THE DEVELOPMENT OF A TRAINING CURRICULUM TO ENHANCE TEACHERS’ COMPETENCY IN CREATING INNOVATIONS IN GAME-BASED LEARNING MANAGEMENT

Abstract

This research aimed to 1) identify the training needs for training curriculum development, and 2) develop a training curriculum to enhance teachers’ competencies in creating game-based instructional innovations, using a research and development approach. The research sample consisted of 40 teachers and 30 students from the Chorakhe Phueak Educational Quality Network Center, along with 5 informants for an interview and 7 experts participating in a focus group discussion. The research instruments comprised 1) a questionnaire on teachers’ perceptions of training needs, 2) a student questionnaire on teachers’ instructional practices, 3) an interview protocol, and 4) focus group discussion guidelines. Data were analyzed using mean, standard deviation, Modified Priority Needs Index (PNI_modified), and content analysis.

The research findings were as follows: 1) The top-priority training need was promoting student engagement in collaborative learning activities through game-based instruction, followed by the development of game-based instructional practices and the use of game-based learning models to address students’ learning outcome challenges. 2) The developed training curriculum comprised five key components: principles, objectives, content, game-based instructional innovation development, and assessment and evaluation. The training course spans 18 hours and is organized into four learning units. The training curriculum is structured into two theoretical units—Unit 1: Development of Core Competencies in Self-development and Unit 2: Development of Functional Competencies in Curriculum and Learning Management—and two practical units—Unit 3: Development of Innovative Skills and Unit 4: Learning Management Using Games-based Learning Management. The fourth component was composed of six phases: problem identification, conceptualization, design, development, implementation, and reflection and improvement. The developed training curriculum was validated by experts and considered suitable for practical implementation.