Development of blended training model using gamification to develop early childhood teachers' knowledge and abilities in organizing English language experiences for early childhood children
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Abstract
This research aimed to develop and examine the effects of a blended training model incorporating gamification to enhance early childhood teachers’ knowledge and competencies in organizing English learning experiences for young children. The sample group consisted of 30 early childhood teachers teaching kindergarten levels 1 to 3 in schools located in Pathumthani Province, representing three different educational affiliations, and were selected through stratified random sampling. The research instruments included: (1) an assessment form for teachers’ knowledge and competencies in organizing English learning experiences, and (2) a questionnaire to measure teachers’ satisfaction with the blended training model. Data were analyzed using descriptive statistics (mean and standard deviation) and a t-test at the .01 level of statistical significance. Research Findings: (1) the training model combined online and face-to-face learning approaches with gamification elements to motivate teachers to improve their knowledge and competencies. The training process consisted of three main stages: (a) online learning and analysis of target children; (b) designing and planning English learning activities through game-based methods; and (c) implementation, including real classroom teaching, video recording, and reflective sessions with experts. (2) The results showed a significant improvement in the teachers’ knowledge, increasing from a moderate level (M=6.52, SD=3.24) to a good level (M=13.27, SD=2.89), and their competencies increased from a good level (M=10.70, SD=0.62) to a higher good level (M=11.91, SD=0.55).The improvement in both knowledge and competencies was statistically significant at the .01 level. The findings indicate that the blended training program incorporating gamification effectively enhanced the knowledge and ability of early childhood teachers in organizing English language learning experiences for preschool children.
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หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
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