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Effect of Videos Embedded in Online Course on Climate Change Awareness and Mitigation Behavior
(2026-05-27)
Zheng, Weidong
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Ratanaolarn, Thanin
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Jiang, Genghao
Tackling climate change requires strong cooperation from all countries. With the Paris Agreement, countries have formulated policies to address climate change. To be consistent with national mitigation policies, climate change education is particularly important, especially for young people. Educators effectively implementing climate change education in the absence of in-depth knowledge about climate change is of paramount importance. This study applied a new climate change educational program; embedded 11 climate change videos in an online course, C programming, cluster sampling was employed to select participants; 51 students took part in the four-week experiment, using a single group repeated measures experimental design. There are four key hypotheses: if climate change videos embedded in online courses, there will be an improvement in climate change awareness and mitigation behavior; there will be measurable gender effects; effects will be retained; and retention will vary with gender. The results showed that the climate change videos significantly enhanced student climate change awareness and mitigation behavior; no significant difference between the immediate post-test and the later retention tests, indicating that the treatment was effective; no significant difference between males and females in climate change awareness or mitigation behavior. The research demonstrated that integrating climate change videos into online courses, even those seemingly unrelated to environmental topics, can effectively enhance students’ climate change awareness and inspire them to take mitigation actions. This approach can be used in other online courses to help cultivate a more environmentally conscious generation, which is crucial for addressing the global challenge of climate change.
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Integrating problem-based learning and augmented reality for enhancing problem-solving and computational thinking skills
(2026-01-01)
Auliya, Risma Nurul
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Sitthiworachart, Jirarat
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Joy, Mike
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Ratanaolarn, Thanin
The study investigated the effect of problem-based learning (PBL) with augmented reality (AR) on problem-solving and computational thinking (CT) skills, along with students’ satisfaction with AR in mathematics learning. Ninety eighth-grade students participated in a quasi-experiment with three groups: experimental (PBL with AR and standard PBL) and control (conventional learning) groups, each with thirty students. The geometry learning using augmented reality experience (GLARE) application covered 3D geometry, including cubes, cuboids, prisms, pyramids, cones, cylinders, and spheres. MANOVA was used to examine the problem-solving and CT skills, while the satisfaction was evaluated as percentages. The findings demonstrated all groups improved significantly in CT and problem-solving (p < 0.05), with the PBL+AR group achieving the highest improvement. Most students found AR engaging, motivating, and effective for understanding complex geometry concepts. They also appreciated its ease of use and support for independent learning. However, some encountered technical problems, such as device incompatibility and poor internet connectivity.
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Effectiveness of VR Technology Integrated with Flipped Classroom Teaching Model for College Students’ Psychological Health Education
(2026-01-01)
Wu, Di
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Sitthiworachart, Jirarat
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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.
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A quasi-experimental study of lab rotation integrated with generative AI and peer code review model to enhance students’ critical thinking and academic resilience in introductory programming
(2026-01-01)
Zheng, Weidong
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Ratanaolarn, Thanin
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Sriwisathiyakun, Kanyarat
Lab rotation provides a dynamic and interactive learning environment; generative artificial intelligence can help novices overcome learning challenges; and peer code review offers a collaborative learning environment. This study investigates how incorporating these designs into a new instructional model can enhance students’ critical thinking and academic resilience. A total of 83 first-year college students participated in the experiment, which lasted 6 weeks. The students were from two classes, majored in Educational Technology, and were enrolled in an introductory programming course titled ‘C Programming’. Class 1 was randomly selected as the control group and Class 2 as the experimental group. The experimental group and the control group were taught by the same teacher. The control group employed the traditional programming teaching method, whereas the experimental group utilized a new instructional model comprising four learning stations: instruction, lab, teacher-led, and review stations. All participants took a critical thinking test and an academic resilience questionnaire before and after the experiment. The results showed no significant difference in critical thinking and academic resilience between the pretest groups. In contrast, the post-test results showed that the experimental group’s critical thinking and academic resilience significantly outperformed those of the control group. The findings highlight the effectiveness of the instructional model on students’ critical thinking and academic resilience. This study is the first to integrate lab rotation, generative artificial intelligence, and peer code review into the design of a new instructional model for introductory programming and to demonstrate its effectiveness in enhancing students’ critical thinking and academic resilience. This study can serve as a reference for future studies.
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Examining vocational college student learning needs toward entrepreneurship courses in Southwestern China
(2025-01-01)
Wang, Xiaoqing
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Ratanaolarn, Thanin
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Sitthiworachart, Jirarat
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Cui, Jianming
The present research aimed to study the student learning needs assessments of entrepreneurship courses in vocational colleges of southwestern China to identify students' learning needs based on the perspectives of creativity, openness to experience, project-based blended learning, design thinking, and entrepreneurship courses. The researcher employed a multi-stage sampling method to select a sample size of 400 current vocational students from four regions in southwestern China to participate in this research. The collected data were analyzed using descriptive statistics to determine the means of 15 items. The results showed that the mean values of the items ranged from 3.66 to 4.28, and all items reached at least the need level. Furthermore, respondents strongly agreed on the importance of enhancing openness to experiences and creativity in entrepreneurship courses. Meanwhile, the respondents also indicated the need for project-based blended learning and design thinking as the learning methods to be used in the teaching practices of entrepreneurship. The results of this study are expected to benefit educators in the process of developing new teaching methods and curricula in the field of entrepreneurship education.
