ผลการศึกษาการจัดการเรียนรู้ตามแนวคิดเกมิฟิเคชัน (Gamification) เพื่อพัฒนาผลสัมฤทธิ์ทางการเรียนภาษาอังกฤษของนักศึกษาระดับปริญญาตรี มหาวิทยาลัยราชภัฏจันทรเกษม

Olan Sawangnuwatkul

Authors

Olan Sawangnuwatkul Faculty of Humanities and Social Sciences, Chandrakasem Rajabhat University

Keywords:

Gamification-based Learning Management, English Learning Achievement, Undergraduate Students

Abstract

This study aimed to: 1) examine students’ English learning achievement before and after instruction; 2) compare gain scores between students receiving gamification-based learning management and those receiving conventional instruction; and 3) investigate students’ satisfaction. The study employed a quasi-experimental research design with a nonequivalent control-group pretest-posttest design. The sample consisted of 160 students enrolled in GELE1001 English for Communication from two classes, with 80 students assigned to the experimental group and 80 students assigned to the control group. The research instruments included gamification-based lesson plans, a 40-item pretest-posttest English achievement test, and a satisfaction questionnaire. Data were analyzed using mean, standard deviation, t-tests, Pearson’s product-moment correlation coefficient, and Cohen’s d. The findings indicated that, among the 76 experimental-group students with complete data, the posttest mean score ( $\overline{x}$ = 28.07) was significantly higher than the pretest mean score ( $\overline{x}$ = 17.52), t(75) = −10.179, p < .001, Cohen’s d = 1.191. The control group also demonstrated improvement, with a Cohen’s d of 0.900. Although the experimental group obtained a higher mean gain score ( $\overline{x}$ = 10.55, SD = 8.85) than the control group ( $\overline{x}$ = 8.31, SD = 9.23), the difference was not statistically significant, t(145) = −1.499, p = .136, Cohen’s d = −0.247. Quiz scores, used as an indicator of participation in gamification activities, showed a strong positive correlation with total course scores (r = .836, p < .001). Students in the experimental group reported the highest level of satisfaction ( $\overline{x}$ = 4.57, SD = 0.38). The findings suggest that gamification promotes within-group learning improvement and student engagement; however, no statistically significant advantage over conventional instruction was found between the two groups.

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