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Author: search.filters.author.Vate-U-Lan, Poonsri

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    Enhancing quality education with 5Ds design thinking-innovative pedagogy for creative planning in cultural projects
    (2025-12-01)
    Zhang, Shiyong
    ;
    Vate-U-Lan, Poonsri
    ;
    Sivapirunthep, Panneepa
    This quantitative study addressed the declining interest of young people in traditional culture and the lack of empirical evidence on innovative pedagogies to enhance student engagement and academic achievement. The research examined the efficacy of a novel 5Ds design thinking-based pedagogy—discover, define, design, develop, and deploy—in enhancing students’ design thinking mindsets and academic performance in cultural project planning. The study was conducted at Shanxi University of Finance and Economics and compared the average scores of an experimental group with 42 students (EG, n=42) and a control group (CG, n=37) from five classrooms with 194 students. The EG actively engaged with the 5Ds pedagogy, progressing through each stage to collaboratively develop cultural projects, while the CG received traditional instruction. Utilizing a 30-item design thinking mindset measurement (DTMM) scale and an 88-question achievement test, the study revealed significant improvements in the EG’s human-centeredness and mindfulness. Post-intervention academic achievement scores were substantially higher in the EG (M=60.09) compared to the CG (M=47.54), with a significant difference (t=-12.114, p<0.001). These findings demonstrated the effectiveness of the 5Ds pedagogy in enhancing critical thinking, adaptability, and creativity, providing compelling evidence for integrating design thinking methodologies into higher education curricula to reinvigorate cultural education and improve student engagement.
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    Autism virtual reality education media integration in applied behavior analysis training
    (2025-12-01)
    Nie, Yunxia
    ;
    Vate-U-Lan, Poonsri
    ;
    Sivapirunthep, Panneepa
    This study examined the impact of autism virtual reality education (autism VR-Ed) media in enhancing college student teachers’ skills in applied behavior analysis (ABA) for children with autism spectrum disorder (ASD). A total of 40 student teachers from Guangxi College for Preschool Education, China, participated in a three-month experiment using a 9-task autism VR-Ed media. Pre- and post-tests showed significant improvement in ABA skills, with scores rising from 18.05 (SD=3.00) to 41.10 (SD=2.25), t(39)=-48.394, p<.05. All participants achieved over 60 points, confirming effective skill acquisition. A perception survey revealed positive attitudes toward the media, highlighting its ease of use, engagement, and relevance to future professional needs. These results demonstrated the potential of VR technology to bridge the gap between theory and practice in special education by offering immersive learning experiences. Autism VR-Ed media enhanced ABA training beyond traditional methods, supporting the professional growth of special education teachers. This study contributed to integrating VR technology into special education curricula and improving teacher training quality, thereby effectively supporting the rehabilitation of children with ASD. Future research should explore the long-term benefits of VR-based training and its broader applications and assess its impact on the learning outcomes of children with ASD.
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    Design-thinking integration in cultural project planning: bridging theory and practice
    (2025-10-01)
    Zhang, Shiyong
    ;
    Vate-U-Lan, Poonsri
    ;
    Sivapirunthep, Panneepa
    This qualitative study aimed to bridge the gap between theoretical knowledge and practical skills by developing a design thinking-based innovative pedagogy for creative planning of cultural projects at Shanxi University of Finance and Economics (SUFE). The discover, define, design, develop, and deploy (5Ds) model, an innovative pedagogy grounded in design thinking, was designed with five phases. After evaluation by five cultural project planning experts, the model was refined to align closely with pedagogical objectives. Three primary research instruments were employed: a theoretically derived framework, a meticulously designed lesson plan, and an achievement test. Contextually tailored to Chinese culture, each phase was symbolized by a Chinese lantern, signifying prosperity and the intended positive outcomes of the pedagogy. The phases comprised: i) discover, where consumer needs were analyzed; ii) define, identifying problems and setting objectives; iii) design, focusing on idea generation; iv) develop, involving prototyping, implementation, and revisions; and v) deploy, for final product testing and market introduction. This culturally resonant pedagogical framework supports a comprehensive approach to teaching cultural project planning, fostering innovation, and practical application. Through symbolic integration, the 5Ds model aligns with educational goals while encouraging Chinese students to embrace innovation. Outcomes indicate enhanced teaching quality and instructional effectiveness, addressing existing educational challenges.
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    Cognitive Offload Instruction with Generative AI: A Quasi-Experimental Study on Critical Thinking Gains in English Writing
    (2025-07-01)
    Hong, Hui
    ;
    Vate-U-Lan, Poonsri
    ;
    Viriyavejakul, Chantana
    This study explores the impact of generative AI-enabled cognitive offload instruction on the development of critical thinking skills in English essay writing among first-year university students. A quasi-experimental design was employed, comparing traditional instruction with an AI-augmented pedagogy that delegated lower-order writing tasks to generative AI tools, allowing students to focus on analysis, evaluation, and reflection. Over 12 weeks, 240 participants engaged in structured writing cycles involving AI brainstorming, individual critique, peer-AI co-revision, and reflective journaling. Results revealed that the AI-enabled cognitive offload group demonstrated significantly greater improvements in standardized critical thinking assessments and produced higher-quality essays in terms of logical coherence, evidence use, and originality. Mediation analysis indicated that cognitive offloading behavior partially explained the relationship between AI use and critical thinking gains. The findings suggest that when generative AI is integrated into pedagogy through deliberate scaffolding, it can enhance rather than hinder higher-order thinking. This study highlights the importance of balancing technological efficiency with instructional strategies that promote active engagement, metacognitive reflection, and collaborative learning. It offers practical implications for educators seeking to incorporate AI tools without compromising the development of essential cognitive skills, proposing that structured cognitive offload instruction can serve as an effective approach to fostering critical thinking in second-language writing contexts.
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    Advancing academic achievement: integrating society 5.0 and game-based learning in metaverse space for undergraduates in Bangkok, Thailand
    (2024-01-01)
    Vate-U-Lan, Poonsri
    ;
    Cahill, Desmond
    This quasi-experimental research investigated the efficacy of applying the Society 5.0 concept to establish game-based learning on Metaverse Space for undergraduates in an international program in Bangkok, Thailand. The study was conducted in a Thai public university’s international college with a population of six classes of junior university students totalling 178, from which two classes with 56 participants were purposively sampled. Almost all the 54 students were Thai with only two not Thai. About two-thirds (71.4%, n = 40) were female students, and about one-third were male (28.6%, n = 16). A module of the game for this English course was the ‘prepositions of place’. The study employed 1) a 3D virtual online class on SPATIAL.io, 2) two images of a hidden object game, and 3) a 40-item multiple-choice test as research instruments. The data were analyzed through means with standard deviations, percentages, and a paired sample t-test. The study found that game-based learning on metaverse space through SPATIAL.io motivated students to be more active while studying online and confirmed that the game-based learning tool on metaverse space was a useful method of enhancing students’ learning outcomes, as evidenced by the significant increase from pre-test (mean= 28.191, SD = 3.881) to posttest (mean = 35.21, SD = 3.404), t (55) = -15.256, p <.001. The average learning gain for the experiment was 0.57. The findings of this study suggest that game characteristics and a 3D virtual environment are persuasive and motivating tools for students, thus increasing and improving their academic performance.