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International Journal of Advanced Computer Science, Vol. 1, No. 4, Pp. 163-168, Oct. 2011.

The Construction of Learning Resource on Internet Network of Simulation Game on Case Study of Bakery Business
Pornpapatsorn Princhankol, Jariya Neanchaleay, & Orrachun Nenjip
Manuscript
Received: 1, Sep., 2011 Revised: 13, Sep., 2011 Accepted: 25, Sep., 2011 Published: 30, Oct., 2011

Keywords
Learning Resource, Internet Network, Simulation Game, Bakery Business

Abstract The purposes of this research were 1) to construct learning resource on internet network of simulation game on case study of bakery business, 2) to determine learning resource quality on internet network, and 3) to determine learning achievement and satisfaction of students towards constructed learning resource on internet network. The tools used were 1) learning resource on internet network of simulation game on case study of bakery business, 2) quality evaluation form, 3) learning achievement test, and 4) satisfaction survey of students who used learning resource on internet network. The population consisted of 30 students of Department of Educational Communications and Technology, Faculty of Industrial Education and Technology, KMUTT. The research findings revealed that the quality evaluation by the content professional towards the constructed learning resource on internet network of simulation game on case study of bakery business was at a high level ( X = 3.89) and the quality evaluation by the technical professional towards the technique of production simulation game was at a high level ( X = 4.33). The learning achievement analysis by the pre-test and post-test score revealed that the post-test score had significantly higher learning achievement at the .05 level. Satisfaction of students towards learning resource on internet network was at the highest level X = 4.58).

1. Background and Significance


According to National Education Act of B.E.2542 (1999), Chapter 4 Sections 24 and 25 define the guidelines for education as follows: [1] Section 24 reads: In organizing the learning process, educational institutions and agencies concerned shall: 1. Provide substance and arrange activities in line with the learners interests and aptitudes, bearing in mind individual differences; 2. Provide training in thinking process, management, how to face various situations and application of knowledge for obviating and solving problems; 3. Organize activities for learners to draw from authentic experience; drill in practical work for complete mastery; enable learners to think critically and acquire reading habit and continuous thirst for knowledge; 4. Achieve, in all subjects, a balanced integration of subject matter, integrity, values, and desirable attributes; 5. Enable instructors to create the ambiance, environment, instructional media and facilities for learners to learn and be all-round persons, able to benefit from research as part of the learning process. In so doing, both learners and teachers may learn together from different types of teaching-learning media and other sources of knowledge; 6. Enable individuals to learn at all times and in all places. Co-operation with parents, guardians, and all parties concerned in the community shall be sought to develop jointly the learners in accord with their potentiality. Section 25 reads: The State shall promote the running and establishment, in sufficient number and with efficient functioning, of all types of lifelong learning sources, namely: public libraries, museums, art galleries, zoological gardens, public parks, botanical gardens, science and technology parks, sport and recreation centers, data bases, and other sources of learning. At present, internet has played an important role and apart of human life for all age groups because internet can shrink the whole world with one little finger. Inquiry for knowledge and new experience can take place without limitation and it can meet the demand of learning in a simple way. An example is Internet Phone which allows distance conferences to be held on the internet. In this way, internet can be considered the second industrial revolution in the form of electronic commerce along with a new, important tool to broaden our worldview in education

Pornpapatsorn Princhankol, Department of Educational Communications and Technology, Faculty of Industrial Education and Technology, King Mongkuts University of Technology Thonburi, Bangkok, Thailand ( pornpapatsorn-pri@kmutt.ac.th) Jariya Neanchaleay, Department of Educational Communications and Technology, Faculty of Industrial Education and Technology, King Mongkuts University of Technology Thonburi, Bangkok, Thailand (jariya-nea@kmutt.ac.th) Orrachun Nenjip, Department of Educational Communications and Technology, Faculty of Industrial Education and Technology, King Mongkuts University of Technology Thonburi, Bangkok, Thailand (orrachun@ kmutt.ac.th)

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International Journal of Advanced Computer Science, Vol. 1, No. 4, Pp. 163-168, Oct. 2011.

