Developing Chinese Vocabulary Memorization Ability of Matthayom Suksa 4 Students through Kahoot Game-Based Learning

Abstract

The objectives of this research were 1) to compare students’ Chinese vocabulary memorization ability before and after learning through Kahoot game-based learning, and 2) to examine whether students’ Chinese vocabulary memorization ability after instruction met the criterion of 70 percent of the total score, as assessed by a Chinese vocabulary memorization test. The sample group consisted of 34 Matthayom Suksa 4 students at Sanguan Ying School in Suphan Buri Province, selected using purposive sampling. The research instruments included 1) four Kahoot-based lesson plans developed by the researchers in accordance with the Chinese vocabulary content, with a total instructional time of 8 hours, and 2) a 30-item Chinese vocabulary memorization test. The lesson plans were evaluated as having the highest level of appropriateness. The Chinese vocabulary memorization test demonstrated an Index of Item-Objective Congruence (IOC) ranging from 0.67 to 1.00, a difficulty index ranging from 0.40 to 0.78, a discrimination index ranging from 0.32 to 0.75, and a reliability coefficient of 0.86. The experiment and data collection were conducted during the second semester of the 2025 academic year over a period of four weeks. Data were analyzed using mean, standard deviation, and a dependent samples t-test. The findings revealed that the students’ Chinese vocabulary memorization ability after learning was significantly higher than before learning at the .05 level, and the students’ post-learning Chinese vocabulary memorization ability successfully met the established criterion of 70 percent of the total score.