Learning Outcomes from Using a Game-Based Application to Promote Abstract Thinking in Computational Thinking Among Lower Secondary Students in Bangkok Metropolitan Schools
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Abstract
This research aimed to investigate the learning outcomes of using a game-based application designed to foster computational thinking skills, specifically in the area of abstraction, among lower secondary school students. It also sought to compare post-intervention academic performance among students at different grade levels. The population consisted of lower secondary students at Na Luang School under the Bangkok Metropolitan Administration, enrolled in the second semester of the 2024 academic year. The sample was selected using cluster sampling, with one classroom randomly chosen from each grade level (Grades 7–9), including only students who had enrolled in the elective computer science course. The total number of participants was 74 students. The results showed that students in all grade levels achieved significantly higher post-test scores compared to their pre-test scores, at the 0.01 level of statistical significance. Moreover, a one-way ANOVA revealed a statistically significant difference in mean post-test scores among the three grade levels (F = 9.53, p < 0.01). Specifically, Grade 7 students had significantly lower mean scores than those in Grades 8 and 9, while no significant difference was found between Grades 8 and 9. In terms of user satisfaction, students reported a high overall level of satisfaction with the game-based application ( = 4.02, S.D. = 0.15), particularly regarding the game's engagement and design, with the highest satisfaction reported by students in Grades 7 and 9. These findings demonstrate the effectiveness of the game-based learning tool in fostering abstraction skills and indicate that such applications serve as valuable educational tools that support the integration of game-based learning strategies into computational thinking curricula.
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