KMITL

Permanent URI for this communityhttps://dspace.kmitl.ac.th/handle/123456789/1

Browse

Search Results

Now showing 1 - 10 of 57

Some of the metrics are blocked by your
consent settings
Design-Based Learning and Students’ Study Engagement and Design Thinking Competence: A Study Based on the Job Demands–Resources Theory
(2026-07-01)
Li, Zhaodi
;
Joy, Mike
;
Li, Dan
;
Sitthiworachart, Jirarat
Despite many design-based learning (DBL) studies, longitudinal evidence on how course demands and resources shape design thinking competence (DTC) via study engagement remains scarce. Building on the job demands–resources (JD–R) theory, this study aims to examine whether program demands (project characteristics) and program resources (the role of the teacher, assessment, and social context) promote study engagement, which in turn predicts DTC. We conducted a three-wave (T1/T2/T3) longitudinal survey at Weeks 1, 5, and 8 in a user interface (UI) design course in China (N = 166). T1 collected demographics and prior UI experience (covariates), T2 measured program demands, program resources, and study engagement, and T3 measured DTC. Data were analysed using structural equation modelling (SEM) with bootstrapped indirect effects. Program demands (project characteristics) positively predicted study engagement (β = 0.174, p = 0.020). Among program resources, the role of the teacher (β = 0.313, p < 0.001), assessment (β = 0.280, p < 0.001), and social context (β = 0.253, p = 0.009) were significant, and study engagement positively predicted DTC (β = 0.535, p < 0.001). Direct paths from program demands and resources to DTC were non-significant, while all indirect effects via study engagement were significant. In DBL, a well-calibrated configuration of program demands and resources energized study engagement, which subsequently fostered DTC.
Some of the metrics are blocked by your
consent settings
Demographic determinants of digital well-being among Indonesian library and information science students
(2026-06-01)
Prabowo, Thoriq Tri
;
Sitthiworachart, Jirarat
;
Sriwisathiyakun, Kanyarat
;
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.
Some of the metrics are blocked by your
consent settings
Ineffective Online Learning During the COVID-19 Pandemic in Higher Education
(2026-01-01)
Sitthiworachart, Jirarat
;
Hong, Jon Chao
;
Yanwar, Amanda Pradhani
;
Prabowo, Thoriq Tri
;
Suwanno, Phimpawee
The rapid shift to online learning during COVID-19 caused challenges in higher education. Many teachers and students lacked experience with online learning platforms and techniques. The factors why online learning was not effective during the COVID-19 pandemic are examined. A total of 302 questionnaires were collected using Google Form. The quantitative data were analyzed using SPSS and AMOS for item analysis, facet reliability and validity analysis, path analysis, direct and indirect effect analysis, and difference analysis. The effect of online learning flow, online learning cognitive load, and self-efficacy of online learning on unsuccessful online learning was revealed in this study. The result showed that: (1) greater levels of Self-efficacy of Online Learning on Human-system interaction (SOLH) and Self-efficacy of Online Learning on Content (SOLC) were significantly predict higher levels of Flow in Online Learning (FOL); (2) greater levels of Self-efficacy of Online Learning on Human-system interaction (SOLH) and Self-efficacy of Online Learning on Content (SOLC) were not significantly predict higher levels of Cognitive Load of Online Learning (CLOL); and (3) greater levels of Cognitive Load of Online Learning (CLOL) were significantly predicted higher levels of Online Learning Ineffectiveness (OLI). The online learning ineffectiveness can be reduced by decreasing the levels of cognitive load instead the learning flow.
Some of the metrics are blocked by your
consent settings
Integrating problem-based learning and augmented reality for enhancing problem-solving and computational thinking skills
(2026-01-01)
Auliya, Risma Nurul
;
Sitthiworachart, Jirarat
;
Joy, Mike
;
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.
Some of the metrics are blocked by your
consent settings
A PEER CORRECTIVE FEEDBACK-BASED APPROACH TO ONLINE WRITING PERFORMANCE
(2026-01-01)
Yanwar, Amanda Pradhani
;
Sitthiworachart, Jirarat
Writing is one of the key skills in learning English as a Foreign Language (EFL). Numerous teaching strategies have been developed to help students improve their writing; however, teachers often face challenges in determining the most effective strategy to implement in writing classes. Additionally, a combination of teaching strategies and educational technology tools can be applied in English writing activities. This study aimed to investigate the effectiveness of peer corrective feedback provided through Canvas on students’ writing performance. It employed a mixed-methods approach involving 63 junior undergraduate Architecture students at a large public university in Thailand. Essay writing tasks and interviews were used to examine the differences between anonymous and nonanonymous peer corrective feedback on EFL students’ writing performance. The results show that the anonymous group outperformed the nonanonymous group. Additionally, students preferred providing anonymous peer corrective feedback over nonanonymous feedback. Finally, this study offers recommendations for future research on providing other types of feedback to further improve writing performance.
Some of the metrics are blocked by your
consent settings
Effectiveness of VR Technology Integrated with Flipped Classroom Teaching Model for College Students’ Psychological Health Education
(2026-01-01)
Wu, Di
;
Sitthiworachart, Jirarat
;
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.
Some of the metrics are blocked by your
consent settings
Promoting Student Critical Thinking through Integrated Peer and Teacher Feedback in Online Writing
(2026-01-01)
Yanwar, Amanda Pradhani
;
Sitthiworachart, Jirarat
;
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.
Some of the metrics are blocked by your
consent settings
Unidentified versus Identified Peer Feedback Combined with Teacher Feedback to Improve Second Language Students’ Online Writing
(2026-01-01)
Yanwar, Amanda Pradhani
;
Sitthiworachart, Jirarat
;
Morris, John
;
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.
Some of the metrics are blocked by your
consent settings
Keeping Scholarly Papers Simple
(2026-01-01)
Yanwar, Amanda Pradhani
;
Morris, John
;
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.
Some of the metrics are blocked by your
consent settings
Cloze tests as retrieval practice activities: evaluating their integration with audience response systems in K-12 schools
(2025-10-01)
Ponce, Héctor Raúl
;
Mayer, Richard E.
;
Sitthiworachart, Jirarat
;
López, Mario José
;
Méndez, Ester E.
This study examines the impact of incorporating cloze tests during pauses in classroom instruction as retrieval practice activities, using Audience Response Systems (ARS) for delivery. While ARSs traditionally rely on multiple-choice questions, cloze tests offer a potentially efficient alternative that aligns with retrieval practice principles. Two experiments were conducted to evaluate the efficacy of inserting computer-administered cloze tests during pauses in classroom slideshow lessons using an application called i-cloze. Experiment 1 involved 82 fifth-grade students learning history, and Experiment 2 involved 95 tenth-grade students in English as a Foreign Language (EFL) lessons. Results from Experiment 1 showed no significant benefits of the i-cloze method, likely due to cognitive overload imposed by the content design, the i-cloze tasks, and limited familiarity with the technology. Experiment 2 demonstrated significant improvements in memory and partial improvements in comprehension for students in the i-cloze condition. These findings suggest that cloze-based retrieval practice, when appropriately aligned with lesson content and student readiness, holds promise as an innovative ARS format. EFL contexts may be especially well suited for this approach. Future research should explore how task complexity, content type, and technological familiarity influence the effectiveness of the i-cloze method in diverse educational settings.

KMITL

Browse

Filters

Settings

Sort By

Results per page

Search Results