The Development of A Digital Game to Enhance the English Receptive Skills and Learning Motivation of Mattayomsuksa 3 Students

Watchara Yenprem; Phra Wichian Parichano; Phra Dhamma  Vachirodom; Phramaha Suriya  Varamethi

doi:10.60027/iarj.2025.283897

Authors

Watchara Yenprem Mahachulalongkornrajavidyalaya university, Phra Nakhon Si Ayutthaya, Thailand https://orcid.org/0009-0004-7512-1031
Phra Wichian Parichano Mahachulalongkornrajavidyalaya university, Phra Nakhon Si Ayutthaya, Thailand https://orcid.org/0009-0009-0769-3536
Phra Dhamma Vachirodom Mahachulalongkornrajavidyalaya university, Phra Nakhon Si Ayutthaya, Thailand https://orcid.org/0009-0006-2108-8533
Phramaha Suriya Varamethi Mahachulalongkornrajavidyalaya university, Phra Nakhon Si Ayutthaya, Thailand https://orcid.org/0009-0004-8762-7232

DOI:

https://doi.org/10.60027/iarj.2025.283897

Keywords:

Teaching English as a Foreign Language (TEFL), English Receptive Skills, Digital Game, Roblox, Learning Motivation

Abstract

Background and Aims: This research developed and evaluated a digital game to enhance English receptive skills (listening and reading) and motivation among Mattayomsuksa 3 students in Thailand. Despite efforts to improve English education, students face challenges with receptive skills due to limited exposure and traditional methods. The objectives were to develop the digital game, validate its effectiveness, compare its impact with conventional methods, and analyze its influence on learning motivation.

Methodology: The study used a mixed-methods approach with a pre-test and post-test control group design, alongside qualitative interviews. The experimental group used a digital game on the Roblox platform, while the control group received traditional instruction.

Results: After six weeks, the experimental group showed a significant improvement in receptive skills, with a mean increase of 15 points compared to 11.34 points in the control group (p < 0.05). Interviews indicated the game increased motivation, particularly due to its competitive and interactive design. These findings suggest that digital game-based learning effectively improves receptive skills and engagement. Future research should explore productive skills, long-term effects, and broader applications in education.

Conclusion: Through interactive and competitive components, digital game-based learning dramatically improves students' motivation and receptive skills. Future research should look at how it affects long-term educational outcomes and productive skills.

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