Investigating the Online Game-based and Group-Based Flipped Online Learning of Drug Abuse Prevention on Learning Achievement Among Grade 10 Students in Bangkok, Thailand
Keywords:
Online Game-based learning; Flipped Classroom Learning; Drug Abuse Prevention
Abstract
This study was examined the effect of the online Game-based learning versus the Group-Based Flipped Classroom online learning experiences about drug abuse prevention on the learning achievement among grade 10 students in Bangkok, Thailand. Classroom action research was implemented among grade 10 students at high school in Bangkok selected through purposive. Two comparable classrooms were assigned to either the online game-based learning or group-based flipped online learning for 2 weeks. The instruments employed in the study consisted of: (1) a flipped classroom model with online group investigation, (2) an online game-based model as individual learning, (3) the learning achievement—drug abuse prevention cognitive test. Independent t-test was analyzed to test the effectiveness of the two interventions. It revealed there was a significant difference in the learning achievement of drug abuse prevention given to those who were exposed to online game-based learning and those who were exposed to group-based flipped classroom online learning (t= 3.945, n1= 43, n2= 39, p= 0.000). From the study, high school students who were exposed to the online game-based learning performed better to those exposed to group-based flipped classroom online learning. Teachers are to encourage students to use individual learning to improve performance.
References
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Attali, Y. & Arieli-Attali, M. 2015. Gamification in Assessment: do Points Affect Test Performance?. Computer Education, 83: 57–63. https://doi.org/10.1016/j.compedu.2014.12.012
Betihavas, V., Bridgman, H., Kornhaber, R. & Cross, M. 2016.The Evidence for 'Flipping Out': a Systematic Review of the Flipped Classroom in Nursing Education. Nurse Education Today, 38: 15–21. https://doi.org/10.1016/j.nedt.2015.12.010
Bruner, J. 1985. Child's Talk: Learning to Use Language. Oxford: Oxford University Press.
Burgess, S. & Sievertsen, H.H. 2020. Schools, Skills, and Learning: The Impact of COVID-19 on Education. Available at: https://voxeu.org/article/impact-covid-19-education.
Carlsson, M., Dahl, G.B., Öckert, B. & Rooth, D. 2015. The Effect of Schooling on Cognitive Skills. Review of Economics and Statistics, 97 (3): 533–547. available at: http://www.mitpressjournals.org/doi/pdf/10.1162/REST_a_00501
Chua, S.M.J., & Lateef, F. 2014. The Flipped Classroom: Viewpoints in Asian Universities. Education in Medicine Journal, 6 (4): e20-e26. DOI:10.5959/eimj.v6i4.316
Evans, L., Bosch, M.L.V, Harrington, S., Schoofs, N. & Coviak, C. 2019. Flipping the Classroom in Health Care Higher Education: A Systematic Review. Nurse Educator, 44 (2): 74–8. https://pubmed.ncbi.nlm.nih.gov/30015680/
Felszeghy, S., Pasonen-Seppänen, S., Koskela, A. et al. 2019. Using Online Game-based Platforms to Improve Student Performance and Engagement in Histology Teaching. BMC Medical Education, 19: 273. https://doi.org/10.1186/s12909-019-1701-0.
Gonda, D., Pavlovicova, G., Tirpakova, A. & Duris, V. 2021. Setting Up a Flipped Classroom Design to Reduce Academic Procrastination. Sustainability, 13 (15): 8668. https://doi.org/10.3390/su13158668
Hew, K.F. & Lo, C.K. 2018. Flipped Classroom Improves Student Learning in Health Professions Education: a Meta-analysis. BMC Medical Education, 18 (1): 38. https://doi.org/10.1186/s12909-018-1144-z
Johnson, D. 2017. The Role of Teachers in Motivating Students to Learn. BU Journal of Graduate Studies in Education, 9 (1): 46-49. https://eric.ed.gov/?id=EJ1230415
Khanova, J., Roth, M.T., Rodgers, J.E. & McLaughlin, J.E. 2015. Student Experiences Across Multiple Flipped Courses in a Single Curriculum. Medical Education, 10 (49): 1038–1048. https://doi.org/10.1111/medu.12807
Kohpaiboon, A.2020. Industry 4.0 Policies in Thailand. ISEAS Yosof ISHAK Institute. Economics Working Paper. No.2020-02. available at: https://www.iseas.edu.sg/images/pdf/ISEAS_EWP_2020-2_Archanun.pdf
Kundu, A. & Bej, T. 2021. Experiencing e-assessment during COVID-19: an analysis of Indian students’ perception. Higher Education Evaluation and Development. Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/HEED-03-2021-0032
Lavy, V. 2015. Do Differences in Schools' Instruction Time Explain International Achievement Gaps? Evidence from Developed and Developing Countries. Economic Journal, 125 (588): F397-F424. Available at: https://doi.org/10.1111/ecoj.12233
Lew, E.K. 2016. Creating a Contemporary Clerkship Curriculum: The Flipped Classroom Model in Emergency Medicine. International Journal of Emergency Medicine, 9 (1): 25. https://intjem.biomedcentral.com/articles/10.1186/s12245-016-0123-6
Lo, C.K. 2017. Toward a Flipped Classroom Instructional Model for History education: A Call for Research. International Journal of Culture and History, 3 (1): 36-43. Doi: 10.18178/ijch.2017.3.1.075
Moraros, J., Islam, A. & Yu, S. 2015. Flipping for Success: Evaluating the Effectiveness of a Novel Teaching Approach in a Graduate Level Setting. BMC Med Educ, 15: 27. https://doi.org/10.1186/s12909-015-0317-2
O’Donnell, A.M. 2006. The Role of Peers and Group Learning. In P. A. Alexander & P. H. Winne (Eds.), Handbook of Educational Psychology (2nd ed., pp. 781–802). Mahway, NJ: Lawrence Erlbaum.
