The management of learning related to digital technology and 21st-century learning in conjunction with gamification to enhance digital technology literacy skills for Pre-service Teachers

Abstract

           This research aimed to 1) develop a learning management model related to digital technology and 21st-century learning in conjunction with gamification; 2) compare digital technology skills between the pre-and post-test sessions on learning management related to digital technology and 21st-century learning in conjunction with gamification; and 3) evaluate digital technology skills considered by group activity participation in conjunction with gamification. This is research and development. The samples are computer education program, Nakhon Ratchasima Rajabhat University. In the first semester of the academic year 2023. The qualifications are students who have taken the course digital technology and learning in the 21-st Century obtained by purposive sampling. There were 56 sophomores and 29 juniors, included 85 students. The instruments included 1) the learning management and quality assessment model, 2) the digital technology skills test, and 3) the evaluation form. The data was analyzed by mean (), Standard deviation (S.D), and t-test dependence for hypothesis testing.
           The results were revealed as follows. 1) The development of the learning management model related to digital technology and 21st-century learning in conjunction with gamification included five key components, i.e., (1) specify the learning objectives (2) pre-test (3) semantic web search (4) combined gamification, which was viewed as suitable most (=4.53, S.D=0.13)  according to the experts’ opinions; and (5) post-test and suitability of the learning management model. 2) as for the comparison of digital technology skills between the pre-and post-test sessions on learning management related to digital technology and 21st-century learning in conjunction with gamification, it was found that the mean () of basic knowledge in the post-test session was significantly higher than the pre-test at the 0.05 significance level. Regarding 3) the evaluation of digital technology skills considered by group activity participation in conjunction with gamification, it was found that the evaluated digital technology skills of students considered by group activity participation in conjunction with gamification were high (=3.38, S.D=0.89).