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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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Simulation game-based learning for cognitive apprenticeship development: a focus on processing speed
(2025-01-01)
Sounthornwiboon, Patcharabhorn
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Sriprasertpap, Khwanying
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Nilsook, Prachyanun
Processing speed is a critical component of cognitive apprenticeship, which is essential for developing cognitive skills for high-pressure environments. This study highlighted the limitations of traditional teaching methods in fostering rapid decision-making skills and proposed a simulation game-based learning (SGBL) model as an innovative instructional approach. It aimed to (1) develop a targeted SGBL model, (2) assess its effectiveness in enhancing cognitive apprenticeship and processing speed and (3) evaluate student satisfaction. The methodology was divided into three phases: a primary study to identify student needs, system design and development, and implementation. The SGBL model included theoretical and practical sessions, encompassing real-world scenario-based games for practicing life-saving skills. The study involved 73 undergraduate students, split into two experimental groups, and utilised a learning achievement test and a satisfaction questionnaire as research instruments. The findings revealed significant improvements in processing speed and learning outcomes (p <.01). Students expressed high levels of satisfaction, indicating the effectiveness and potential applicability of the model in other fields. Future implications include expanding SGBL with AR/VR and multiplayer functions to enhance engagement and applicability.
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Effects of team-based Ubiquitous learning model on students’ achievement and creative problem-solving abilities
(2024-01-01)
Wadtan, Riana
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Sovajassatakul, Thanongsak
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Sriwisathiyakun, Kanyarat
Previously, we described a Team-Based Ubiquitous Learning Model on Cloud Platform Model (PITTA Model). In this paper, we aimed to demonstrate the value of this model by compare learning achievement and creative problem-solving ability using the PITTA model of learning, compare between experimental group and control group by The Randomized Posttest-Only Control Group Design. The sample group comprised students from Bunditpatanasilpa Institute of Fine Arts who were enrolled in the Innovation Information Technology and Communication in Education course during the second semester of Feb-Mar 2023. A total of 50 students from two classrooms were selected using cluster random sampling. The students were divided into two groups: one consisting of 25 students who participated in PITTA model learning activities, and another group of 25 students who engaged in conventional learning activities. The research employed two main instruments: the learning achievement test and the creative problem-solving ability assessment test. Statistical analyses included the use of measures such as mean (x¯) and standard deviation (SD), as well as One-way MANOVA. The research findings revealed that the group of students utilizing the PITTA Model in their learning activities exhibited higher levels of learning achievement compared to the group engaged in regular learning activities, with statistical significance observed at the.05 level. Furthermore, the students who participated in learning activities based on the PITTA Model demonstrated superior creative problem-solving abilities compared to those involved in conventional learning activities, again reaching a statistical significance level of 0.05.
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Advancing academic achievement: integrating society 5.0 and game-based learning in metaverse space for undergraduates in Bangkok, Thailand
(2024-01-01)
Vate-U-Lan, Poonsri
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Cahill, Desmond
This quasi-experimental research investigated the efficacy of applying the Society 5.0 concept to establish game-based learning on Metaverse Space for undergraduates in an international program in Bangkok, Thailand. The study was conducted in a Thai public university’s international college with a population of six classes of junior university students totalling 178, from which two classes with 56 participants were purposively sampled. Almost all the 54 students were Thai with only two not Thai. About two-thirds (71.4%, n = 40) were female students, and about one-third were male (28.6%, n = 16). A module of the game for this English course was the ‘prepositions of place’. The study employed 1) a 3D virtual online class on SPATIAL.io, 2) two images of a hidden object game, and 3) a 40-item multiple-choice test as research instruments. The data were analyzed through means with standard deviations, percentages, and a paired sample t-test. The study found that game-based learning on metaverse space through SPATIAL.io motivated students to be more active while studying online and confirmed that the game-based learning tool on metaverse space was a useful method of enhancing students’ learning outcomes, as evidenced by the significant increase from pre-test (mean= 28.191, SD = 3.881) to posttest (mean = 35.21, SD = 3.404), t (55) = -15.256, p <.001. The average learning gain for the experiment was 0.57. The findings of this study suggest that game characteristics and a 3D virtual environment are persuasive and motivating tools for students, thus increasing and improving their academic performance.
