Effects of gamification of product life cycle concept as an active learning strategy for learning achievement and soft skills development of Thai university students

The purpose of this study was to identify the effects of gamification on learning achievement and soft skills development. Quasi experimental research design and one group pre-test post-test design were used as main methods of research design. This was a mixed method research study which integrated quantitative (experiments), and qualitative (interviews and observations) approaches.In this study, three experiments were conducted to test the effectiveness of an educational card game. The card game was developed to teach Product Life Cycle (PLC) concept. Selected samples consisted of undergraduate students of Thammasat and Mahidol universities. Pre-tests and Post-tests were conducted to measure learning achievement. Experiment one was divided into two groups; one group received lecture based instruction and the other group played the card game. In both situations, the post-test mean scores have increased. However, the mean score was slightly higher in the lecture group. Knowledge retention test was administered one month after the treatments for all the participants of experiment one. Mean score of knowledge retention test was slightly higher in experimental (game) group. Experiment two and three were done with different groups of students, considering game based instructions only. In both experiments, post-test scores have increased. Participants may have learned the PLC concept by playing the card game. It was visible from the Post-test results. The test papers were developed considering the first four levels of Bloom’s Taxonomy. Participants’ answers to the tests were analyzed in detail and the PLC game has helped them to answer remembering and understanding levels than other levels of the Bloom’s Taxonomy. Participants’ perception towards soft skills development, engagement, and satisfaction was measured by five-point likert scale. They believe that the PLC game has a potential to develop critical thinking, decision making and interpersonal communication. Findings of this study revealed that, the PLC game can be used as an Active Learning Strategy for university students. The results of this study may help instructors to develop more innovative, and cooperative teaching and learning strategies to create more excitement in the classroom, and thereby increase student performance by engaging them more in classroom activities.