Effects of Education Digital Game as Based on Robert Gagne’s Upon Reading Comprehension Ability of Frist Grade Students

Abstract

The purposes of this research were to: 1) compare the reading comprehension ability of first grade students before and after using educational digital games based on Robert Gagne’s instructional approaches and 2) study students’ satisfaction levels towards educational digital games. The samples were 32 first grade students in semester 2 of the academic year 2020 who studied at Wat Ratchasittharam School under the Bangkok Yai District office, Bangkok. The samples were selected using the simple random sampling method by using the school as the sampling unit. The research instruments included 1) an educational digital game based on Robert Gagne’s instructional approaches, 2) lesson plans, 3) a reading comprehension test, and 4) an educational digital game satisfaction questionnaire. The data were analyzed by using mean (M), standard deviation (SD), and a dependent sample t-test. The findings were as follows: 1. The reading comprehension ability of first grade students that often learned using educational digital games based on Robert Gagne’s approaches was higher than that than before with statistical significance at the .05 level. 2) Student satisfaction was at the high level toward educational digital games based on Robert Gagne’s approaches.