Students’ Learning Experience in Online Games-Based Sex Education in Thai Secondary Schools

Abstract

In sex education, traditional teaching approaches that place the teacher in the centre of learning provide little opportunity for promoting the development of students’ sexual knowledge, maturity, self-confidence, communication skills, and well-rounded personalities. In Thailand, this traditional approach has an impact on teenage students’ effective learning for the Comprehensive Sex Education (CSE) curriculum through their behaviours and attitudes about sex-related topics. Moreover, CSE does not cover many approaches such as discussions and debates to promote students’ analytic and critical-thinking skills related to sexual-related topics. (MSDHS, 2019 ; UNESCO, 2021 & UNICEF, 2016). This study investigates students' learning CSE through embedded digital Games-Based Learning (GBL) module that is delivered to Grade 7 (age 12-14) secondary school students in the north of Thailand. Researchers in this study developed a game that aims at encouraging and stimulating students’ skills to analyse and critique their understanding of CSE. The purpose of this paper is to investigate how the levels of Bloom’s Taxonomy have been manifested with students’ learning using GBL. In the course of the study, 1152 students responded to answer pre and post-tests. The statistical findings show that students’ scores in the post-test were significantly higher than those of the pre-test (withought GBL). This paper concludes that, GBL facilitated opportunities for students to conceptualize, apply, analyse, synthesize, evaluate and create their learning actively and skilfully. However, the statistical data highlights that the development measured after the use of CSE gamified syllabus does not occur at the same rate and that some skills developed at a higher rate than others. Importantly, the study found that GBL is not a standalone approach to teach CSE, other pedagogical approaches (e.g., enquiry-based learning) need to be embedded. These approaches can be implemented with or without technology, but they need to be planed ahead. Final study conclusion is that, efficient teaching of CSE is not down to students only, collective efforts of other stakeholders (e.g., parents, policy makers, etc), are needed.

Card game method to improve the number of counting operations of elementary school students in Buru District

“…By actively participating in learning, children are expected to understand the materials taught more easily. In Ismail (2006), children's education experts in their research say that the most effective way of learning children is in children's games, namely by playing in their teaching activities. Playing as a form of learning activity is a creative, fun, and educational play (Ismail, 2006).…”

“…In Ismail (2006), children's education experts in their research say that the most effective way of learning children is in children's games, namely by playing in their teaching activities. Playing as a form of learning activity is a creative, fun, and educational play (Ismail, 2006). The game method is a method of learning packaged in the form of a game.…”

“…With that method, students are invited to play while studying. It is an effort to convey learning materials to the child by playing or in a fun way so that the child unwittingly acquires knowledge and experience from the easy learning process (Ismail, 2006) Based on the above problems, this research aims to improve counting operations of elementary school students with card game methods. If this research is not done, it is feared that students' ability to learn mathematics, especially counting operations, will not improve.…”

Pengaruh Media Flashcard Terhadap Kemampuan Mengenal Huruf Anak Usia 5-6 Tahun

“…Jenis-jenis flashcard berdasarkan ukuran menurut Maimunah Hasan adalah (Ismail, 2006) : a) Kartu dengan ukuran 5 x 50 cm/ 12,5 x 50 cm untuk 25 kartu b) Kartu dengan ukuran 10 x 50 cm/ 10 x 30 cm untuk 100-150 kartu c) Kartu dengan ukuran 7,5 x 7,5 cm d) Kartu dengan ukuran 10 x 10 cm 28 Menurut Samekto S. Sastrosudirjo, ada beberapa manfaat yang dapat diambil dari penerapan media kartu huruf sebagai media bermain sambil belajar (Sutaryono, 1999) 1. Jika dalam penyajian media kurang jelas (font, warna, gambar dan ilustrasi) akan tidak menarik dan cepat membosankan.…”