Implementation of Game-Based Learning Applications in English Instruction of Filipino Teachers in Nonthaburi, Thailand: Basis for an Integration Framework
DOI:
https://doi.org/10.5281/zenodo.20183396Keywords:
Organizational Development, Local Government Units, Training and Development, Strategic Alignment, Competency-Based Capacity, Camarines Sur, Institutionalization, Training Transfer GapAbstract
Game-based learning (GBL) has gained significant attention recently as an innovative approach to education, offering engaging and interactive experiences that enhance student motivation and learning outcomes. This study evaluated the implementation of Game-Based Learning (GBL) applications in English instruction among Filipino teachers in Nonthaburi, Thailand, with the goal of proposing a GBL integration framework. Specifically, it examined the respondents’ profile, the perceived level of implementation and effectiveness of GBL applications, the seriousness of challenges encountered, the relationship between implementation and profile variables, the relationship between effectiveness and profile variables, and the proposed GBL integration framework. The study used a descriptive-correlational research design. A survey questionnaire was employed to gather data from 109 respondents, which were analyzed using frequency counts, percentages, mean, and standard deviation. Findings showed that most respondents were young to middle-aged, early-career Filipino teachers, with 80% having 1–3 years of teaching experience and most holding bachelor’s degrees. They regularly utilized common GBL applications despite limited formal training. The perceived level of implementation was rated highly implemented, with strong emphasis on instructional planning and lesson design, while assessment and feedback practices received relatively less focus. The perceived level of effectiveness was rated highly effective, with Learning Engagement and Interaction rated highest, while Learning Outcomes, Skill Development, and Classroom Facilitation and Management were rated lowest. Challenges were considered highly serious, particularly internet connectivity, device availability, and limited training. Age, teaching experience, and frequency of GBL use were significantly related to implementation, while educational attainment and frequency of GBL use were associated with effectiveness. The study concluded that a context-based GBL Integration Framework is necessary and feasible for Filipino English teachers in Thailand.
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