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Student needs assessment analysis in e-commerce courses of vocational colleges in Guizhou Province China
(2025-01-01)
Tan, Linxi
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Ratanaolarn, Thanin
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Sriwisathiyakun, Kanyarat
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Cui, Jianming
This study aimed to identify the specific needs of students in e-commerce courses in vocational colleges, focusing on digital marketing competencies, team spirit, learning methods, and course content to support curriculum development and the construction of innovative teaching models. The researcher of this study conducted a needs assessment survey with a sample size of 400 current vocational students. The collected data were analyzed using descriptive statistics to determine the means of 12 items. The results showed that the mean value of items ranged from 3.44 to 4.29, and all items reached at least the need level. Furthermore, respondents perceived a strong need to enhance digital marketing competencies and adopt new learning methods in e-commerce courses. Respondents also showed a need to integrate project-based learning and blended learning compared to other learning methods. A comprehensive student needs assessment analysis towards e-commerce courses has been provided in this study; it could serve as basic information for educators to develop a better teaching model and curriculum in the field of e-commerce education in vocational colleges.
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Project-based blended learning for vocational education: Enhancing digital marketing competencies and team spirit
(2025-01-01)
Tan, Linxi
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Ratanaolarn, Thanin
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Sriwisathiyakun, Kanyarat
Developing digital marketing competencies and team spirit is essential in vocational education to cope with the digital economy’s demands. Based on the needs assessment of vocational students and related literature research, this study discusses how to develop and implement the project-based Blended Learning (PjBBL) model and evaluates its effectiveness in enhancing digital marketing competencies and team spirit among vocational students. The research employs a quasi-experimental design with 90 students from Tongren Polytechnic College, Guizhou, China, divided equally into experimental and control groups. The experimental group followed the PjBBL model. The control group used blended learning (BL) methods. The learning activity lasted 8 weeks, pre-tests and post-tests were administered using a 5-point Likert scale for digital marketing competencies and team spirit. MANOVA analysis (level 0.05) showed a significant difference in digital marketing competencies and team spirit between PjBBL and BL. The results revealed that while both groups showed improvement, the experimental group achieved significantly higher scores in both areas, indicating the effectiveness of the PjBBL model. This study provides valuable insights into improving vocational education through innovative teaching approaches.
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Integrating project-based blended learning and design thinking to enhance creativity and openness to experience
(2025-01-01)
Wang, Xiaoqing
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Ratanaolarn, Thanin
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Sitthiworachart, Jirarat
Entrepreneurship education fosters economic growth and career development, yet innovative learning methods and research on openness to experience and creativity remain underexplored in higher vocational education. This study proposes the PjBBL-DT learning model and evaluates its impact on openness to experience and creativity through a 15-week 3-phase quasi-experiment with 61 first-year Chinese vocational students, using PjBBL model in Phase I and PjBBL-DT model in Phases II-III. Five experts evaluated the model, with mean and standard deviation scores indicating high quality. Repeated measures MANOVA revealed a significant improvement in creativity in Phase II, with no significant difference between Phases II and III, suggesting both immediate effects and retention. Openness to experience increased progressively across phases, demonstrating significant improvement but limited retention effect. The findings confirm the model's effectiveness in entrepreneurship education for higher vocational colleges.
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Exploring the Impact of Project-Based Learning with Flipped Classroom on Practical Skills in Chemical Drawing and AutoCAD
(2025-01-01)
Huang, Zehua
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Ratanaolarn, Thanin
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Huang, Yuansheng
Currently, chemical drawing and AutoCAD faces some challenges such as students' not so good practical skills, students combining theoretical concept with real world application not well, personalized teaching method covering all students hard, students feeling too short time for designing complicated project, students in passive learning environment in class. This research combined project-based learning with flipped classroom to enhance students' practical skills. In order to solve the problem that it was difficult for students to master drawing skills in vocational AutoCAD courses, this research designs an experiment involving experimental group as well as control group and takes advantage of independent sample t-test to analyze significance in statistic. According to analyze experimental data, Average score in experimental group was higher than that in control group. Furthermore, futural research can compare only project-based learning or only flipped classroom with the method that mixing project-based learning with flipped classroom together.
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Flipped Classroom with Virtual Reality Technology Learning Model for Chinese College Students in Psychological Education: A Need Assessment Study
(2025-01-01)
Wu, Di
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Sitthiworachart, Jirarat
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Ratanaolarn, Thanin
The growing prevalence of psychological health problems, particularly depression and anxiety, among Chinese college students necessitate innovative approaches to psychological education. This research investigates the psychological education needs of college students and proposes a flipped classroom model integrated with virtual reality (VR) technology to address these needs. A needs assessment survey, employing a 16-item questionnaire with a five-point Likert scale, was conducted to collect data from 400 students selected by stratigied eamdom sampling method from 125 higher education institutions in Anhui Province. The survey explored student perspectives on textbook content, learning outcomes learning methods and technologies. Subsequently, a flipped classroom model incorporating VR technology was developed based on a review of existing literature. This model was then evaluated by a panel of five experts across dimensions of suitability, model components, and learning activities. Quantitative data from the student needs assessment and the expert evaluation were analysed using descriptive statistics. Results from the needs assessment indicated a strong consensus among students (mean scores 4.12-4.77) regarding the importance of psychological education, with 15 of 16 items receiving "strongly agree" ratings. The proposed flipped classroom model, comprising before-class, in-class, after-class and evaluation components, received high ratings from the expert panel (mean scores 4.6-5.0) across all evaluation dimensions. The experts "strongly agree" with the model's suitability and potential effectiveness. This study offers an innovative pedagogical framework for psychological health education in higher education, leveraging VR technology within a flipped classroom design to support students in managing anxiety and depression.

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