Effects of Game-Based Learning on Enhancing Collocational Knowledge of the Eleventh Grade Students

This study investigated the effects of Game-Based Learning on eleventh 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-test, 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.