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Enhancing Undergraduate Employability and Career Adaptability through Career Planning Education: The Mediating Role of Career Decision-Making Self-Efficacy
(2024-01-01)
Yao, Xinmeng
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Tuntinakhongul, Ampapan
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Sumettikoon, Piyapong
Background and Aim: Career decision-making self-efficacy serves as a mediating factor in the association between career planning education and the employability and career adaptability of undergraduate students enrolled in universities in China. Methods: Employing both quantitative and qualitative methodologies, this study incorporates a survey of 500 students from various disciplines alongside in-depth, one-to-one interviews with 20 students. Analysis of the quantitative data suggests that career planning education enhances students’ self-efficacy in career decision-making, thereby improving their employability and adaptability to the workforce. These findings are further supported by qualitative data, as post hoc interviews indicate that students’ self-efficacy is positively influenced by practical and experiential components of career planning education, such as internships and workshops, which prepare them for the dynamic nature of the labour market. Results: The research findings highlight challenges such as the limited availability of comprehensive career guidance resources and the misalignment between educational content and vocational requirements, both of which can impede the effectiveness of career development initiatives. These results indicate the necessity of integrating practical experiences and robust support systems into career planning education within academic institutions. Additionally, they underscore the need for academic programmes to be more closely aligned with labour market demands. Conclusion: The study presents valuable implications for educators, policymakers, and career advisors committed to equipping undergraduate students for successful career pathways.
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Flipping the Undergraduate Classroom to Develop Student Analytical Thinking Skills
(2022-08-01)
Phurikultong, Nattawut
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Kantathanawat, Thiyaporn
In Thailand, analytical thinking skills (ATS) have been identified as an essential element in the development of a 21st-century workforce. Moreover, due to the Covid-19 pandemic and the concern for student health and safety, the Thai Ministry of Education has stated that online education will become part of the New Normal in education. Therefore, it has become imperative that the most effective methods and mechanisms be found for online teaching in Thailand. Therefore, the authors investigated which factors increase Thai student ATS by flipping the classroom environment and using digital storytelling and inquiry-based learning (IBL). Therefore, this research aims to develop and evaluate the LIFD ATS instruction model to study the proposed effects of the ATS instruction model. A mixed research methodology was employed. The mean, standard deviation, and t-test were used to analyze the data. From the qualitative review, an initial learning model was developed and subsequently examined by a panel of eight education experts. After that, 40 students became the study's experimental group for the revised model. The results showed that the results of the expert assessment of the learning environment model using a flipped classroom combined with IBL and digital storytelling to promote ATS and academic achievement had appropriateness at the highest level. The evaluation of the student results using the ATS model identified four significant results. These were: 1) Post-test after the student's use of the ATS model determined their ATS abilities were higher than before the class. 2) Student learning achievement, innovation, and ICT skills increased as an outcome of the ATS model’s use. 3) The comparison of academic achievement after study of the students who studied with the format was 83.33%, higher than the specified 80% criteria and previously established assumptions. 4) The evaluation results of the model’s effectiveness determined that the learning effectiveness index (EI) of the learners was 0.6666 and the EI of the ATS was 0.6966, which was higher than 0.50, thus meeting the specified criteria. The study contributes to the knowledge concerning student ATS and these skills’ importance to a 21st century knowledge worker.
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Development of an assessment tool for prioritizing influencing factors of sustainability in higher education
(2020-08-31)
Jungthawan, Siripong
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Tiyarattanachai, Ronnachai
The United Nations set 17 Sustainable Development Goals (SDGs) in August 2015 as a blueprint to achieve sustainable future for all nations at all levels. Higher education institutions are expected to significantly contribute to the goal, as they must produce the human resources and research necessary for achieving sustainability. In October 2019, Times Higher Education (THE) launched the THE University Impact Rankings, which encouraged universities to focus efforts that pose positive impacts on SDGs in the areas related to the university's operation. Since SDGs and their targets may have different priorities in different countries, we examined the perspectives of stakeholders in 16 Thai universities ranked in the THE World University Rankings to prioritize the SDG areas on which the universities should focus. We expect that this study will be used by Thai university executives to optimize resources spent on achieving better sustainability performance.

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