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Author: search.filters.author.Meekhobtong, SirinthornSubject: search.filters.subject.Thailand

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    Improving Thai undergraduate students’ web design skills for smartphones through a collaborative blended learning approach
    (2025-01-01)
    Pimdee, Paitoon
    ;
    Wuttikamonchai, Oraboot
    ;
    Sukkamart, Aukkapong
    ;
    Meedee, Chontawat
    ;
    Meekhobtong, Sirinthorn
    Purpose: The increasing ubiquity of smartphones has created a growing demand for web designers skilled in creating responsive, user-centered, and smartphone-accessible websites. However, Thai undergraduate students often lack specialized training in mobile website design, highlighting a critical gap in digital education. While cooperative and blended learning has been recognized as effective pedagogical strategies, there is limited research on how these approaches can be integrated to address specific skill gaps in mobile web design. This study aims to develop and evaluate a Collaborative-Blended Learning Management Model (CBLMM) to enhance students’ proficiency in smartphone website design. Methods: The CBLMM was developed by synthesizing cooperative and blended learning literature and a needs assessment focused on mobile web design competencies. The model consists of six key stages: (1) online self-study, (2) in-class lectures, (3) group activities, (4) project presentations, (5) summarization and evaluation, and (6) discussion and reflection. The model was evaluated by nine experts using a connoisseurship approach, assessing its usefulness, feasibility, appropriateness, accuracy, and effectiveness. To test the model’s efficacy, an experimental study was conducted with 19 third-year students enrolled in a web design course. Results: Expert evaluations indicated that the CBLMM received high ratings across all assessment criteria. The experimental results showed a statistically significant improvement in students’ mobile website design skills, surpassing the 60% benchmark with significance at p < 0.05. Post-learning assessments also revealed marked improvements in user experience (UX) design compared to pre-learning performance. The effect size analysis indicated a moderate practical impact on skill development (d = 0.44) and a significant effect on academic achievement (d = 1.18). Discussion: These findings suggest that structured, collaborative, and blended learning approaches can effectively equip students with essential digital design skills, filling critical gaps in higher education curricula. The study contributes to the field by demonstrating the CBLMM’s potential for enhancing mobile web design education, with broader implications for curriculum development and instructional design. Future research should explore the model’s applicability in diverse educational settings, examine long-term skill retention, and integrate emerging technologies such as AI-driven adaptive learning to refine digital education strategies further.
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    Computer Education Student Teacher Complex Problem-Solving Skills Development using Computational Thinking and Visualization Tools
    (2024-01-01)
    Sukkamart, Aukkapong
    ;
    Sermsri, Natchanun
    ;
    Kantathanawat, Thiyaporn
    ;
    Nakwijit, Rerkrudee
    ;
    Meekhobtong, Sirinthorn
    This research explores the impact of a Collaborative Learning Management Model (CLMM) integrating Computational Thinking (CT) and Visualization Tools (VT) on the development of Complex Problem-Solving Skills (CPSS) in first-year computer education student teachers in Thailand. The study, conducted with 15 student-teachers from Dhonburi Rajabhat University, involved a six-module CPSS learning intervention. Notably, Unit 2’s Alternative Flowchart Writing (AFW) and Unit 4’s Sequential Python Writing (SPW) excelled, while Units 1 and 3 showed initial shortcomings. The overall evaluation, however, revealed that CLMM yielded a final mean of 90.40 and SD of 5.59, emphasizing its effectiveness in enhancing student-teacher CPSS. The research advocates for educators to prioritize advanced tools, including emerging Artificial Intelligence (AI) visualization tools, to further elevate CPSS education, preparing a new generation of educators for the challenges of educating digitally enabled knowledge workers.
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    Antecedents to Thai pre-service teacher eco-friendly behavior: A confirmatory factor analysis
    (2022-01-01)
    Pimdee, Paitoon
    ;
    Meekhobtong, Sirinthorn
    ;
    Bengthong, Suwanna
    ;
    Sukkamart, Aukkapong
    The research aimed to analyze the eco-friendly behavior (EFB) of Thai undergraduate pre-service teachers (PSTs). Multi-stage random sampling was used to select 211 individuals majoring in industrial education from four Thai universities. The second-order confirmatory factor analysis used LISREL 9.10 and SPSS for Windows 21 was used for the descriptive statistics. Furthermore, five elements were perceived to influence PST EFB positively. This included the product's eco-friendly price (EFP), eco-friendly safety (EFS), eco-friendly image (EFI), eco-friendly environment (EFE), and finally eco-friendly quality (EFQ). Moreover, it was determined that a product's EFI was most important to the PSTs, followed by its EFQ, EFS, EFE, and EFP. Moreover, of the 20 items the PSTs were asked about, they believed that non-plastic bag use for EFB was judged most important. However, at the other end of EFB was a product's price importance.