The Development of Grade 3 Students’ Ability to Read Thai Words with Reduced Vowels Through the Use of Invisible Board Learning Media and an Educational Game Application

Abstract

This research aimed to: (1) develop students’ ability to read Thai words with reduced vowels, and (2) compare their ability to read Thai words with reduced vowels before and after learning through the use of Invisible Board learning media combined with an educational game application. The population consisted of seven Grade 3 students enrolled in the first semester of the 2025 academic year who experienced difficulties in reading Thai words with reduced vowels. All members of the population were included in the study. The research instruments consisted of five lesson plans with a total instructional duration of 10 hours, a 15-word reduced-vowel reading ability test, Invisible Board learning media, and an educational game application. Data were analyzed using the median, interquartile range (IQR), and the Wilcoxon Signed-Rank Test.

            The results showed that after the learning intervention using Invisible Board learning media combined with an educational game application, all students demonstrated a very good level of ability to read Thai words with reduced vowels. The comparison of pretest and posttest scores revealed that the students’ posttest reading ability was significantly higher than their pretest reading ability at the .05 level. These findings indicate that the use of Invisible Board learning media combined with an educational game application can enhance primary school students’ ability to read Thai words with reduced vowels.