MIAP Learning Process Integrated with Game-Based Learning for Enhancing Pāli Translation Skills
Keywords:
MIAP, Game-Based Learning, Pāli Translation SkillsAbstract
This study aimed to synthesize and develop The MIAP Learning Process Integrated with Game-Based Learning (MIAP–GBL learning process), create a learning management platform based on this process, and compare learners’ Pāli translation skills before and after implementation. A mixed-methods approach was employed. The participants were nine Buddhist monk students from the DCI Center for Buddhist Studies, purposively selected from those enrolled in the Pāli II. Research instruments included an achievement test, a satisfaction questionnaire, and a semi-structured interview form. The research was conducted in four phases: (1) synthesizing MIAP–GBL learning process based on 17 relevant studies, (2) developing the MIAP–GBL learning process with four instructional stages, (3) developing a Moodle-based learning management platform and instructional media package, and (4) implementation and assessment of Pāli translation skills using a single-group pretest–posttest design over four weeks. Their learning progress was analyzed using a t-test.
Results revealed that the MIAP–GBL learning process comprised four stages: Creating Motivation and Hosting the Game, Studying Information and Explaining the Rules, Practicing through Gameplay, and Assessing Progress and Reflecting after Gameplay. The learning platform was developed using Moodle and supported by teaching materials, including documents, slides, and digital games (Kahoot!/ Quizlet/ Wordwall/ Wayground). The instructional package achieved an efficiency of 84.55/81.48. Post-test scores were significantly higher than pretest scores, and overall satisfaction was rated at the highest level. In conclusion, the developed MIAP–GBL learning process effectively enhanced learners’ achievement, translation ability, and intrinsic motivation, serving as an integrated model for Pāli translation education.
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