46 International Journal of Game-Based Learning, 5(1), 46-57, January-March 2015 Copyright © 2015, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. ABSTRACT This article reports an exploratory study which investigated attitudes towards the practice of game-based learning in teaching STEM (science, technology, engineering and mathematics) within a Thai educational context. This self-administered Internet-based survey yielded 169 responses from a snowball sampling tech- nique. Three ffths of respondents were female (59.2% or N=100 females and 40.8% or N=69 males). Slightly more than half (55.6%) of the participants were elementary, secondary and university students. An additional second group of thirty-fve per cent (N=59) were teachers who were in charge of STEM educational programs. Almost one tenth (9.5%, N=16) were parents. Frequency tables were used to analyze the quantitative data. The qualitative data was derived from a single open-ended question. The study found some divergent opinions that are useful in considering game-based learning for STEM education in Thailand. The overall average attitude towards the usage of game-based learning was very positive (3.92 out of 5, S.D. = 0.80). The study found that the majority of informants preferred that the delivery mode was online through a web browser followed by the mobile mode through an application and the least preferred was the offine mode recorded on CD-ROM (55.0%, 31.4% and 13.6% respectively). Thai was still the most preferred language to be used though both students and parents surveyed had a stronger preference for English and a Thai-English bilingual mode than the teachers. An important fnding in this research was that stakeholders expected game-based learning to be integrated into the traditional classroom because of its enhanced learning approach. Transforming Classrooms through Game-Based Learning: A Feasibility Study in a Developing Country Poonsri Vate-U-Lan, Graduate School of eLearning, Assumption University, Bangkok, Thailand Keywords: Enhanced Learning, Game-Based Learning, Mathematics, Parents, Response, STEM Education, Students, Teacher, Technology 1. INTRODUCTION Game-based learning (GBL) is claimed to be one of the best strategies to be implemented in the 21 st century classroom. The objective of this current research was to explore how the three main stakeholders in the educational process, namely, teachers, students and parents, applied GBL to enhance the teaching of a new cur- riculum grouping, namely, science, technology, engineering and mathematics (STEM) educa- tion. A key focus of this research was GBL’s DOI: 10.4018/ijgbl.2015010104