KMITL

Permanent URI for this communityhttps://dspace.kmitl.ac.th/handle/123456789/1

Browse

Search Results

Now showing 1 - 5 of 5

Some of the metrics are blocked by your
consent settings
Effectiveness of VR Technology Integrated with Flipped Classroom Teaching Model for College Students’ Psychological Health Education
(2026-01-01)
Wu, Di
;
Sitthiworachart, Jirarat
;
Ratanaolarn, Thanin
Although both virtual reality (VR) technology and the flipped classroom teaching model have shown individual promise in educational settings, there is limited empirical research evaluating their combined effectiveness for enhancing college students’ psychological health education. This is especially important as depression and anxiety are increasingly prevalent among Chinese college students. To fill this gap, this study aimed to investigate the effectiveness of VR technology integrated with the flipped classroom teaching model on reducing students’ depression and anxiety levels and enhancing student learning achievement. The researcher used a two-group pretest and posttest experimental design to conduct the experiment, while Zung’s self-rating depression and anxiety scales were used to test participants’ depression and anxiety levels, and learning achievement was tested by the standardized test of psychological health education in Anhui University of Science and Technology. The screening sampling method has been used in the participant selection process to select those who were on a mild depression and anxiety level. 80 participants from Anhui University of Science and Technology were involved in a 10-week experiment. MANOVA has been used to analyze the obtained data. The research findings showed all of the P-values <0.001, indicating that there was a positive influence of VR technology integrated with the flipped classroom teaching model on student depression status, anxiety status, and learning achievement. This study suggested that adopting VR-enhanced flipped classroom practices in psychological health education holds promise for improving both student mental health and academic outcomes, with important implications for curriculum development and educational policy in higher education settings.
Some of the metrics are blocked by your
consent settings
Effects of team-based Ubiquitous learning model on students’ achievement and creative problem-solving abilities
(2024-01-01)
Wadtan, Riana
;
Sovajassatakul, Thanongsak
;
Sriwisathiyakun, Kanyarat
Previously, we described a Team-Based Ubiquitous Learning Model on Cloud Platform Model (PITTA Model). In this paper, we aimed to demonstrate the value of this model by compare learning achievement and creative problem-solving ability using the PITTA model of learning, compare between experimental group and control group by The Randomized Posttest-Only Control Group Design. The sample group comprised students from Bunditpatanasilpa Institute of Fine Arts who were enrolled in the Innovation Information Technology and Communication in Education course during the second semester of Feb-Mar 2023. A total of 50 students from two classrooms were selected using cluster random sampling. The students were divided into two groups: one consisting of 25 students who participated in PITTA model learning activities, and another group of 25 students who engaged in conventional learning activities. The research employed two main instruments: the learning achievement test and the creative problem-solving ability assessment test. Statistical analyses included the use of measures such as mean (x¯) and standard deviation (SD), as well as One-way MANOVA. The research findings revealed that the group of students utilizing the PITTA Model in their learning activities exhibited higher levels of learning achievement compared to the group engaged in regular learning activities, with statistical significance observed at the.05 level. Furthermore, the students who participated in learning activities based on the PITTA Model demonstrated superior creative problem-solving abilities compared to those involved in conventional learning activities, again reaching a statistical significance level of 0.05.
Some of the metrics are blocked by your
consent settings
Students’ Technology, Cognitive, and Content Knowledge (TSCCK) Instructional Model Effect on Cognitive Load and Learning Achievement
(2022-12-01)
Wu, Qiong
;
Petsangsri, Sirirat
;
Morris, John
The application of scientific and technological approaches in education has been increasing year by year. We evaluated the effect of a TSCCK model based on the cognitive load theory on the cognitive load and learning achievement of vocational students: this model had six components: (1) analysis; (2) content development; (3) cloud development; (4) learning activity development; (5) model implementation; and (6) model revision. We used 62 students randomly selected from 115 students taking an “E-commerce data analysis and processing” course and used cluster random sampling. A total of 31 students were taught with instructions based on the TSCCK model, while 31 students were taught with a traditional method. The instruments used included lesson plans for the TSCCK group developed using the cognitive load theory and the workload profile self-rating scale (WP scale) used to measure the student cognitive load for both groups. The students who learned with TSCCK had significantly lower cognitive load (WP scale) scores than the students who learned with the traditional method, and their achievement scores were higher. The MANOVA confirmed that both the achievement scores and cognitive load measures for the two groups were significantly different at the 0.05 level.
Some of the metrics are blocked by your
consent settings
The effect of ubiquitous learning management system using imagineering to enhance learning achievement and multimedia creation skill for upper secondary school
(2022-04-01)
Champakul, Pannathat
;
Bengthong, Suwanna
;
Boonphak, Kanchana
The research objectives were: (1) to analyze the efficiency of the Ubiquitous Learning Management System using Imagineering; (2) to compare the student’s learning achievement and student’s multimedia creation skill between experimental group and control group. The samples consisted of 120 grade 11 students from three classrooms who enrolled in the Digital multimedia course, Liberal arts structure plan at Satri Samutprakarn School, in the second semester of the academic year 2019, selected by using cluster random sampling and randomizing the classrooms into 3 groups by lottery method. The first classroom was 40 students who were tested for efficiency of the Ubiquitous Learning Management System using Imagineering (E1/E2). The second was 40 students who were an experimental group. The third was 40 students who were a control group. The research instruments were 3 sets of: (1) the Ubiquitous Learning Management System using Imagineering; (2) the assessment form of multimedia creation skill; and (3) The achievement test. Statistics for data analysis included Mean, Standard Deviation and Hypothesis testing by One-way Multivariate Analysis of Variance (One-way MANOVA). The research results found that the efficiency of the Ubiquitous Learning Management System using Imagineering (E1/E2) was 81.00/ 80.15. The learning achievement and the multimedia creation skill of the experimental group yielded a higher score than the control group at the statistical significance level of .05.
Some of the metrics are blocked by your
consent settings
Development of Web-Based instruction for review on English
(2017-09-01)
Phuapairoch, Kwannnarisa
;
Weerathaweemas, Songchai
The purposes of this research were develop and determine the quality and efficiency and to compare the students pre-test and post-test achievement in learning by development of Web-Based instruction for review on conditional sentences or if-clause. The samples of 60 students for the research were for the cluster random sampling from students in second semester in academic year 2015 at computer department Technology Wangdek PAT Business Administration College (PATBAC). The research instruments were development of Web-Based instruction for Review on conditional sentences or if-clause and the quality evaluation questionnaire and achievement test on development of Web-Based instruction for review on conditional sentences or if-clause and the achievement test with the index of congruency value from 0.67-1, difficulty ranging from 0.20-0.75, discrimination value from 0.20-0.50 and reliability of 0.82 at data was analyzed by mean, standard deviation and dependent sample t-test, The results of this research found that : 1) Web-Based instruction for review on conditional sentences or if-clause in terms of the content and the media producton technique was at good level (=3.83, S.D=0.40) and (=3.88, S.D=0.30) 2) Web-Based instruction for review on conditional sentences or if-clause has efficiency (E1/E2) of 83.22/85.77 3) post achievement mean after studying the tutoring of Web-Based instruction for review on conditional sentences or if-clause was higher than the pre-test mean at 0.05 statistical significant level according the results were consistent with the hypotheses.

KMITL

Browse

Filters

Settings

Sort By

Results per page

Search Results