The Development of a Programmed Instructional Package in Social Studies Using Virtual Reality Technology Combined With Simulation Games for Matthayomsuksa 3 Students at Srisatad Community School (Municipality 1), Loei Province

Abstract

This research aimed to: 1) develop a programmed instructional package in Social Studies using virtual reality technology combined with simulation games for Matthayomsuksa 3 students at Srisatad Community School (Municipality 1), Loei Province, to achieve the efficiency criterion of 80/80; 2) compare students’ learning achievement before and after learning through the developed instructional package; and 3) investigate students’ satisfaction with the instructional package. This study employed a one-group pretest-posttest experimental design. The sample consisted of 30 Matthayomsuksa 3 students enrolled in the second semester of the 2024 academic year. The research instruments included: 1) eight units of the programmed instructional package in Social Studies using virtual reality technology combined with simulation games, 2) a learning achievement test, and 3) a satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and t-test statistics.
The findings revealed that: 
1) the developed instructional package achieved an efficiency (E1/E2) of 83.94/88.83, which exceeded the established criterion of 80/80
2) students’ post-test learning achievement scores were significantly higher than their pre-test scores at the .05 level of statistical significance
3) students’ overall satisfaction with the instructional package was at a high level ( = 4.17, S.D. = 0.85). The results indicate that integrating virtual reality technology with simulation games into Social Studies instruction effectively enhances students’ learning achievement and motivation. This instructional innovation can serve as an effective approach for promoting active learning and developing essential competencies required for learners in the 21^st century.