IJIET 2026 Vol.16(5): 1288-1297
doi: 10.18178/ijiet.2026.16.5.2597
doi: 10.18178/ijiet.2026.16.5.2597
Learning Finance through Play: Assessing Gamified Environments in Agricultural Board Game Education
Suepphong Chernbumroong1, Phimphakan Thongthip1, Perasuk Worragin1, Yootthapong Tongpaeng2,
and Phichete Julrode3,*
1. College of Arts, Media, and Technology, Chiang Mai University, Chiang Mai, Thailand
2. School of Applied Digital Technology, Mae Fah Luang University, Chiang Rai, Thailand
3. Faculty of Humanities, Chiang Mai University, Chiang Mai, Thailand
Email: suepphong.c@cmu.ac.th (S.C.); mon.phimphakan@gmail.com (P.T.); perasuk_w@cmu.ac.th (P.W.); yootthapong.ton@mfu.ac.th (Y.T); phichete.j@cmu.ac.th (P.J.)
*Corresponding author
2. School of Applied Digital Technology, Mae Fah Luang University, Chiang Rai, Thailand
3. Faculty of Humanities, Chiang Mai University, Chiang Mai, Thailand
Email: suepphong.c@cmu.ac.th (S.C.); mon.phimphakan@gmail.com (P.T.); perasuk_w@cmu.ac.th (P.W.); yootthapong.ton@mfu.ac.th (Y.T); phichete.j@cmu.ac.th (P.J.)
*Corresponding author
Manuscript received September 19, 2025; revised November 10, 2025; accepted November 28, 2025; published May 15, 2026
Abstract—This study investigates the effectiveness of gamified and non-gamified physical board games in promoting financial literacy among undergraduate agricultural students at Mae Fah Luang University. Using a quasi-experimental design, 96 participants were randomly assigned to either a gamified board game group, which incorporated points, leaderboards, and badges, or a non-gamified group with identical content but no gamification elements. Financial literacy was assessed through pre- and post-tests, while engagement was measured using the Social Presence in Gaming Questionnaire (SPGQ), and perceptions were collected through open-ended questionnaires. Results demonstrated that both groups achieved significant improvements in financial literacy, confirming the educational potential of board games. However, no significant differences were found in knowledge gains between the groups. In contrast, the gamified version produced higher behavioral engagement and more positive perceptions of motivation, enjoyment, and satisfaction. These findings suggest that board games provide an effective platform for financial literacy education, and gamification elements further enrich the learning experience by enhancing engagement and perceived value. The study contributes to the growing body of research on game-based learning and offers practical implications for integrating gamified strategies into agricultural and financial education.
Keywords—financial literacy, gamification, board games, agricultural education, student engagement, social presence, experiential learning
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—financial literacy, gamification, board games, agricultural education, student engagement, social presence, experiential learning
Cite: Suepphong Chernbumroong, Phimphakan Thongthip, Perasuk Worragin, Yootthapong Tongpaeng, and Phichete Julrode, "Learning Finance through Play: Assessing Gamified Environments in Agricultural Board Game Education," International Journal of Information and Education Technology, vol. 16, no. 5, pp. 1288-1297, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).