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    Thai undergraduate science, technology, engineering, arts, and math (STEAM) creative thinking and innovation skill development: a conceptual model using a digital virtual classroom learning environment
    (2022-05-01)
    Wannapiroon, Naphong
    ;
    Pimdee, Paitoon
    Qualitative and quantitative research methods were undertaken to examine and develop a digitally based virtual classroom learning environment (VCLE) for Thai undergraduate students’ creative thinking and innovation enhancement in science, technology, engineering, arts, and math (STEM/STEAM) disciplines. The research methodology was divided into two phases, including the synthesis and then the design of the VCLE. Also, in addition to the study’s authors, nine experts were used for the model’s development and another ten for its assessment (19 total). From their in-depth interviews and subsequent content analysis, their input of the proposed STEAM-ification process was synthesized and the data analyzed. The results revealed that the VCLE design should begin with a face-to-face, classroom learning environment in which the ‘gamification’ mechanisms were introduced and examined. This was then reinforced by moving the gamification process online outside of the classroom. Furthermore, five VCLE STEAM-ification steps were found to be particularly useful for enhancing creative thinking and student innovation. These included investigation, discovery, connections, creativity, and reflection. Moreover, we identified the gamification process as consisting of three main components. These were the ‘game mechanics,' the ‘game dynamics,' and ‘player emotions’. The ten experts agreed that the VCLE STEAM-ification creativity and innovation (C & I) process was appropriate at an ‘excellent’ level (x¯ = 4.68, S. D. = 0.47), which has great potential in the development of Thai undergraduate student C & I skills. Also, when undertaken correctly, innovation and motivation to learn are also outcomes from both VCLE and gamification applications. Thus, when students undertook study with the VCLE STEAM-ification format, they were found to achieve higher levels of creativity and innovation than students who studied using the traditional teaching plan. These results were found to be statistically significant at the.01 level.
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    STEAM Education for Enhancing Creativity in Packaging Design
    (2021-01-01)
    Sakon, Teerasak
    ;
    Petsangsri, Sirirat
    Background The creative development of packaging design, using the STEAM teaching method and combined with Guilford (1950)’s creative design, was synthesized into a teaching model named “CREATE.” Each stage of the model included learning management, following the STEAM Education ideas (Yakman & Lee, 2012) that integrated science, technology, engineering, mathematics and arts links in each step. The principles of Structural Packaging and Creating Packaging with this system enabled students to design packaging with an imaginative form, an exotic shape, which required bending and deforming at various angles. The integrated design technique, allowed designers to develop a large variety of shapes. For packaging, this developed the ability for design in the long-term. Methods The population consisted of 120 second-year students of the Industrial Craft Design Program at Thammasat University, Thailand. We used purposive selection to sample 30 subjects. In the experiment, we used these tools: 1) CREATE model for teaching in the subject of “Creative Packaging Design” 2) Lesson Plan 3) Test of Creative Thinking. Data was collected three times - before studying (Pretest: 1), after studying (Posttest: 2) and in a follow-up phase (Follow up: 3) - to study the effects of creativity with repeated measure ANOVA. Results The mean of the repeated measurements for the creative score of packaging design from the ANOVA multivariate test was significantly less than the target significance level (p<0.05). This showed that the independent variable (i.e., the practice score from using our STEAM method) affected the dependent variable (i.e., the score assigned for creativity in the student assignment) submitted in the Packaging Design course. The posttest (Posttest: 2) scores were significantly higher than the pretest scores (p<0.05) and the scores two weeks after graduation (Follow up: 3) were also higher than the pretest scores (p<0.05). Thus, retention of the key ideas taught in the course, was high. Furthermore, the posttest and follow up phase scores were not significantly different, thus confirming good retention. Conclusions We studied creativity in packaging design of students using our CREATE Model for teaching in computer graphic design courses. Each step of the teaching model applied STEAM Education for students to use the concepts in a scientific process, combined with the theory of packaging design. Key aspects of our approach were the exchange of ideas among students, the activities designed to encourage creativity and generally enjoying ‘thinking outside the box’. so that learners strengthened their ability to design creative packaging, could develop packaging designs in a variety of formats and retain learned concepts.
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    Effects of Steamification Model in Flipped Classroom Learning Environment on Creative Thinking and Creative Innovation
    (2020-11-01)
    Wannapiroon, Naphong
    ;
    Petsangsri, Sirirat
    This paper is a report on the findings from the research and development of STEAMification model in flipped classroom learning environment to enhance creative thinking and creative innovation. The purposes of this study are: 1) to develop the model; 2) to study the developed model. Results exhibited that: 1) the model consists of 6 components, 2) the students who had studied through STEAMification had higher creativity (Mean = 14.53, S.D. = 0.94) than the students who studied through normal model (Mean = 12.90, S.D. = 1.91), 3) the students who had studied through model had higher quality of creative innovation (Mean = 14.86, S.D. = 1.62) than the students who studied through normal model (Mean = 12.90, S.D. = 1.91).