Effectiveness of Digital Play on the Vocabulary Acquisition of Primary 1 Students in La-Orutis Demonstration School, Thailand: Basis for Technology Plan
DOI:
https://doi.org/10.5281/zenodo.20301066Keywords:
digital play, vocabulary acquisition, game-based learning, Primary 1 students, educational technology, technology planAbstract
This study determined the effectiveness of integrating digital play in the teaching process on the vocabulary acquisition of Primary 1 students at La-Orutis Demonstration School in Thailand. Anchored on digital game-based learning, multimedia learning, and play-based language instruction, the study used a quasi-experimental non-equivalent control group design involving 51 Primary 1 learners divided into an experimental group (n = 26) and a control group (n = 25). The experimental group received vocabulary instruction using Blooket and Kahootopia/Kahoot, while the control group received traditional instruction. Data were gathered using a researcher-developed and validated phonics-based vocabulary achievement test and were analyzed using frequency, percentage, mean, standard deviation, paired-samples t-test, independent-samples t-test, Pearson correlation, Cohen's d, eta, and eta-square. Findings showed that both groups had a Very Good pretest vocabulary level, but the experimental group demonstrated a statistically significant improvement from pretest (M = 7.46, SD = 0.811) to posttest (M = 8.69, SD = 0.618), t (25) = -7.698, p < .001, d = 1.51. The control group showed a smaller, non-significant gain from pretest (M = 7.28, SD = 0.737) to posttest (M = 7.60, SD = 0.816), p = .088. Posttest comparison also favored the experimental group over the control group, t(24) = -5.939, p < .001, d = 1.188. Age, sex, and number of siblings were not significantly related to vocabulary acquisition; however, dominant language spoken was significantly associated with posttest performance. The study concludes that digital play is an effective, engaging, and inclusive approach for strengthening early vocabulary acquisition, provided that language-background differences are addressed through structured support and technology planning.
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