through HTML (Hypertext Markup Language). According to a survey in Thailand, it was estimated that over 5 million Thai surfed the internet and the trend was to increase. Therefore, internet is important for the educational sector due to the fact that it allows teachers and students to be able to access various sources of knowledge. In other words, the world library is on the tip of your finger. We can search for information for various sources around the world anywhere and anytime, resulting in the teachers preparing better, more complete contents and students being comfortable about seeking information [2]. The government supports the information technology in the education because it can spread the information rapidly due to the speed of the devices and various kinds of information system technology such as satellite, optical fiber, computer, CDROM, multimedia, internet, etc. Information technology, therefore, is applied in the development of educational quality, for example, students who cannot keep up with the contents in classroom can have time to prepare and review the lesson through online media to improve themselves whereas students who study at normal pace can improve their independent learning potential. The instruction on internet network which is connected to other computers all the time can be called as Online instruction. And e-learning has roles and is more important because it can meet the demands of change in the following ways: Nature of learning and instruction has changed. Namely, the instruction must be adjusted to the continuum of learning and e-learning can respond to such quick changes in an effective manner. 1. The demand for seeking knowledge increases. Education is essential for everybody and so is life-long learning. E-Learning is one option which gives freedom and independence for learners. 2. The demand for flexibility in education increases. Due to the fact that the living conditions at the present time have various factors related to the obstacles for learning such as time, place, commute, and readiness of students. Traditional instruction cannot respond to the demand of all learners but e-learning can solve such problems because learners can choose the place and time suitable for themselves when they are ready to gain new knowledge. 3. The expectation increases, both the expectation of the learners who decide to study in order to gain the highest educational advantages and the expectation of educational institution or instructors who want to provide more essence to their class with more speed, lower cost, recyclability and distribution to more learners. E-learning can solve such problems through technology and standardized system. Internet network is a service which offers service for seeking information and news in the form of images and videos. Internet, therefore, is an eye-catching media which can attract the interest of viewers to satisfy the demand in seeking information and getting the accurate information. Learning resource on internet network of simulation game is considered to be one good alternative which allows learners to understand the contents and methods immediately.

Learners can practice their thinking and planning skills and know the outcome immediately, reducing the damage in property and time very well. Simulation game on the internet network is in 3 dimensions with various situations. This can gain more attention from learners than just seeking information only. According to the background and significance, the researchers would like to construct learning resource on internet network of simulation game on case study of bakery business under the concept that learning is endless so that learners have opportunities to use the knowledge from learning resource on internet network of simulation game on case study of bakery business in real conditions and that instruction process can become effective and offer learning achievement. The researchers, then, constructed the learning resource on internet network of simulation game on case study of bakery business for the sake of instruction and development of knowledge in decision, planning for bakery and other kinds of business.

2. Research Objectives
1. To construct learning resource on internet network of simulation game on case study of bakery business with quality 2. To determine learning resource quality on internet network of simulation game on case study of bakery business 3. To determine learning achievement of students after they used learning resource on internet network of simulation game on case study of bakery business 4. To determine the target groups satisfaction towards constructed learning resource on internet network of simulation game on case study of bakery business.

3. Expected Outcomes
1. There would be learning resource on internet network of simulation game on case study of bakery business with quality in accordance with the defined criteria which can be used for self-study and applied about the bakery business. 2. The difference among persons in terms of ability and intelligence can be reduced and the learners can practice planning for business. 3. The learners gain direct experience from planning bakery business. 4. The instructors and the learners have an approach for programming a learning resource on internet network of simulation game for other subjects. 5. There will be a case study to be used as a way to develop and improve the learning resource on internet network of simulation game.

4. Research Scope
The scope for the construction of learning resource on internet network of simulation game on case study of bakery business was as follows:
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A. Population The population in this study consisted of 30 students of Department of Educational Communications and Technology, Faculty of Industrial Education and Technology, King Mongkuts University of Technology Thonburi who sat in on the course of small business in the first academic year of 2009. B. Variables 1. Independent variable was learning resource on internet network of simulation game on case study of bakery business. 2. Dependent variables were quality of learning resource on internet network of simulation game on case study of bakery business, learning achievement and satisfaction towards learning resource on internet network of simulation game on case study of bakery business. C. Tools Used in this Research 1. The learning resource on internet network of simulation game on case study of bakery business was constructed using Macromedia Dreamweaver, Macromedia Flash, Adobe Photoshop, and Java Script. 2. There were 4 sets of assessment form: Quality evaluation form for technical professionals Quality evaluation form for content professionals Learning achievement test on bakery business Satisfaction survey on the learning resource on internet network of simulation game on case study of bakery business

internet network Principle of web design Simulation game Theory of satisfaction Concept about small business Bakery business

