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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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Enhancing computational thinking skills in Thai middle school students through problem-based blended learning approaches
(2025-01-01)
Sukkamart, Aukkapong
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Chachiyo, Wassana
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Chachiyo, Manop
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Pimdee, Paitoon
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Moto, Sangutai
This study aimed to compare Computational Thinking Skills (CTS) and Academic Achievement (AA) in students exposed to a Problem-Based Blended Learning (PBBL) model in a quasi-experimental setting. The research involved 43 Mathayom 2 students at a Rajabhat University Demonstration School in Thailand, selected through cluster random sampling. The participants were divided into an experimental group (n = 21) and a control group (n = 22). The CTS test employed a scoring rubric, and the AA test included multiple-choice questions. Data analysis used statistical measures such as mean, standard deviation (SD), and One-Way MANOVA. Results showed that the experimental group achieved significantly higher scores, with 91% in CTS and 89% in AA, compared to the control group’s 56% in CTS and 60% in AA. These findings demonstrate the effectiveness of the PBBL model in enhancing both CTS and AA in middle school students. This research contributes new insights by confirming that blended learning approaches can be effectively integrated into middle school education to foster critical thinking and academic success when combined with problem-based methodologies. The study provides evidence supporting the potential of innovative educational frameworks like PBBL in improving student outcomes, offering valuable implications for educators and curriculum designers.
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Integrating Mastery Adaptive and Problem-Solving (MAPS) Digital Technology Skills into a Thai Community College Student Learning Model
(2025-01-01)
Kantathanawat, Thiyaporn
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Ussarn, Anyamanee
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Charoentham, Mai
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Pimdee, Paitoon
Background/purpose. The increasing integration of digital technology in education underscores the need for instructional models that support personalized, skill-based, and problem-solving-focused learning. While traditional pedagogies often fail to address these needs comprehensively, this study proposes that the Mastery Adaptive Problem-Solving (MAPS) Model offers an innovative solution for enhancing digital technology skills (DTS) and academic achievement (AA) among Thai community college students. Materials/methods. The MAPS Model incorporates mastery learning, micro-learning, adaptive learning, and problem-based learning (PBL) into a six-step framework. Expert validation of the model was conducted using the Connoisseurship method via focus group discussions. A quasi-experimental design was employed to evaluate the model's implementation with 19 second-year Thai community college students. Student DTS and AA were measured using validated tools with reliability indices exceeding 0.80. Retention of skills and knowledge was assessed 14 days post-instruction. Results. Experts rated the MAPS Model highly for utility, feasibility, appropriateness, and accuracy. After implementation, students' DTS significantly exceeded the set threshold (70%), with statistical significance at the .01 level. Additionally, students demonstrated significantly higher AA post-instruction than pre-instruction levels, at the .01 significance level. Retention analysis revealed no significant decline in DTS or AA 14 days after program completion. Conclusion. The MAPS Model effectively integrates innovative pedagogical strategies to enhance DTS and AA in community college settings. Its structured, adaptable framework addresses diverse learner needs, ensuring immediate and sustained educational benefits.
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Enhancing Information Communication Technology Competency in Thai University Student Computer Education Courses
(2023-12-22)
Chardnarumarn, Jutaporn
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Kantathanawat, Thiyaporn
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Sukkamart, Aukkapong
This study’s objectives were to: 1) develop an integrated teaching approach using problem-based learning (PBL) to enhance information communication technology competency (ICTC) in 3rd-year Thai university Computer Science Studies students, 2) to evaluate the teaching approach, and 3) to compare learning outcomes before and after implementing the approach. The teaching approach comprised eight steps, including 1. Creating a brain-stimulating learning environment, 2. Dividing learners into small groups, 3. Integrating students into groups based on their abilities, 4. Defining problem situations, 5. Structuring the problem-solving processes, 6. Problem linkage, 7. Confronting problems, and 8. Checking for correctness. The learning effectiveness of the ICTC Model’s course implementation had a pre-test mean = 16.70, SD = 1.78, and a post-test mean = 23.00, SD = 2.64, with a statistical t-test value of 8.81. These results indicated that learning outcomes significantly improved after implementing the teaching approach (p<.05) with 20 students. This research contributes to developing an effective instructional method to enhance ICT competencies in Computer Science education.
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Increasing Programming Self-Efficacy (PSE) Through a Problem-Based Gamification Digital Learning Ecosystem (DLE) Model
(2022-08-21)
Chinchua, Siwalai
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Kantathanawat, Thiyaporn
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Tuntiwongwanich, Somkiat
The researchers initially undertook a systematic literature review concerning problem-based learning (PBL), gamification, digital learning ecosystems (DLE), and programming self-efficacy (PSE). Using recent studies and papers from Google Scholar, a preliminary gamified and DLE model was proposed to help Thai students PSE. Further analysis was conducted on gamification mechanics, dynamics, and aesthetics (MDA). After an assessment by nine educational experts using four educational assessment tools from the Joint Committee on Standards for Educational Evaluation (JCSEE) of the proposed seven-step A3S3R (advise, assign, analyze, search, synthesize, summarize, and report) DLE Management Model, the model’s suitability was judged to be ‘very high’ (mean = 4.40, SD = 0.59). Consequently, the development of this learning management model will result in learners recognizing their abilities better in programming and having better programming skills. It can also potentially increase students’ critical and analytical thinking skills and computational thinking and allow them to apply new knowledge or skills to new situations. Finally, researchers can develop new practical learning styles for use in teaching and learning.
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A Quasi-Experimental Evaluation of Classes Using Traditional Methods, Problem-Based Learning, and Flipped Learning to Enhance Thai Student-Teacher Problem-Solving Skills and Academic Achievement
(2022-01-01)
Nantha, Cherisa
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Pimdee, Paitoon
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Sitthiworachart, Jirarat
This research aimed to synthesize a review of the literature and theory to develop a flipped classroom (FC) learning model to enhance 1st-year bachelor's degree Thai student-teacher academic achievement (AA) and problem-solving skills (PSS). The sample consisted of 90 student teachers enrolled in the Digital Media and Learning Innovation (DMLI) course in the Elementary Education Program in the Education and Liberal Arts Faculty at a private university in southern Thailand's Songkhla Province. The study used the FC model in an experimental group (S2) (n=30) while simultaneously comparing it to the control (S1) group using traditional classroom methods (n=31) and another group (S3) using problem-based learning (PBL) (n=29). Nine academic experts reviewed the FC's model development. The quasi-experiment took place over four weeks in March and April 2021. All instruments were evaluated by an additional five academic experts whose input evaluation was analyzed using MANOVA statistics with IBM's® SPSS® for Windows Version 21 program. The results showed that Flipped PARSER group (S2) had AA results significantly higher than both the traditional and PBL groups. Also, S2's results concerning their PSS were significantly higher than S1 and S3, while their student-teacher satisfaction was also at the highest level. These results showed that the proposed Flipped PARSER Model excels at promoting the development of undergraduate students' motivation, academic achievement, and PSS.

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