A Study of Learning Achievement Through Game-Based Active Learning: A Case Study of Smart Thinking Course at Prince of Songkla University, Surat Thani Campus
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Abstract
The objectives of this study were to compare: 1) students’ learning achievements before and after the implementation of game-based active learning, and 2) the learning achievements of students exposed to game-based active learning with those taught using non-game-based learning approaches. The study involved 158 undergraduate students from Prince of Songkla University, Surat Thani Campus, selected through a random sampling method. The research instruments included 1) pre- and post-tests, and 2) the Classic Maze gamification tool from Code.org. Data were analyzed using mean, standard deviation, dependent samples t-test, and independent samples t-test.
The findings revealed that: 1) students who participated in game-based active learning demonstrated higher learning achievement after the intervention compared to before the intervention, at the significant level of .05. 2) Students in the game-based learning group had higher post-test mean scores than those in the non-game-based learning group, also at the significant level of .05. These results suggested that incorporating game-based active learning into instructional design – particularly in courses focused on critical thinking, problem comprehension, and problem-solving – can effectively enhance students’ learning achievement.
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