The interest around the use of game-based learning is intense as the educational experience is immediately gratifying and rewarding which inspires, challenges and engages young people. The redesign concept of game-based learning was a set of rules that game designer should consider modifying the existing games. This paper proposed two main aspects of redesign principles which emphasised on the real situation of using game-based learning in both school contexts and out-of-school contexts. This case study conducted in a selected developing country, Thailand as one of a key fact that in 2011 Thailand was Southeast Asia’s biggest online game market. In 2012, the Thai government implemented the one-tablet-per-child project which allocated almost one millions tablets to grade one students all over the country. The prime stakeholder groups involved in game-based learning in Thailand have been students, parents and teachers. These three groups had different perspectives towards advantages and disadvantages of game-based learning but all shared the same goal which was to lead students to an enhanced learning approach.
This article aims to report the survey result which investigated mainly perception and anxiety toward game-based learning. This self-administered Internet-based survey yielded 236 responses. More than half or 53.4 per cent (n=126) or the majority of participants were teachers. Almost two fifths (39.8% or n=94) were students which included elementary, secondary and university students. 6.8 per cent (n=16) were parents. The statistical measures used to present the quantitative data were the frequency, percentile, mean, standard deviation and f-test. The qualitative data was derived from the open-ended question and interviewing. The research findings presented in this study reflex and refine game-based design. In addition, the diversities of demanding and anxiety concerns among three groups of participants were discussed in detail. Interestingly, the research encountered participants’ expectations that a residual benefit of game-based-learning was steer young people away from the “dark side” of playing digital games and replace it with directing students to use technology linked to learning to foster development among young people as complete global citizen of the future.
This article aims to report the survey result which investigated mainly perception and anxiety toward game-based learning. This self-administered Internet-based survey yielded 236 responses. More than half or 53.4 per cent (n=126) or the majority of participants were teachers. Almost two fifths (39.8% or n=94) were students which included elementary, secondary and university students. 6.8 per cent (n=16) were parents. The statistical measures used to present the quantitative data were the frequency, percentile, mean, standard deviation and f-test. The qualitative data was derived from the open-ended question and interviewing. The research findings presented in this study reflex and refine game-based design. In addition, the diversities of demanding and anxiety concerns among three groups of participants were discussed in detail. Interestingly, the research encountered participants’ expectations that a residual benefit of game-based-learning was steer young people away from the “dark side” of playing digital games and replace it with directing students to use technology linked to learning to foster development among young people as complete global citizen of the future.