Abstract

This study aimed to: (1) develop and evaluate the quality of an Augmented Reality (AR) board game set - entitled “Awareness of Us, Awareness of Them” - for promoting virtuous behaviors and life skills reflecting self-awareness among early elementary school students in Phetchaburi Province, Thailand; and (2) compare students’ self-awareness-related behaviors and life skills before and after using the AR board game set. A Research and Development (R&D) design comprising five sequential phases was employed. The sample consisted of 60 Grade 3 students drawn from two schools - Saint Joseph Phetchaburi School and Anuban Phetchaburi School - selected through cluster random sampling. Research instruments included document analysis forms, structured questionnaires, interview protocols, activity facilitation assessment rubrics, and a behavioral observation checklist. Data were analyzed using the mean (x ), standard deviation (S.D.), dependent-samples t-test, and content analysis. The AR board game set comprised four thematically distinct games: (1) The Forest of Self - Discovery, (2) Mirror of Insight, (3) Bridge of Understanding, and (4) Summit of Pride, each targeting specific dimensions of self-awareness. Expert evaluation confirmed that the overall quality of the game set was at the highest level (x  = 4.89, S.D. = 0.48). Following implementation, students demonstrated significantly higher scores on self -awareness behaviors and life skills than before the intervention (t = -69.06, p < .001), with mean scores increasing from 26.97 (29.32%) to 81.42 (88.50%) out of a possible 92 points, representing a 59.18% improvement.

These findings suggest that AR-integrated board games constitute an effective pedagogical innovation for developing moral competencies and life skills in young learners.

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