Challenge-Based Hybrid Learning Model Using Virtual Board Games Platforms

  •  Chawin Chukusol    
  •  Prachyanun Nilsook    
  •  Panita Wannapiroon    


This study focuses on the development and evaluation of a challenge-based hybrid learning approach utilizing a virtual board games platform to enhance international standard student competency. Our research applies educational management theories to challenge-based learning, providing learners with diverse opportunities for engagement, investigation, and action. Through the integration of virtual board game platforms, students actively participate in learning activities aimed at elevating their skills to international standards. The study underscores the effectiveness of hybrid learning management, blending face-to-face and online elements, including board games as challenges, as the most suitable approach. Experts unanimously advocate for this approach, especially in advancing students’ capacities in creative problem-solving and critical thinking at an international level. Notably, scholars emphasize the significance of assessing students’ abilities to meet global benchmarks, positioning challenge-based learning as the predominant educational approach at the advanced level. This study provides empirical evidence supporting the efficacy of challenge-based hybrid learning using a virtual board game platform in fostering advanced competencies. And explores the integration of virtual board games in hybrid learning environments, offering a nuanced understanding of how educational management theories can be applied practically. Furthermore, it emphasizes the critical role of assessing students’ creative problem-solving and critical thinking abilities in competency evaluation. In conclusion, this study advances the discourse on hybrid learning methodologies, substantiates the effectiveness of challenge-based learning utilizing board games, and underscores the importance of evaluating students’ competencies at an international standard.

This work is licensed under a Creative Commons Attribution 4.0 License.