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Improving international students’ acculturation and Chinese vocabulary through problem-based learning with augmented reality
(2026-02-01)
Jiang, Yirong
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Prabowo, Thoriq Tri
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Ratana-Olarn, Thanin
The integration of problem-based learning (PBL) and augmented reality (AR) has emerged as a promising approach to improve language learning and acculturation. This study aimed to develop and evaluate a problem-based learning and augmented reality (PBLAR) instructional model to enhance international students’ acculturation and Chinese vocabulary. The study used a quasi-experimental design with 70 first-year international students randomly assigned to an experimental group (EG) (PBLAR, n=35) or a control group (CG) (traditional teaching method, n=35). The intervention lasted two weeks, and both groups completed a pre-test to ensure baseline comparability. The EG achieved significantly higher post-test scores in Chinese vocabulary (F=296.65, p<0.001) and acculturation (F=840.62, p<0.001). In this context, PBLAR demonstrated stronger short-term outcomes in Chinese vocabulary and acculturation; it should be viewed as a complementary pedagogy that highlights the value of integrating PBL and AR. Findings highlight PBLAR’s potential for immersive, problem-driven language instruction that bridges technology and pedagogy in multicultural contexts.
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Development of Integrating Innovation of Education Technology Model in Chinese Higher Education Institutions
(2024-01-01)
Yang, Yang
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Petsangsri, Sirirat
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Ratana-Olarn, Thanin
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Cui, Jianming
Given the rapid advancement of technology today, universities must stay up to date with these developments to enhance their management practices. Thereby, this study aimed to develop the model for integrating innovation of education technology in Chinese higher education institutions by synthesizing the concepts of personnel management practices, organization structure & culture, integration and innovation of education technology, and technological landscape through a literature review, and a semi-structured interview consisting of 20 experts has been organized to develop the model. Besides that, 5 experts from different Chinese universities have participated in a focus group to further discuss and validate the developed model. As a result, the developed model has been confirmed as of good quality.
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Research on STEM education with flipped classroom model in the microcontroller development course
(2023-01-01)
Wang, Xiaowei
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Sitthiworachart, Jirarat
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Ratana-Olarn, Thanin
The study investigates the implementation of STEM education with a flipped classroom model in the microcontroller development course. The study aims to identify the needs of students and teachers of the microcontroller course within the framework of STEM education with the flipped classroom teaching model, to develop and implement STEM education with the flipped classroom model in the microcontroller course, to assess and compare students' microcontroller application ability and innovative thinking between experimental and control group. The study adopted both quantitative and qualitative approaches and was carried out in three phases; in phase 1, a needs assessment was done from 100 responded students through a questionnaire which was analyzed through means and standard deviation, while teacher needs were explored by interviewing five teachers and content analysis. In phase 2, flipped classroom model was developed with the help of a focus group interview with 6 experts. While in phase 3, the evaluation of the flipped classroom teaching model's effectiveness was studied through experimental design, and results were drawn by applying MANOVA. The data revealed seven key problems, lack of understanding of students' learning situations, ineffective teaching strategies, encumbered teaching content, teacher-centered classrooms, theoretical teaching, inadequate evaluation, and limited access to hardware. The Flipped Classroom Model can be optimized to improve STEM education and better prepare students for future challenges by providing teacher professional development, adopting diverse and student-centered teaching learning strategies, integrating real-world applications, balancing theory and practice, implementing multi-dimensional evaluation, ensuring access to necessary hardware, and introducing international perspectives.
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Enhancing Project-Based Blended Learning (PJBBL) Model in Algorithm Design: A Comprehensive Needs Analysis
(2023-01-01)
Lu, Tao
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Morris, John
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Ratana-Olarn, Thanin
This research explores the potential of Project-Based Learning (PBL) and the Cloud Education Model in Algorithm Design education. Through a multifaceted approach, the study identifies the specific needs of teachers and students when adopting the project-based learning model. In an experimental study, it used the PJBBL model in the domain of algorithm design education. A pre-test and post-test experimental design were used to reach a conclusion. Twenty teachers and 100 BS students were randomly selected from the college for interviews and questionnaire administration, respectively, whereas 66 students were selected through cluster sampling for experimentation. A pre-test-post-test design was used for the experiment, whereas descriptive statistics besides MANOVA were used to analyze the data. The study results indicate that the PJBBL model has shown promising outcomes in enhancing students' algorithm design and analysis capabilities. Integrating real-world projects and blended learning methods has deeply engaged students, fostering a better understanding of algorithmic concepts and their practical application. Teachers' feedback has shed light on effective pedagogical strategies, enabling them to create a conducive learning environment and support students in their algorithmic learning. The research demonstrates the efficacy of the Project-Based Blended Learning (PJBBL) model in Algorithm Design and Analysis education.
