It emphasizes the development of the population in collaboration with the Center of
Development Workforce, which is developing the skills that will meet the needs of
the labor market and essential skills to sustain life in the 21st century [1]. In addition,
the Department of Education has established the education policy in the National
Education Plan 2017–2036, a 20-year long-term plan. This is in line with the econom-
ic and social development plan, with the goal of enhancing all learners’ skills and
encouraging them to seek knowledge in life-long learning as well. The world in the
21st century emphasizes the adaptability of labor in gaining new knowledge, skills,
and conceptual analysis. Therefore, Thai educational management needs to be trans-
formed to develop citizens’ analytical thinking as well as applying and synthesizing
during learning processes [2].
The learning process must support and challenge learners in developing problem-
solving skills. Therefore, educational management needs to be transformed to develop
citizens to think, analyze, synthesize, and apply. This is consistent with the Thai na-
tional policy and direction of the 21st century learner, who should be encouraged to
face increasingly complex problems [3]. It requires the sustainable development of
skills to analyze, synthesize, and summarize complex data that are changing all the
time in the digital environment. Learning acquisition is not limited to the classroom,
but also is available everywhere. The content of knowledge and skills are abundant in
the constantly changing world. Students can seek knowledge everywhere. The learn-
ing model of the new generation in the digital age has been a significant leap. There
are many online learning methods in the market, such as Massive Open Online Cours-
es (MOOCs), video media (YouTube), computer games (games), social media (social
media), and audio media (audiobooks and podcasts) [4].
A survey on the behavior and needs of the new generation found that they liked to
learn by themselves. It found that learners enjoy learning when the learning process
allows them to be involved in the teaching and learning process. Some 51% of the
learners who are from the new generation like to learn by themselves and are able to
create knowledge by themselves through reading books, using the internet, and with
online learning, and 23% of the learners have an interest in workshops and specialized
topics. These results are in line with the results of a 2018 internet user behavior sur-
vey of Thailand. It found that internet usage behavior of the Thai people was continu-
ing to increase. Thai people spend 10 hours and 5 minutes of time per day on the
internet, which was longer than 2017 by about 3 hours 41 minutes per day. The Gen Y
users aged between 18 and 37 years ranked the highest usage for four years. In con-
sideration of the usage types, the first rank is reading online books which accounted
for 48.27%. This implies that consumer behavior in reading is changing throughout
life to become more digital [5].
The Vocational National Educational Test (V-NET) is a standard test. It measures
the academic knowledge and professional standards of the second and third-year level
students to group the quality of the learners using mean. The V-NET is designed to
capture the quality standard of both teachers and students at the vocational certificate
level. The evaluation criteria used the percentage of learners who achieved a grade
point average of the national grade point average and compared with the learners who
are enrolled in the vocational certificate level. For the academic year 2014–2018,
researchers found that the vocational certificate level had an average knowledge test
iJET ‒ Vol. 16, No. 14, 2021 5
, Paper—The Synthesis of a Model of Problem-Based Learning With the Gamification Concept...
score in various testing areas including core competencies and general competencies,
components, thinking skills, and problem-solving. The average scores at national
level were 35.57, 28.45, 32.92, 30.11, and 30.56, respectively, which had the quality
level in the criteria for improvement needed. When we consider the area of problem-
solving in combination within professional skills using scientific principles and pro-
cesses, the average scores in these areas were 38.73, 30.31, 39.02, 33.47, and 34.50.
In addition, the principles of problem-solving in the profession using mathematical
processes achieved average scores of 32.41, 26.58, 26.83, 26.75, and 26.63 [6]. When
comparing these average scores with the national educational test in vocational educa-
tion between 2013 and 2018, in the areas of thinking skills, components, and problem-
solving, the overview of all areas at the national level as well as the overview of the
national business computer sectors, researchers found that the overall national busi-
ness computers had average scores of 32.75, 35.01, 27.29, 32.15, 29.36, and 29.89,
respectively. It is quite noticeable that the mean score was lower than the average
score in all fields and that the mean score was less than 50.00. The results are a reflec-
tion of Thai academic quality, which is below standard. These workers obviously lack
communication skills, critical thinking skills, and problem-solving skills [7].
Gamification is the application of game design principles and mechanisms. The
game designates scores as an experience level, with a joint leaderboard including
organizing a competition between learners. This concept has been applied in a context
that is not game play in the anticipation of stimulating learners, building engagement,
and encouraging learners to develop behaviors both in knowledge acquisition and
developing skill sets that the designer needs to happen [8]. However, the gamification
technique is not intended to change the teaching method to gaming. Rather, it com-
bines game design elements with teaching. The teaching and learning process in-
volves creating a game-like experience to drive learners’ involvement with learning
and teaching based on the above problems and priorities. The researchers were inter-
ested in developing the teaching and learning models using the problem as a basis in
conjunction with the gamification concept, to develop the problem-solving skills of
high-level vocational students by simulating the playing environment. The learners
will receive points or awards when completing the assigned missions.
From the above discussion points, the researchers were interested in developing
problem-based learning as a foundation for learners mixed with gamification. The
simulation of real situations needed to be constructed. The purpose was to strengthen
problem-solving skills among vocational students, including critical thinking, analy-
sis, and making decisions. It also helps the development of the self-learning skill,
which is a lifelong learning skill that is important in the 21st century for workers who
are in demand among the entrepreneurs in the labor market.
The objective of this research is to synthesize a problem-based learning model in
conjunction with the gamification concept to enhance high-level vocational students’
problems-solving skills and evaluate the suitability of the synthetic form of the mixed
learning model.
6 http://www.i-jet.org
