THE DEVELOPMENT OF A HISTORY INSTRUCTIONAL MODEL ON WORLD CIVILIZATION TO ENHANCE 21ST CENTURY LEARNING SKILLS FOR SOCIAL STUDIES STUDENTS AT LOEI RAJABHAT UNIVERSITY

Abstract

This research article aimed to: (1) investigate the general conditions, problems, and needs of learners regarding the World Civilization course, as well as their opinions on the application of simulator technology; (2) develop and design a prototype of an instructional model using simulator technology to achieve effectiveness; (3) implement the developed instructional model with the target group; and (4) examine the efficiency and evaluate the effectiveness of the instructional model. The sample group consisted of 48 second-year students majoring in Social Studies, Faculty of Education, Loei Rajabhat University, enrolled in the first semester of the 2025 academic year. The participants were selected using purposive sampling and divided into an experimental group (23 students, learning through the developed model) and a control group (25 students, learning through conventional methods). The research instruments included: (1) the “GBHL-PBL-Sim” instructional model, (2) a simulator game application, (3) a learning achievement test, (4) a historical analytical thinking skills assessment, and (5) a satisfaction and user experience evaluation form (System Usability Scale: SUS). Data were analyzed using descriptive statistics, including mean and standard deviation, and inferential statistics, including Independent Samples t-test, Two-way ANOVA, and Cluster Analysis, combined with data mining techniques.

The findings revealed that lecture-based learning created contextual and affective gaps, preventing learners from meaningfully connecting with the content. Consequently, learners showed a strong need for active learning through simulation technology, particularly the use of “place-priming” as a cognitive bridge to enhance understanding. This led to the development of the “GBHL-PBL-Sim” model, which demonstrated high appropriateness and strong construct validity. The experimental results indicated that the experimental group achieved significantly higher learning outcomes than the control group and exhibited faster learning development. Additionally, learners demonstrated diverse learning pathways, yet all were able to achieve learning objectives equally well. Furthermore, the model met efficiency criteria, showed excellent usability, and received the highest level of learner satisfaction. These findings confirm that the innovation effectively transforms learning from rote memorization to experiential learning.