6. Research Methodology
The construction of learning resource on internet network of simulation game on case study of bakery business followed quasi-experimental research method which is one-group pretest posttest design. The details are given below. A. Tools Used in this Research The tools used in this research were learning resource on internet network of simulation game on case study of bakery business and 4 sets of assessment form: quality evaluation form for technical professionals, quality evaluation form for content professionals, learning achievement test on bakery business, and satisfaction survey on the learning resource on internet network of simulation game on case study of bakery business. B. Steps in the Development of the Tools To develop the tools, the researchers did the following steps: 1. The researchers studied related documents, theories and research as a basis for the construction of learning resource on internet network of simulation game on case study of bakery. Then the scope of the simulation game was set and various kinds of assessment form were studied to meet the research objectives. 2. The learning resource was constructed and then the assessment forms were drafted. The learning resource and the assessment forms were evaluated by the advisors to check the suitability of the game and the language. Then they were revised in accordance with the suggestions. 3. The learning resource and the assessment forms were checked by 3 content professionals for the accuracy ofthe contents. 4. The learning resource was revised and then tested with the sampling group of 30 students of Department of Educational Communications and Technology, Faculty of Industrial Education and Technology, King Mongkuts University of Technology Thonburi who sat in on the course of small business in the first academic year of 2009. 5. The learning resource and the assessment forms were analyzed for the average score and the reliability. The learning achievement test on bakery business contained multiple choice questions with 4 alternatives. The criteria for scoring was that each correct answer means 1 point and each wrong answer mean 0 point. Then the learning achievement test was checked and analyzed for difficulty (P value) and distributive power (D) and the reliability of the learning achievement test was calculated using Kuder-Richardsons formula. The

5. Related Theories and Literature


The research on the learning resource on internet network of simulation game on case study of bakery business was related to the following theories and literature. A. Principles and concepts of learning resource Theories related to how to use learning resource Significance and definition of learning resource History, concept and principle in setting learning resource Types of learning resource Using learning resource to develop instruction Using learning resource to facilitate instructional Activities B. Internet network Definition of internet network Service on internet network Lesson on internet network Idea for designing lesson on internet network Hoffmans principle in designing lesson on internet network Psychological principle in designing lesson on internet network C. Others Theory of constructing learning resource on
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International Journal of Advanced Computer Science, Vol. 1, No. 4, Pp. 163-168, Oct. 2011.

reliability of a learning achievement test must be at least 0.60 in order to be effective and the reliability of this test was 0.87. The quality evaluation form for content professionals about the learning resource on internet network was defined through the tool as proposed by Boonchom Sisa-aat [3]. The acceptable criteria for quality must be over 3.51. The value from the quality evaluation was 3.89 or at good level. Then the contents were revised and put in final version to collect the real data. The satisfaction survey was based on Likerts 5 rating scale from 5 to 1 and it was found that the satisfaction was 4.58 on average. The students showed the highest satisfaction level. C. Data Collection The researchers did pretest with all students through the learning achievement test on bakery business. Then the treatment was done with the population group so that they learned from the learning resource on internet network of simulation game on case study of bakery business. Afterwards, the posttest was done with all students through the learning achievement test on bakery business. D. Data Analysis The researchers checked the completeness and the accuracy of the assessment forms and removed those incomplete forms. Then the forms were scored and put into descriptive statistics program to process the data by t-test, frequency, mean and standard deviation. Then the data were presented in tables with comments from the conversation with the sampling group.

B. Results from quality evaluation


TABLE 1 RESULTS FROM QUALITY EVALUATION BY TECHNICAL PROFESSIONALS TOWARDS THE TECHNIQUE OF PRODUCTION

Evaluated
1. Texts and colors 2. Still images 3. Sounds 4. Simulation game with contents 5. Learning resource management 6. Other aspects Total Average

S.D. 0.19 4.60 0.09 0.19 0.09 0.47 0.94

4.33 4.60 4.13 4.33 4.07 4.53 4.33

Quality Level Good Very Good Good Good Good Very Good Good

Result from the quality evaluation by technical professionals towards the technique of production for the learning resource on internet network of simulation game on case study of bakery business was that the average was 4.33 or with good quality. The texts and colors were 4.33 or the quality was good. The still images were 4.60 or at very good level. The sounds were 4.13 or at good level. The contents were 4.33 or at good level. The learning resource management was 4.07 or at good level. The other aspects were 4.53 or at very good level.
TABLE 2 RESULT FROM THE QUALITY EVALUATION BY CONTENT PROFESSIONALS

