Game-based Learning Integrated with Gamification to Enhance Achievement Motivation and Improve Learning Achievement in Science for Grade 8 Students

Abstract

The objectives of this research were to: 1) study the enhancement of students’ achievement motivation before and after learning through game-based learning integrated with gamification, 2) compare students’ learning achievement before and after learning 3) compare the development of learning achievement between the experimental group and the control groups learning through traditional learning, 4) examine students’ satisfaction with the game-based learning integrated with gamification, and 5) examine the relationship among students’ achievement motivation, learning achievement, and satisfaction with game-based learning integrated with gamification. The research samples included 30 eighth-grade students of the experimental group and 36 eighth-grade students of the control group from the first semester of the 2024 academic year at Paphayompittayakom School, Phatthalung Province, selected through cluster random sampling. The research tools included: 1) six lesson plans, 2) a respiratory system game card, 3) a Kahoot game on the respiratory system, 4) a “You Are Part of Me” activity, 5) a home item-based photo activity simulating blood circulation, 6) a “Ladders of Life” game, 7) Gami+ innovation, 8) a learning achievement test, and 9) a satisfaction questionnaire. The research data was analyzed using means, standard deviation, developmental scores, and statistical tests including the dependent t-test, independent t-test and correlation coefficients.

The results revealed that:

1) students’ achievement motivation across four areas (class attendance, assignment submission, classroom participation, and group cooperation) significantly improved after learning at the .05 level;

2) post-learning achievement was significantly higher than pre-learning achievement at the .05 level;

3) the experimental group showed greater post-learning achievement than the control group;

4) overall student satisfaction with the game-based learning integrated with gamification was at the highest level (M = 4.54, S.D. = 0.60); and

5) there were significant positive correlations between the students’ improvement in achievement motivation, learning outcome progress, and satisfaction with game-based learning integrated with gamification at the .05 level.