Learning Management Using the Gamification Concept in Criminal Law to Develop Critical Thinking Skills for Mathayomsuksa 3 Students.

Abstract

This research aimed to: 1) investigate the current conditions and problems in learning management for developing critical thinking skills in criminal law, and 2) develop learning management based on the gamification concept to enhance critical thinking skills in criminal law for Mathayomsuksa 3 students. The study employed a mixed methods approach. The population consisted of Mathayomsuksa 3 students from large and extra-large schools in Mueang Phitsanulok District. The sample group included 327 students. Key informants for in-depth data consisted of 5 social studies teachers and 10 students. The research instruments included: 1) a five-point rating scale questionnaire, 2) a semi-structured interview, and 3) lesson plans developed based on the gamification concept. The experimental group comprised 39 Mathayomsuksa 3 students from the Secondary Demonstration School of Naresuan University in the second semester of the 2025 academic year. Data were analyzed using descriptive statistics, including mean, standard deviation, and content analysis.

            The research findings revealed that: The current conditions and problems in learning management for developing critical thinking skills were at a high level (= 3.60, S.D. = 0.97). The highest mean was found in learning materials, followed by learning management methods, assessment and evaluation, content, and teachers, respectively, while the learner aspect had the lowest mean. The gamification-based learning management consisted of three components: learning management guidelines, learning outcomes, and interview results. These findings indicated that the approach effectively promoted students’ critical thinking skills in an appropriate manner.