Evaluated
1. Contents and sequence 2. Images, language and sounds 3. Simulation game 4. Game and time management Total Average

S.D. 0.19 0.29 0.55 0.60 0.41

4.17 3.72 3.72 3.94 3.89

Quality Level Good Good Good Good Good

7. Research Results
The construction of the learning resource on internet network of simulation game on case study of bakery business yielded the following results. A. Results from the construction of the learning resource on internet network of simulation game on case study of bakery business

Result from the quality evaluation by content professionals for the learning resource on internet network of simulation game on case study of bakery business was that the average was 3.89. In other words, the contents were of good quality. The details were as follows: the contents and sequence were 4.17 or at good level. The images, language and sounds were 3.72 or at good level. The simulation game was 3.72 on average or at good level. The game and time management was 3.94 or at good level. C. Learning Achievement of Learners
TABLE 3 LEARNING ACHIEVEMENT OF STUDENTS WHO LEARNED FROM THE LEARNING RESOURCE ON INTERNET NETWORK OF SIMULATION GAME ON CASE STUDY OF BAKERY BUSINESS

Test
Fig. 1 Screenshots of the learning resource on internet network of simulation game on case study of bakery business

Pre-test Post-test

n 30 30

8.57 3.36

S.D. 2.5 3.36

T 10.60*

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Result from comparative analysis of learning achievement tests on bakery business by the fourth year undergraduate students at Faculty of Industrial Education and Technology, King Mongkuts University of Technology Thonburi was statistically significant at the 0.05 level. D. Result from students satisfaction survey
TABLE 4 RESULT FROM STUDENTS SATISFACTION SURVEY

researchers designed the website for those interested in bakery business and used all design principles, including identifying target group, utility, other elements and identity. B. Quality of the learning resource on internet network Research results show that the quality was at good level, especially for the contents. The objectives were to allow students to practice in simulated situations along with incidents. Simulation allowed students to practice and learn without risks or damages. Simulation game was considered to be at good level. The reason why the learning resource was of good quality might arise from 2 main factors: interesting design and presenting in the format of game along with the learning resource on internet network. Sirirat Petchsangsi [4] defines 7 steps in designing online learning resource as follows: 1) Motivating the Learner, 2) Specifying What is to be Learn, 3) Prompting the Learner to Recall and Apply Previous Knowledge, 4) Providing New Information, 5) Offering Guidance and Feedback, 6) Testing Comprehension, and 7) Supplying Enrichment or Remediation. C. Learning achievement According to the research results, it was found that the students showed higher learning achievement with the statistical significance at the 0.05 level as set in the hypothesis. The research results are relevant to the research by Suangsuda Sai-sisod [6] in that the computer lesson on internet network for the course in network system could be used to improve post-test learning achievement. The similar research by Wichean Pumpuang [7] also shows the same results with the statistical significance at the 0.05 level for the computer lesson on internet network in the electrical magnet course. The research by Forsia Tinnakorn [8] also shows that the computer lesson on internet network in the course about using Internet Explorer version 6.0 could increase the post-test learning achievement with the statistical significance at the 0.05 level. D. Students satisfaction Students satisfaction towards the learning resource management was 4.59 on average or at the highest level. The researchers organized and covered all the contents about bakery business including basic knowledge, entrepreneurship, recipes, video, additional images, news places for training. This simulation game allowed students to practice bakery business without risk from the simulated situations. They will understand the steps in establishing a bakery house, thinking, planning and learning. Satisfaction towards the images and language was 4.58 on average or at the highest level. This was because the researchers tried to cover not too many topics and the language had to be concise as well as accurate. The contents began with essential ideas and moved to real situations where the students could understand the real problems. The ideas were presented in concrete manner and the same standard was used in the whole program. The supplementary images were also used, resulting in the students interest in the display and the contents.

Evaluated 1. General aspects of the learning resource 2. Images and language 3. Sounds 4. Simulation game and contents 5. Learning resource management 6. Other aspects Total Average

S.D. 0.48 0.64 0.59 0.70 0.58 0.66 0.61

4.67 4.58 4.50 4.52 4.59 4.61 4.58

Satisfaction Level The Highest The Highest High The Highest The Highest The Highest The Highest

The result from students satisfaction survey towards the learning resource on internet network of simulation game on case study of bakery business was 4.58 on average or at the highest level. The general aspects of the learning resource were 4.57 or at the highest level. The images and language were 4.58 or at the highest level. The sounds were 4.50 or at high level. The simulation game and contents were 4.52 or at the highest level. The learning resource management was 4.59 or at the highest level. Other aspects were 4.61 or at the highest level.

