The Development of Ecosystem Learning by an Arcade to Promote Computational Thinking Skills of Junior High School Students

Abstract

                This research aims to 1) design and develop an arcade learning ecosystem to promote computational thinking skills among junior high school students, and 2) study the effects of using the arcade learning ecosystem on computational thinking skills. The research employs a design thinking methodology. The target groups include
1) 8 computer science teachers from large schools under the Secondary Educational Service Area Office of Kalasin,
2) 30 special class students from Matthayom Sueksa 1/3 of Anukoolnaree School, selected by purposive sampling, and 3) 3 designers of learning management innovations related to content, techniques, and game creation. The research tools used include 1) interviews, 2) focus group discussion records, and 3) a user guide for the arcade learning ecosystem to promote computational thinking skills among lower secondary school students. Data analysis includes content analysis, interpretation, and calculation of the average consistency index. The statistics used are percentage, mean, and standard deviation.

                The findings indicate that 1) the design and development results, derived from user experience data collection, led to the creation of an innovation design guide, including a user guide for the arcade learning ecosystem for teachers, learning management plans, and computational thinking skill assessment tools for lower secondary school students.
2) The evaluation and reflection results show that the quality assessment of the arcade learning ecosystem for teachers is at the highest level, and for students, it is also at the highest level. Overall, computational thinking skills are at a good level. The evaluation and reflection results highlight the strength of the learning ecosystem in providing practical activities that closely resemble real-life situations, allowing students to practice problem-solving step-by-step through different levels, covering all four components of computational thinking skills. The game is enjoyable, easy to play, and the content is appropriate for students, demonstrating the efficiency and effectiveness of the learning ecosystem.