Author Information
Sutheerawan Suwannatrai, Surawiwat School Suranaree University of Technology, ThailandSuricha Thanwisai, Surawiwat School Suranaree University of Technology, Thailand
Abstract
This classroom research aimed to: (1) compare English grammar achievement before and after instruction using game-based learning, (2) compare English grammar achievement between male and female students after game-based learning, and (3) examine students' satisfaction with game-based learning activities. The sample comprised 63 Grade 11 students at Surawiwat School, Suranaree University of Technology, Thailand, selected through cluster sampling. The study employed a one-group pretest-posttest design. Data were analyzed using paired-samples t-tests for pre-/post comparisons, independent-samples t-tests for male-female comparisons, and descriptive statistics for satisfaction. Results showed that post-test scores were significantly higher than pre-test scores at the .05 level (t(62) = 8.512, p = .000). Male students scored significantly lower than female students in some lessons at the .05 level. Overall student satisfaction with the approach was high (M = 3.93, SD = 0.68). The findings indicate that game-based learning can improve English grammar achievement while increasing enjoyment and reducing boredom in grammar review.
Paper Information
Conference: ACAH2026Stream: Teaching and Learning
This paper is part of the ACAH2026 Conference Proceedings (View)
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To cite this article:
Suwannatrai S., & Thanwisai S. (2026) A Study on the Effects of Game-Based Learning in Learning and Reviewing English Grammar and Student Satisfaction ISSN: 2186-229X – The Asian Conference on Arts & Humanities 2026 Official Conference Proceedings (pp. 1-11) https://doi.org/10.22492/issn.2186-229X.2026.1
To link to this article: https://doi.org/10.22492/issn.2186-229X.2026.1
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