Development of Thai Language Learning Achievement on Thai Spelling Rules for Grade 1 Students Using Gamification Techniques

Abstract

The purposes of this research were: (1) to compare the learning achievement of Grade 1 students on Thai spelling rules before and after implementing gamification techniques, and (2) to examine student satisfaction toward the implemented learning management. The sample group consisted of 25 students in Grade 1/1 at Sarasas Witaed Kanchanaburi School during the second semester of the 2025 academic year, selected through cluster random sampling. The research instruments included four lesson plans integrated with gamification techniques, a learning achievement test, and a satisfaction questionnaire. Data were analyzed using mean (𝑥̅), standard deviation (S.D.), and t-test for dependent samples.

The research findings revealed that: (1) the students' learning achievement after the intervention was significantly higher than before at a .05 level of significance, with a post-test mean score of 23.36 compared to a pre-test mean score of 15.32; and (2) the overall student satisfaction toward the learning management using gamification techniques was at the highest level ( = 4.79, S.D. = 0.39). The learning activity dimension received the highest rating, indicating that game mechanics effectively enhanced motivation and engagement in the classroom.