STEAM-GAAR Field Learning Model to Enhance Grit

Abstract

The STEAM-GAAR Field Learning Model to Enhance Grit is a learning model using STEAM education (Science, Technology, Engineering, Art and Mathematics) integrated with gamification (G), animation (A), augmented reality (AR) and space utilization (Field) to promote the factors that enhance a learner's grit. The purpose of this research is to: (1) synthesize a STEAM-GAAR Field Learning Model to Enhance Grit; (2) evaluate the STEAM-GAAR Field Learning Model to Enhance Grit. The sample is made up of ten specialists-two instructional model design specialists, two STEAM education specialists, two gamification specialists, two animation specialists, and two augmented reality (AR) specialists-selected by purposive sampling. The instrument used in the study was an evaluation form with regard to the Model. The statistics used in the study were arithmetic mean and standard deviation. The results show that: (1) a STEAM-GAAR Field Learning Model to Enhance Grit contains four elements. The first element relates to input factors including 1) Expected Learning Outcomes (ELO), 2) Learning Objectives, 3) Teacher Analysis, 4) Student Analysis, 5) Content Analysis, 6) Environment Analysis, and 7) The Learning Management Plan. The second element relates to the STEAM-GAAR Field Learning Process, including 1) Investigate by Game, 2) Discover by AR-Game, 3) Connect by Animation and Game, 4) Create by Game Animation and AR and 5) Reflect by Knowledge Exchange Field. The third element relates to evaluating learning achievement and grit, conducted via teachers' observation and an evaluation form. And the final element relates to an analysis of feedback; (2) All ten specialists agreed that the STEAM-GAAR Field Learning Model to Enhance Grit developed through this study demonstrates the highest level of appropriateness (x = 4.65, S.D. = 0.57).

Thai undergraduate science, technology, engineering, arts, and math (STEAM) creative thinking and innovation skill development: a conceptual model using a digital virtual classroom learning environment

“…The study's inclusion of creative thinking, critical thinking, and innovative skills as an output from a well-developed VLCE used in STEAM education was well supported in the literature from around the world (Choolarb et al, 2019;Chujitarom, 2020;Chujitarom & Piriyasurawong, 2018;Ding, 2019;Jantakoon et al, 2019;Kankaew & Wannapiroon, 2019;Perignat & Katz-Buonincontro, 2019;Ruangvanich & Nilsook, 2018;Santosa et al, 2020;Sayavaranont & Piriyasurawong, 2019).…”

“…This allows students to connect their knowledge with their real-life (Patterson & Muna, 2019 ). In Thailand, Chujitarom and Piriyasurawong ( 2018 ) examined gamification’s use in STEAM education and reported that games are becoming more critical in Thai education. Moreover, gamification is a process that allows students to participate in learning.…”

A Study on the Impact of STEAM Education for Sustainable Development Courses and Its Effects on Student Motivation and Learning

“…It also encourages the use of technology (e.g., gamification, animation, AR, and VR) to facilitate STEAM education. In Thailand, STEAM has been reported to offer practical help in the lives and learning of Thai students [35].…”

The prevalence and use of emerging technologies in STEAM education: A systematic review of the literature

“…The AR/VR/MR enhanced projects incorporated various settings to motivate and engage students, including competitions or game components to create open challenges (Birt & Cowling, 2017; Jailungka et al, 2020; Karageorgiou et al, 2019), workshops focused on the development of AR game prototypes (Jesionkowska et al, 2020), and the design of 3D and 4D models (Kritsis et al, 2018; Park, 2014). The projects adopted different foci with some targeting the development of technical, artistic and 21st‐century skills (Chujitarom & Piriyasurawong, 2019; Jesionkowska et al, 2020) and others being more content specific such as the study by Wang, Lu and Wang et al (2018) that focused on calcium molecules and the study by Karageorgiou et al (2019) that focused on art history. One study (Park, 2014) focused on raising students' awareness about IT‐related STEAM careers through utilization of virtual reality.…”