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Demographic determinants of digital well-being among Indonesian library and information science students
(2026-06-01)
Prabowo, Thoriq Tri
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Sitthiworachart, Jirarat
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Sriwisathiyakun, Kanyarat
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Morris, John
This study examined the level of digital well-being among Indonesian library and information science students, focusing on demographic factors including gender, age, residency (urban vs rural), geographic location, and grade point average (GPA). Digital well-being is critical in effectively supporting learning in Library and Information Science. This study was a sequential explanatory design. Students from more than 15 universities over multiple regions participated in this self-assessment survey (n = 900). Quantitative data collected through an online survey based on Jisc’s digital well-being scale were analyzed using descriptive statistics, t-tests, and ANOVA. Qualitative data from follow-up surveys to selected students were thematically analyzed (n = 30). Positive impacts of digital well-being were higher than the negative ones. Gender, age, geographic location, and GPA affected digital well-being; but there was no difference between residency settings. Generally positive overall digital well-being beliefs were found among the students, with variations in some demographic factors. This study underscores the importance of digital well-being in a digital world. Valuable insights into the effective use of a two-stage survey demographics are provided, aiming to facilitate students in realizing the full potential benefits of digital technology use.
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Unidentified versus Identified Peer Feedback Combined with Teacher Feedback to Improve Second Language Students’ Online Writing
(2026-01-01)
Yanwar, Amanda Pradhani
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Sitthiworachart, Jirarat
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Morris, John
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Joy, Mike
This study investigated the effectiveness of the combination of peer corrective feedback (PCF) and teacher feedback (TF) on students’ writing performance and proficiency with an focus on mechanics, style, organization, content, and grammar. The participants were sophomores majoring in English at a state university in Indonesia. Three groups of thirty students each were formed from the students: an unidentified PCF+TF group, an identified PCF+TF group, and a TF group. During the initial phase and at last, each group received pre-and post-tests. For two weeks, students in the unidentified and identified PCF+TF groups were involved in a two-hour in-class feedback training session. Written assignments and transcripts of interviews were used to collect data. In the argumentative essay writing post-test, the unidentified PCF+TF group performed better than the other two groups with considerably higher scores of mean (p < 0.01). Furthermore, there was a substantial increase (p < 0.05) in the post-test scores of mean for the five writing aspects (mechanics, style, organization, content, and grammar) in both the unidentified PCF+TF and identified PCF+TF groups. The whole performance of writing and proficiency substantially increased when PCF and TF were combined with feedback training. This study emphasizes how crucial it is to combine PCF and TF while teaching English in order to increase learning outcomes.
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Promoting Student Critical Thinking through Integrated Peer and Teacher Feedback in Online Writing
(2026-01-01)
Yanwar, Amanda Pradhani
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Sitthiworachart, Jirarat
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Morris, John
The purpose of this study was to investigate the impact on students' critical thinking of integrating peer corrective feedback (PCF) with teacher feedback (TF) in online L2 writing instruction. Specifically, it examined how this integration affected students' focus, logic, and argumentation. 90 second-year undergraduate students from the English Education Department at a large public university in Bengkulu, Indonesia participated in the study. They were divided into three groups, with 30 students each: an anonymous PCF+TF group, a named PCF+TF group, and a TF group. At the beginning and end of the study, all groups completed pre- and post-tests. Data were gathered from writing assignments and semi-structured interviews. The anonymous PCF+TF group scored significantly higher on the post-test for critical thinking in argumentative essay writing compared to the other two groups ( p < 0.05 ). Furthermore, both PCF+TF groups showed significant improvements across the three critical thinking aspects—focus, logic, and argumentation—from pre- to post-test ( p < 0.05 ). These findings emphasize the pedagogical value of integrating PCF with TF, particularly under anonymous conditions, to enhance critical thinking in second language writing contexts.
