Effects of Digital Game-Based Learning on Vocabulary Gain, Retention Motivation and Perceptions of Thai Upper Primary School Students

Abstract

The purposes of this quasi-experimental research were to investigate the effects of Digital Game-Based Learning (DGBL) on the upper primary school students' vocabulary gain and retention and to explore how the digital and non-digital games affect learning motivation of Thai upper primary school students and their perceptions toward the use of both games with the application of a digital game called Kahoot!. Sixty Thai upper primary school students were participants from two classes at Anuban Pabon school in Phatthalung province and divided into 2 groups: the experimental group and the control group. The experiment period was 15 weeks. The pre-and post-tests, delayed post-test, and learning motivation questionnaires were used to collect the quantitative data. Means, standard deviation and the independent sample t-test were employed for data analysis. An open-ended question was used for qualitative data, and analyzed with content analysis. The research results showed that prior to the use of digital game-based learning technique, there was no significant difference (p > 0.05) between the two groups. After the treatment, there was a significant difference between the two groups with the significant difference (p > 0.05). The results with learning through DGBL 10 weeks showed that there was significant difference (p < 0.05) between the two groups at the significant level of .05. Then, the vocabulary retention, three weeks after the post-test, the result showed that there was no significant difference between the two groups in vocabulary retention. Moreover, the average mean score of students' learning motivation in the experimental group was higher than that of the control group. There was a statistical difference in the motivation between the two groups (p <.01). According to the results of the open-ended question, both groups of the students revealed five positive perceptions toward the treatments including: 1) enjoyment learning atmosphere, 2) effective method for vocabulary learning and language skills, 3) socialization, 4) learning motivation and 5) technology skills which found only in the experimental group. However, the experimental students had more impression since they could learn the technology skills which they can use in their daily life.