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Enhancing Project-based Learning (PBL) in Cloud Education Models for Word Software Courses
(2023-01-01)
Tang, Shi
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Petsangsri, Sirirat
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Ratana-Olarn, Thanin
This research aimed to conduct a comprehensive needs analysis to gauge the needs of both students and educators concerning Project-Based Learning (PBL) in the context of a Cloud Education Model for Word Software Courses. The primary objectives encompassed the assessment of students' receptiveness towards PBL adoption and the evaluation of instructors' levels of enthusiasm for embracing the PBL instructional model. The study emphasized establishing a synergistic understanding between educators and learners regarding the seamless integration of PBL within the Cloud Education framework. Significantly, the research sought to innovatively develop and put together PBL within the Cloud Education milieu, discerning disparities in software proficiency and computational thinking between students exposed to PBL through Cloud Education and their counterparts experiencing traditional instructional methodologies.
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Development of Project-Based Learning (PBL) in Cloud Education Model to Enhance the Application Ability and Computational Thinking for Undergraduate Students
(2023-01-01)
Tang, Shi
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Ratana-Olarn, Thanin
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Petsangsri, Sirirat
This research investigated the Development of Project-Based Learning (PBL) in Cloud Education Model to Enhance the Application Ability and Computational Thinking Undergraduate Students with the core objectives, to study the needs of students and teachers towards the teaching approach based on Project-Based Learning (PBL) in Cloud Education in Word Software Application, to design Project-Based Learning (PBL) in Cloud Education model 3, and to compare Word Software Application ability and computational thinking between students who learn in Project-Based Learning (PBL) in Cloud Education model and students who learn in Traditional Teaching Method. Qualitative and Quantitative both methods were used in the current study. As the research population, from a pool of 165 students, a total of 100 students majoring in accounting from the 2022 cohort of Nanning University was randomly selected along with five lecturers from the "College Computer Foundation" course. Questionnaire was used for collecting data from students while a focus group interview was adopted for collecting in-depth data from focus group teachers. The result of study brought to surface that students expect a classroom atmosphere with higher participation, more active classroom, and stronger interactivity thereby promoting course learning and achieving course goals. The revised teaching model emphasizes active learning, practical application, and the cultivation of computational thinking, aiming to provide a richer and more effective educational experience. The revision process involves multiple steps such as project design, group task allocation, plan formulation, exploration and cooperation, work production, achievement exchange, summary and evaluation, and the use of cloud education platforms to support teaching and learning activities. This process fully reflects the importance of continuously optimizing and improving educational models to adapt to the constantly changing learning environment and needs.
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Empowering Preservice Teachers: A Mentored Blended Learning Approach with MOOCs to Elevate Skills and Self-Efficacy
(2023-01-01)
Zou, Xia
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Ratana-Olarn, Thanin
This research explored the evolving needs and preferences of preservice teachers and their teachers in a mentored blended learning model supplemented with Massive Open Online Courses (MOOCs). The primary objectives included understanding these educational stakeholders’ requirements, developing an effective mentored blended learning with MOOCs model, and evaluating its impact on the teaching skills and self-efficacy of 40 third-year preservice teachers specializing in preschool education. Feedback from 15 participating teachers was also gathered. Employing a mixed-methods approach, this study utilized an experiment for preservice teachers and an interview schedule for their teachers. Quantitative analysis revealed a significant shift in preferences, where a mentored blended learning with MOOC model was considered the best approach to teaching preschool education-selected content. Preservice teachers strongly desired to utilize MOOCs to better understand training content and preferred the new model over traditional teaching methods. They sought more systematic, comprehensive knowledge closely linked to classroom teaching practices. There was a clear demand for extensive learning resources and a more interactive, supportive learning environment with timely mentor feedback. Additionally, preservice teachers were keen on honing their teaching skills, particularly in adapting to teaching and mastering teaching-learning strategies. The study also incorporated feedback from expert teachers, who contributed valuable insights for refinement. Overall, this research highlights the potential of the Teaching Model Version 3.0 to address the changing needs of preservice teachers and improve their skills and self-efficacy in preparation for internship placements.
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STEM Education with Flipped Classroom Model to enhance the Microcontroller Application Achievement and Innovative Thinking Ability
(2023-01-01)
Wang, Xiaowei
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Ratana-Olarn, Thanin
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Sitthiworachart, Jirarat
The main aim of this research was to ascertain the requirements and expectations of both students and educators concerning the microcontroller course that integrates STEM education with the flipped classroom instructional model, to find out the effectiveness of the flipped model in microcontroller course that integrates STEM education through an experiment by comparing it to the traditional method in teaching the same course and to analyze the opinions of both teachers and students about using the flipped model in microcontroller course which fits in STEM education. It was a mixed-method research. A random selection process was employed to choose 67 and 5 instructors from the Microcontroller Development course. A pre-test was given, and after the intervention period, the students were given a post-test mirrored the pre-test. The aim was to measure any improvements or changes in the student's abilities in DV1 and DV2, comparing their post-intervention capabilities to their baseline levels. A semi-structured interview was used to collect qualitative data. Thematic analyses were used to analyze the qualitative data, as MANOVA statistics were used to analyze quantitative data. The study's quantitative and qualitative results suggest significant gains in understanding and applying microcontroller technology concepts, with improved scores in vital educational outcomes. Participants reported more active involvement and collaboration, which aligns with the observed increase in conceptual understanding and innovative thinking. These findings reinforce the flipped classroom's role as a valuable approach in modern STEM instruction.

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