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Design and Development of Constructivist Gamification-Based Learning Environment Model to Enhance Self-regulation for Undergraduate Students

Srisuda Daungtod, Sumalee Chaijareon


The aim of this study was to design and develop a constructivist learning environment model using gamification for enhancing self-regulation for undergraduate students. The target group were consisted of 9 experts in different skills. The 1st phase of model research was model development. Document analysis and survey research were used in this step. The model design and develop from previous studies by using theoretical framework consists of context base; psychological base; technology and media base and learning environment with gamification and designing framework. Gamification is be divided into 7 parts which are developed from different aspects (1) Problem-based learning are designed to “Missions” (2) Resources Center are developed to be “Tag Bank” and “Information” (3) Cognitive Tool Center become “Searching”, “Achievements”, “Information” and “Mission-report” (4) Self-regulation Center are “Self-report” and “Feedback” (5) Collaboration Center are developed to “Leaderboard” and “Community” (6) Scaffolding are “Roles” and “Onboarding” (7) Coaching becomes “Coaching” and “Hints”. The model was tested its efficiency including quality of contents, design of the model follows constructivist, and development of the model using gamification. The overall result of this model was fulfilled.


gamification, self-regulation, intrinsic motivation, learning environment, constructivist

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