Developing Critical Listening Skills through Game-Based Learning to Enhance Information Literacy in the Digital Age

Abstract

The objectives of this research were: 1) to develop a game-based learning activity model for enhancing critical listening skills for digital information literacy; 2) to evaluate the efficiency of the activity model based on the 80/80 criterion; and 3) to investigate the effectiveness of the game-based learning activity model in developing critical listening skills for digital information literacy in the digital age. The sample consisted of 160 first-year undergraduate students enrolled in the course "SWU 192 Thai Language for Communication," divided into an experimental group and a control group of 80 students each. A quasi-experimental design was employed. The research instruments comprised: 1) the game-based learning activity model for developing critical listening skills, 2) card games, 3) a critical listening skills test, and 4) a learner satisfaction questionnaire. Data were analyzed using means, standard deviations, and t-tests. The findings revealed that the game-based learning activity model for developing critical listening skills for digital information literacy consisted of six steps (S-P-A-S-P-A) and achieved an efficiency of 87.83/88.17, which exceeded the established 80/80 criterion. The results indicated that the post-test critical listening skills scores of the experimental group were significantly higher than the pre-test scores at the .05 level of statistical significance. When comparing the two groups, the post-test critical listening skills scores of the experimental group, which learned through the game-based activity model (  = 18.01, SD = 1.68), were significantly higher than those of the control group, which received conventional instruction (  = 14.98, SD = 1.84), at the .05 level of statistical significance. Furthermore, the overall learner satisfaction with the developed activity model was at a high level (  = 3.64, SD = 1.08).