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Keeping Scholarly Papers Simple
(2026-01-01)
Yanwar, Amanda Pradhani
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Morris, John
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Sitthiworachart, Jirarat
Many published papers are difficult to read because their authors overuse words that are not widely understood or use new ‘invented’ terms that we could manage without. The first category includes many words that, although they have been used for centuries, are now uncommon and cause readers to pause and search dictionaries to continue. The second contains words that were invented to elevate the significance of claimed new approaches: they commonly exaggerate importance with prefixes like ‘hyper-‘and ‘meta-‘or adding suffixes like ‘-ize’ or ‘-logy’. Whilst many of them were designed to simplify writing, a simple experiment – counting the syllables in the new vs an original simpler form using existing vocabulary – showed that most of them did not achieve any benefit and should not be used - if you want your paper to be widely read. The use of old, but now uncommon, words is more problematical, but writers should be guided by a desire to have their papers read quickly and easily to completion – by both native and non-native speakers; they should proof-read papers with this criterion uppermost. We added a particular caution about the over-use of acronyms, which may add more confusion than the space saved. Overall, the ―Keep It Simple” principle is important in academic writing: it keeps the content accessible to both native and non-native speakers.
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Effectiveness of an e-Portfolio to Enhance Self-Regulated Learning
(2025-01-01)
Khwankaew, Apichaya
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Ratanaolarn, Thanin
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Morris, John
This study empowers teachers to tailor training to student needs: challenges in e-Portfolio creation were addressed focusing on self-regulated learning for undergraduate students. The objectives were (1) to encourage undergraduate students to create an e-Portfolio and (2) to study the effectiveness of self-regulation for undergraduate students in a flipped classroom environment. Data was collected from 40 Mass Communication and Technology students. A one-shot case study revealed post-test scores of participants were significantly higher than the threshold of 80%. Most students demonstrated effective strategies for engaging in the teaching and learning process, its usability, and the capacity to learn by themselves.
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Demographic analysis of adult learners’ autonomous learning in the context of lifelong learning
(2025-01-01)
Wang, Li
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Sitthiworachart, Jirarat
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Morris, John
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Qi, Jinfeng
This mixed-methods study examined how gender, age and professional background influence adult learners’ autonomous learning at a Chinese Open University. A total of 309 learners from six cities completed the Self-Directed Learning Instrument (SDLI), and the quantitative results were analysed via t-tests and ANOVA. Qualitative data from open-ended responses were thematically analysed. The results showed that the adult learners demonstrated high levels of autonomous learning. While gender and professional background showed significant effects, age was not statistically significant, though many participants perceived it as influential due to life experience and maturity. Learners from natural sciences engineering (NE) and humanities art (HA) majors demonstrated higher autonomous learning, shaped by disciplinary learning strategies. Gender differences were interpreted as contextually driven, related to roles and learning flexibility. Key enablers included motivation, self-efficacy, and learning environment, while challenges included online isolation and technological change. These insights are essential for improving autonomous learning and promote educational equity, refine interventions, optimise resource allocation, enhance curricula, inform policy making, and help adult learners adapt to their lifelong learning needs.
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VIDEO CAMERAS IN DISTANCE CLASSES: EFFECTS ON STUDENT ATTITUDES AND VALIDITY OF MEASUREMENT TOOLS
(2025-01-01)
Alim, Syahrul
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Petsangsri, Sirirat
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Morris, John
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Abdillah, Fairus
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Umar, Muhammad Fitrah Ramadhan
Turning the camera on during online classes is one method to generate two-way interactions between the teacher and the students. The present study seeks to uncover factors that are thought to impact student attitudes. This study explored how demographics influenced student attitudes toward using cameras in distance classes. We analysed data from 388 undergraduates in Indonesia and Thailand. The Mann-Whitney Test, Kruskal-Wallis Test, t-test, and analysis of variance (ANOVA) were used to analyse the data. Results indicated that gender, field of study, GPA, and personality traits affected student attitudes, while ethnicity and religion had no effect on student attitudes. Instrument??? Conclusion???.
