THAI PRIVATE UNIVERSITY STUDENTS’ ATTITUDES TOWARDS GAME-BASED LEARNING (GBL) IN CHINESE CLASSES
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Abstract
Game-Based Learning (GBL) integrates games with educational objectives, offering an innovative approach to teaching and learning. This study investigates the attitudes of undergraduate Chinese majors at a private university in Thailand toward the use of GBL in Chinese language classrooms and provides recommendations for its improvement. A quantitative research method was employed, with data collected through a questionnaire consisting of students’ background information and attitudes toward GBL, measured using a Likert scale. The findings indicate that students generally hold positive attitudes toward GBL, recognizing its benefits in enhancing classroom engagement, learning motivation, teamwork, and learning efficiency. Open-ended responses further revealed a strong interest in game activities and appreciation for effective teacher guidance during gameplay. However, some students also noted challenges, including the need for more diverse task designs, better alignment with classroom content, and improved technical support. Based on these results, this study proposes the following recommendations: Optimize the design of game tasks, selecting appropriate game formats; allocate reasonably for GBL activities; and provide feedback and opportunities for reflection after gameplay. Additionally, it is recommended to develop more targeted game activities aligned with instructional objectives, thereby offering both practical guidance and theoretical support for the implementation of Game-Based Learning in Chinese language classrooms.
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Chinese Journal of Social Science and Management Editorial Division
The Office of Research and Development, Panyapiwat Institute of Management
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Tel. 02 855 01048 E-mail: cjssm@pim.ac.th
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