8. Research Discussions
The construction of learning resource on internet network of simulation game on case study of bakery business could be discussed as given below. A. The construction of learning resource on internet network Simulation game applied on the learning resource on internet network is interesting in various ways. For example, color is appealing with supplementary images. The response is immediate. Other interesting features are display, video and link to internet network for additional resource. It could be seen that game is one appealing factor to drive learners towards their interest. When the learners are interested, they will move forward very quickly. Games also allow students to interact with learning resources, resulting in more opportunities to respond correctly. Moreover, games allow learners to absorb essential contents in a systematic order. The learners understand the contents better and they relax from the pressure in other courses. The learners with interest in bakery will be more curious and they will find out more information. This complies with Tawatchai Sisuthep [5] in that to design a website, it must address the objectives and the characteristics. In this case, the
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International Journal of Advanced Computer Science, Vol. 1, No. 4, Pp. 163-168, Oct. 2011.

When the students satisfaction towards the learning resource on internet network was considered, it was found to be at the highest level. The learning achievement increased because of the design and the steps in the construction with planning. The simulation game was also based on real situations. Another reason was that the researchers considered the convenience so that it can respond to the learners anytime and anyplace. The internet network is an important element for learning at the present time. Therefore, the learners can continue to pursue their knowledge as they prefer in accordance with their convenience.

References
[1] Ministry of Education, National Education Act of B.E.2542, (2003), Bangkok: Express Transport Organization Printing House. [2] National Science and Technology Development Agency, Importance of Internet, (2002) 25 December, 2004, [Internet] B. Sisa-aat, Basic Research, (2002) 7th Imprint, Bangkok: Sureeriyasarn . [3] S. Petchsangsi, Design Principles for Computer on Internet Network, (2003) Document in class, Faculty of Industrial Education and Technology, King Mongkuts Institute of Technology Ladkrabang, Bangkok. [4] T. Sisuthep, WEB DESIGN Manual for Professionals, (2001) Bangkok :Odien Store . [5] S. Sai-sisod, Computer Lesson on Internet Network for Course in Computer Network, (2001) a dissertation for Masters degree in Industrial Education, Educational Technology in Vocational and Technical Education, Faculty of Industrial Education and Technology, King Mongkuts Institute of Technology Ladkrabang, p.74. [6] W. Pumpuang, Computer Lesson on Internet Network for Course in Electrical Magnet, (2003) a dissertation for Masters degree in Industrial Education, Educational Technology in Vocational and Technical Education, Faculty of Industrial Education and Technology, King Mongkuts Institute of Technology Ladkrabang, p.69 [7] F. Tinnakorn, The Development of Lesson on Internet Network about Using Internet Explore version 6.0, (2004) a dissertation for Masters degree in Industrial Education, Educational Technology in Vocational and Technical Education, Faculty of Industrial Education and Technology, King Mongkut Institute of Technology Ladkrabang, p.81.

9. Suggestions
Here are suggestions from the construction of learning resource on internet network of simulation game on case study of bakery business. A. Suggestions from research results 1. According to the research results, the quality of the learning resource on internet network of simulation game on case study of bakery business was at good level because simulation game was applied in learning in a systematic manner. The learners were more interested in learning and understanding bakery business. They planned and decided on their own. The simulation game on case study of bakery business could be used as a way to develop better learning resource on internet network in the future. 2. According to the research, it was found that the images, sound, light and colors could gain attention and build interaction between learners and contents. The learners could seek both texts and demonstration videos and play game along with the instruction. This way, the learners would be more interested in the contents. This result could be used as a way to develop the learning resource on internet network for other case studies. 3. As for the distribution, the learning resource on internet network could be used to spread the knowledge in wider areas. It also allows interested people to have more opportunities to seek knowledge in the subject anywhere and anytime. 4. The simulation game should be used appropriately with the presented contents because the simulation game could reduce the risk and danger and it helps learners decide in various incidents correctly. B. Suggestions for further research 1. The learning resource on other small business enterprises should be developed on internet network such as coffee shop, drugstore, laundry, and fashion shop. 2. The learning resource on internet network of simulation game in combination with mathematics and daily planning should be developed such as planning to buy a car, planning to buy a house, and planning to buy a stock.

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