Gamification for Teaching Thai as a Foreign Language: Integrating Instructor and Learner Needs into Learner-Centered Design

Abstract

The objectives of this research were: 1) to analyze the needs for developing gamification innovation teaching Thai as a foreign language, 2) to compare the differences between instructor and Learner needs, and 3) to propose guidelines for developing gamification innovation aligned with the digital learning context. The sample consisted of 20 instructors of Thai as a foreign language and 20 foreign Learners, totaling 40 participants. The research instrument was a needs assessment questionnaire. Data were analyzed using mean ( ), percentage, standard deviation (S.D.), and the Mann-Whitney U Test.

            The research findings revealed that: 1) both instructors and learners reported a very high level of need for innovation development. Key shared needs in terms of content included greetings and food ordering, while the preferred format was simple-to-use matching games; 2) the comparative analysis showed statistically significant differences at the .05 level in terms of Thai audio accompaniment (p=.001), realistic illustrations (p=.042), and multi-device compatibility (p=.020), with the instructors reporting higher needs than learners; and 3) guidelines for innovative design should focus on balancing academic standards through high-quality multimedia with the integration of the learners' native language (L1) alongside the Thai language. This approach aims to reduce communication barriers and effectively enhance motivation for self-directed learning.