Development of Virtual Assistant Technology Integrated Gamification Concept with Resource-Based Learning Model to Enhance Thai Reading, Writing Skills, and Raise Awareness about Thainess for Secondary Students

Abstract

This research aims to: 1) develop a learning model that utilizes virtual assistant technology integrated with the gamification concept, based on resource-based learning, to enhance Thai reading and writing skills and foster awareness of Thainess among secondary students; 2) examine the effects of this learning model on the development of Thai reading and writing skills and awareness of Thainess in secondary students; and 3) present the learning model for further evaluation. The sample consisted of two groups: 45 secondary students from the second semester of the academic year 2023, and nine experts in evaluating learning management models and research tools.

The research findings are as follows: 1) The learning model that integrates virtual assistant technology with gamification, based on resource-based learning to develop Thai reading and writing skills and awareness of Thainess in secondary students, consists of 2 components: (1) preparation and (2) teaching and learning. The teaching and learning consists of five stages: (1) exploration, (2) learning, (3) evaluation, (4) application, and (5) knowledge adaptation and dissemination. 2) The development of Thai reading and writing skills in students who studied using this model, after studying higher than before studying significantly at the .05 level of statistical significance  (t-test = 23.55). The awareness of Thainess among students who studied using this model also after studying higher than before studying significantly at the .05 level of statistical significance. (t-test = -13.78) 3) The results of presenting the learning model using virtual assistant technology combined with gamification, based on resource-based learning for developing Thai reading and writing skills and awareness of Thainess in secondary students, showed that the evaluation of the model was very positive ( M = 4.72, SD = 0.10). The simple correlation coefficient between Thai reading and writing skills and awareness of Thainess among students was .434, indicating a low level of correlation.