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Effects of Cloud-based Gamified Instruction Integrating Peer Assessment on Primary Students' English Writing and Critical Thinking
(2025-01-01)
Eang, Norphealey
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Petsangsri, Sirirat
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Morris, John
English writing and critical thinking are not only fundamental to academic success but also play a crucial role for the holistic development of primary students. This study investigated the effects of a cloud-based gamified instruction integrating peer assessment on primary student English writing and critical thinking. A pre- and post-test with a delayed pos-test research design was used; thirty-five grade sixth students participated in the study. The research instruments included writing and critical thinking tests. The data were analyzed using repeated measures ANOVA. There was a significant improvement writing from a pre-test through and post-test and delayed post-test (F = 853.76, p < 0.001). The F-value indicated a significant difference between pre- and post-test, but there was little difference between post- and delayed post-tests. The high effect size (η = 0.96) confirmed the effectiveness of the intervention on writing. Similarly, analysis also indicated a significant effect the intervention on the critical thinking improvement over time (F = 632.89, p < 0.001). The high effect size (η = 0.95) emphasized the practical significance of the improvements across the three time points. This confirmed the positive effects of the cloud-based gamified instructional model on writing and critical thinking.
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Chitosan nanoparticles from three-spot swimming crab shells for cupric ion adsorption from synthetic wastewater
(2024-11-01)
Kengchuwong, Metta
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Ketwong, Chatyapha
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Trisupakitti, Somsuk
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Ponkham, Pornpimol
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Ketwong, Panuwat
Chitosan (CT) and chitosan nanoparticles (CTNP), extracted from three-spot swimming crab (Portunus sanguinolentus) shells by deacetylation and then ionic gelation, were used to removed pollutants from wastewater. Chitin deacetylation yield to form chitosan was ~75%, measured from FT-IR spectral peak area. After forming CTNP, the FT-IR spectra showed overlapped peaks for COO− of gum arabic, used for gelation, and NH3+ at 1,417 cm-1 and the amino group at 1,554 cm-1 of chitosan. Adsorption and kinetics for Cu2+ removal by both CT and CTNP were compared. CTNP adsorption matched a Langmuir isotherm. Cu2+ adsorption by CTNP followed a second-order reaction, indicating bonding of Cu2+ to the nanoparticles. CTNP was much more effective and faster in adsorbing Cu2+ than CT by 52%, after only a 5-minute reaction time. When using CTNP, the optimum loading was 0.5 g/100 L, at pH 5, 300 rpm and 30 min.
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Calibration of Bi-prism Stereo Systems: A Model Free Approach
(2024-07-01)
Dissanayaka, Supun
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Sooraksa, Pitikhate
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Kaitwanidvilai, Somyot
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Morris, John
A simple stereo system can be constructed from a single camera using a prism in the optical path to provide the required two views of a system. The simplicity of these systems has several advantages, particularly if the target is an underwater robot, where compact size and ability to seal the optical components are key factors. However, dispersion by the prism, in addition to the lens distortion, makes calibration challenging. By using a model-free approach, we were able to calibrate a prism-based stereo system effectively. We also aimed to use readily available 45° prisms, which present significant dispersion in the system, but retain simplicity and reduce cost, compared to custom low angle prisms. Modern LEDs provide high intensity, low bandwidth light sources and we used a set of three sources, roughly centered on the RGB channels of a readily available commercial camera. Our system used a circular target pattern covering the binocularly visible region in the scene and collected sets of images at known distances, using three separate light sources. From these images, we generated two look-up tables, one for each pixel in the image and a disparity derived by matching corresponding points, Cp(u,v,du), which has three dimensions, and another look-up table, which has a single dimension, Cz(z), so are not quite large, and not beyond the memory capability of even small modern camera systems, but provide fast, O(1), lookup times, suitable for real-time systems. Our calibration strategy enables a simple stereo system built from a single camera to measure depths in a scene: the single camera requires no electronic synchronization and is built from a single, inexpensive, and readily available optical component – a right-angle prism.

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