Design And Development of a Hybrid Augmented Reality Learning Board Game Based on Constructivist Theory to Enhance the Ability to Learn English Vocabulary and Retention of Grade 5 Students
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Abstract
The purpose of this research was to design and develop a hybrid augmented reality learning board game based on constructivist theory to enhance the ability to learn English vocabulary and retention of Grade 5 students. The research employed a Type I developmental research model as proposed by Richey and Klein (2007), which was divided into three phases: Phase 1 – the design and development of the board game, Phase 2 – the evaluation of the board game’s quality, and Phase 3 – the validation of the board game’s accuracy. This research was conducted in Phases 1 and 2, focusing on the processes of design, development, and quality assessment. In Phase 1, the target group consisted of 44 Grade 5 students and one English teacher from Nong Bua Wittayayon School in the academic year 2024. In Phase 2, the target groups included three experts in content, three in game design, and three in media and technology, as well as 47 Grade 6 students from the same school, for the purpose of evaluating the game’s quality. The findings revealed that the design and development process of the hybrid augmented reality educational board game involved studying theoretical principles and contextual information, synthesizing a theoretical framework and a design framework, and creating the board game. The developed board game consisted of six key components: (1) problem situations, including Situation Cards, Vocab Cards, Mission Cards, Alphabet Cards, and Treasure Bags; (2) learning sources, namely the Explorer’s Vocab Book; (3) knowledge exchange (group-based gameplay); (4) a center to promote English vocabulary learning ability and retention, namely the Warrior Training Center (Wordwall Training); (5) support bases, namely the Magical Lexicon Land Handbook; and (6) an advisory center, namely coaching. The results of the quality assessment conducted by the experts indicated that the board game was consistent in all aspects. The evaluation of the implementation context showed that the board game was well-aligned with the actual context in all aspects.
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