Pettit, R.K., McCoy, L., Kinney, M. & Schwartz, F.N. 2014. A Multimedia Audience Response Game Show for Medical Education. Medical Science Educator. 24:181–7. https://www.academia.edu/18042420/A_Multimedia_Audience_Response_Game_Show_for_Medical_Education
Purrohman, P.S. 2011. Classroom Action Research Alternative Research Activity for Teachers. Research gate. 1-10. https://www.researchgate.net/publication/326083037_Classroom_Action_Research_Alternative_Research_Activity_for_Teachers
Remington, T.L., Hershock, C. & Klein, K.C. 2015. Lessons from the Trenches: Implementing Team-based Learning Across Several Courses. Currents in Pharmacy Teaching and Learning, 7 (1): 121–30. http://dx.doi.org/10.1016/j.cptl.2014.09.008
Royal Thai Embassy-Washington D.C. 2015. Thailand 4.0. Available at: http://thaiembdc.org/ thailand-4-0-2/
Sajid, M.R., Laheji, A.F., Abothenain, F., Salam, Y., AlJayar, D. & Obeidat, A. 2016.Can Blended Learning and the Flipped Classroom Improve Student Learning and Satisfaction in Saudi Arabia? International Journal of Medical Education. 7 (4): 281–285. https://doi.org/10.5116/ijme.57a7.83d4
Saingam, D. 2018. Substance Abuse Policy in Thailand: Current Challenges and Future Strategies. Journal of Drug and Alcohol Research, 7: 1-10. DOI:10.4303/jdar/236058.
Sanitchai, P. & Thomas, D. 2018. The Relationship of Active Learning and Academic Achievement among Provincial University Students in Thailand. APHEIT International Journal. 7 (3): 47-61. https://doi.org/10.4236/jss.2019.73017
Slavin. R.E. 1990. Achievement Effects of Ability Grouping in Secondary Schools: A Best-Evidence Synthesis. Review of Education Research, 60 (3): 471-499. Available at: https://doi.org/10.3102/00346543060003471
Ovando, A.S, Rodríguez, A. & Hullin, C. 2018. Digital Game-Based Learning: A Didactic Experience in the Pre-Degree Nursing Career. Studies in health technology and informatics. 250: 88. https://pubmed.ncbi.nlm.nih.gov/29857392/
Susan, O.A., Olufunke, O.C., Abiodun, M.G., Olujide, A.A. & Ebikaboere, O. 2017. Individual and Group Learning on Task Achievement: Impact on Primary School Pupils in Nigeria. Proceedings of ICERI2017 Conference, Seville, Spain, 16th-18th November 2017.
Tang, F., Chen, C., Zhu, Y., Zuo, C., Zhong, Y., Wang, N., Zhou, L, Zou, Y. & Liang, D. 2017. Comparison between Flipped Classroom and Lecture-based Classroom in Ophthalmology Clerkship. Medical Education Online, 22 (1): 1395679. https://doi.org/10.1080/10872981.2017.1395679
Unicef. 2017. A Situation Analysis of Adolescents in Thailand 2015–2016. Available at: https://www.unicef.org/thailand/sites/unicef.org.thailand/files/2018-08/adolescent-situation-analysis-thailand-en.pdf
