Action Research on Developing Creative Problem-Solving and Spatial Thinking Skills of Grade 11 Students Through a Design Thinking Approach Integrated with Gamification Techniques

Abstract

This research aimed to develop and improve learning management using the design thinking process together with gamification techniques to enhance 1) creative problem-solving skills and           2) spatial thinking skills of Grade 11 students, with the criterion that at least 70% of students achieve scores of 70% or higher, through continuous action research cycles, and 3) to study students'              satisfaction with the learning management. The research employed an action research design. The target group consisted of 43 Grade 11 students at Kanlayanawat school during the first semester of the 2025 academic year, selected through purposive sampling. Research instruments included               1) experimental tools - nine lesson plans 2) reflection tools - learning outcome records, observation and behavior assessment forms, end-of-cycle tests on creative problem-solving skills, end-of-cycle tests on spatial thinking skills, and student interviews forms; and 3) evaluation tools – test on creative problem-solving skills, test on spatial thinking skills, and a satisfaction questionnaire. Quantitative data were analyzed using mean, percentage, and standard deviation, while qualitative data were analyzed using content analysis.
The results revealed that the iterative improvement of learning management through three action research cycles continuously enhanced students’ creative problem-solving and spatial thinking skills. Specifically, 35 students (81.40%) achieved the required level of creative problem-solving skills, exceeding the 70% criterion. Likewise, 33 students (76.74%) achieved the required level of spatial thinking skills, also surpassing the 70% criterion. In addition, students’ overall satisfaction with the learning activities was at a high level (μ = 4.17, σ = 0.81). When considered by dimension, all aspects were rated at a high level, with the learning atmosphere receiving the highest mean score (μ = 4.22, σ = 0.78), learning media (μ = 4.19, σ = 0.80), the learning process (μ = 4.15, σ = 0.81), and perceived benefits (μ = 4.11, σ = 0.85), respectively.