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A study of secondary 4 students’ satisfaction with using a board game in teaching the past simple and present perfect tenses |
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| รหัสดีโอไอ | |
| Title | A study of secondary 4 students’ satisfaction with using a board game in teaching the past simple and present perfect tenses |
| Creator | Thapanapong Tepnarong |
| Contributor | Arthitaya Narathakoon, Advisor |
| Publisher | Thammasat University |
| Publication Year | 2568 |
| Keyword | Board game, Gamification, Student satisfaction, Secondary 4 students |
| Abstract | The researchers looked at board game-based learning, which used gamification to teach Past Simple and Present Perfect Simple to Secondary 4 students. The study aimed to assess student satisfaction with a board game activity and to collect their feedback about its design and implementation. The study included 10 Secondary 4 students who attended a Bangkok school and were chosen through convenience sampling. The research utilized a qualitative research study framework. The researchers collected data through semi-structured interviews conducted after participants completed the board game activity. Thematic analysis was used to examine the interview data.The study showed that students encountered challenges in recognizing the Past Simple and Present Perfect Simple tenses because both tenses express past time, and students needed to learn distinct grammatical structures and time expressions. The board game activity helped students develop better attitudes toward grammar learning according to their reports. The activity generated three positive outcomes: decreasing student anxiety, boosting motivation, and establishing a classroom environment that students found pleasant. The board game generated high satisfaction levels among most participants because it provided a learning experience through entertainment while promoting social interaction, collaborative learning, and active participation.The research discovered that board games enabled students to learn grammar distinctions through their experience with sentence structures, contextual hints, and group discussions. The students found particular worth in the sentence cards, passage cards, the reward systems, and strategic gameplay elements. The participants thought that English classrooms could use the board game as an effective supplementary educational resource. However, they proposed better game balance, clearer rules, and more appropriate difficulty level design. |
