Development and evaluation of a game-based learning model integrated with jigsaw activity kits for food nutrition education

Abstract

This study investigated students’ perceptions of a learning management plan on food nutrition using Game-Based Learning integrated with jigsaw activity kits. The results indicated that students rated the learning management plan at a very high level of agreement (¯x=4.44, SD=0.03). The highest-rated item was the clarity and appropriateness of the lesson title, followed by students’ opportunities to actively engage with learning media and resources (¯x=4.53), and the alignment of learning content with instructional time and learning indicators (¯x=4.30). Regarding the puzzle-based learning media featuring local food images from Surin Province, students’ overall perceptions were also at a very high level (¯x=4.37, SD=0.81). The most highly rated aspects were the clarity of font size, the effectiveness of audio elements in enhancing learners’ attention (¯x=4.36), and the visual attractiveness of colorful images (¯x=4.15). Students’ perceptions of the jigsaw activity kits were rated at a very high level (¯x=4.45, SD=0.71). The highest-rated item was the tactile quality of the materials, which facilitated ease of manipulation and play, followed by the sharpness and attractiveness of colors (¯x=4.41) and the aesthetic appeal of the jigsaw box (¯x=3.34). In addition, students expressed very high agreement with the quality of the instructional content on food nutrition (¯x=4.38, SD=0.91), particularly its novelty, its ability to stimulate learning interest (¯x =4.36), and the attractiveness of visual materials (¯x=4.21). Overall, the integration of Game-Based Learning with jigsaw activity kits received very positive evaluations, suggesting that this instructional approach effectively enhances learner engagement, active participation, and positive learning experiences.