The effects of game-based learning on enhancing collocational knowledge of the 11th grade students
DOI:
https://doi.org/10.62819/jel.2025.1107Keywords:
collocational knowledge, game-based learning, vocabulary retentionAbstract
This study investigated the effects of game-based learning on 11th grade students’ collocational knowledge, vocabulary retention, and learning satisfaction. 36 students from Suraphinpittaya School, selected via cluster random sampling, participated in a five-week intervention using five non-digital games. Data were collected through a pretest, a posttest, a delayed posttest, and a questionnaire. Quantitative analysis involved mean, standard deviation, and dependent t-tests, while qualitative data were analyzed by using content analysis. Findings revealed a significant improvement in collocational knowledge post-intervention. However, vocabulary retention showed no statistically significant difference between posttest and delayed posttest scores. Questionnaire responses indicated students’ high satisfaction, with game-based learning perceived as enjoyable, engaging, and promoting active participation.
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