การจัดการเรียนรู้ฐานเกมดิจิทัลเพื่อส่งเสริมทักษะคำศัพท์ภาษาอังกฤษและความผูกพันทางการเรียนของนักเรียนชั้นมัธยมศึกษาตอนปลาย

Abstract

This research aims to 1) create and implement digital game-based learning lesson plans for high school students 2) investigate high school students’ English vocabulary skills after using digital game-based learning lesson plans for high school students and 3) investigate students' learning engagement after using digital game-based learning lesson plans for high school students. The sample group was made up of 47 grade 12 students who studied in the science and math program at the Prince Royal’s College, Mueang District, Chiang Mai, Thailand, enrolling in English reading and writing 5 (E33201) in the first semester of the 2022 academic year using simple random sampling. The experimental instruments are five digital game-based learning lesson plans for high school students covering the content of root word, prefix, suffix, synonym, and antonym, 4 hours per plan, totaling 20 hours, with learning management steps according to Klas Mellander's MIPCA Model adapted from Kolb’s Experiential Learning: 1) motivation 2) information 3) processing 4) conclusion and 5) application and feedback. Five digital games, including Nearpod, Vonder Go, Quizizz, Blooket, and Quizlet. The English vocabulary skills test and learning engagement questionnaire were used to collect data. The data gained were analyzed for mean, standard deviation, percentage, efficiency of digital game-based lesson plans (E1/E2), difficulty and discrimination of the English vocabulary skill test, reliability of the learning engagement questionnaire, and t-test score. The findings of this study were as follows: 1. Digital game-based learning lesson plans for high school students were effective at 82.36/60 and practical. 2. Students' English vocabulary skills improved after digital game-based learning lesson plans for high school students were implemented. The vocabulary skill levels of high school students were statistically significant at the.001 level. The average English vocabulary before learning is 13.30; after learning, it is 17.21. 3. Students had higher learning engagement after being taught using digital game-based learning lesson plans with statistical significance at the .001 level. The students had an average level of learning engagement of 3.43 before learning and 3.63 after learning. The emotional engagement was the highest with an average of 3.68, followed by behavioral engagement with an average of 3.66, and cognitive engagement with an average of 3.54.