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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
    ;
    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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    Potential of ChatGPT in academic research: exploring innovative thinking skills
    (2025-01-01)
    Songkram, Noawanit
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    Chootongchai, Suparoek
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    Keereerat, Chayakarn
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    Songkram, Nutthakorn
    Academics, scholars, and learners are increasingly turning to AI-based language models like ChatGPT for a variety of academic and non-academic applications including essay writing, speech creation, literature summarizing, and idea production. However, the use of ChatGPT in academic research has sparked debate and raised concerns about its influence on research and publishing. By offering an actual scenario and suggestions, this study intends to shed light on the practical implementation of ChatGPT in academic research. The dataset for this study includes 3,860 students from Thailand's basic and secondary school levels. The survey data gathered focuses on investigating innovative thinking skills. The findings suggest that ChatGPT might be a useful technique for generating first ideas in academic studies. However, it is crucial for researchers to exercise caution as they may encounter certain challenges during the process. As a result, while using ChatGPT in academic research, researchers must be aware of these issues and make educated judgments appropriately. Given the possible uses and ramifications of ChatGPT, the academic community must develop detailed protocols governing its usage in research and subsequent publishing. These rules will ensure the proper and ethical use of ChatGPT in the academic setting.
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    Computer Education Student Teacher Complex Problem-Solving Skills Development using Computational Thinking and Visualization Tools
    (2024-01-01)
    Sukkamart, Aukkapong
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    Sermsri, Natchanun
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    Kantathanawat, Thiyaporn
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    Nakwijit, Rerkrudee
    ;
    Meekhobtong, Sirinthorn
    This research explores the impact of a Collaborative Learning Management Model (CLMM) integrating Computational Thinking (CT) and Visualization Tools (VT) on the development of Complex Problem-Solving Skills (CPSS) in first-year computer education student teachers in Thailand. The study, conducted with 15 student-teachers from Dhonburi Rajabhat University, involved a six-module CPSS learning intervention. Notably, Unit 2’s Alternative Flowchart Writing (AFW) and Unit 4’s Sequential Python Writing (SPW) excelled, while Units 1 and 3 showed initial shortcomings. The overall evaluation, however, revealed that CLMM yielded a final mean of 90.40 and SD of 5.59, emphasizing its effectiveness in enhancing student-teacher CPSS. The research advocates for educators to prioritize advanced tools, including emerging Artificial Intelligence (AI) visualization tools, to further elevate CPSS education, preparing a new generation of educators for the challenges of educating digitally enabled knowledge workers.
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    Promoting Undergraduate Pre-Service Teacher Computational Thinking
    (2023-02-01)
    Pimdee, Paitoon
    ;
    Pipitgool, Sawitree
    The study aimed to evaluate the results of a computational thinking (CompThink) and learning management model using a flipped classroom (FC), combined with critical thinking problem-solving (CTPS) activities. The sample consisted of 57 thirdyear Thai computer studies (CS) pre-service teachers (PST) (29 = control group, 28 = experimental group). The mean scores of CompThink and Academic Achievement were analysed using a One-way MANOVA. Post-course testing revealed that learning achievement and CompThink were higher than students studying using traditional methods.
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    A Problem-Based Learning (PBL) and Teaching Model using a Cloud-Based Constructivist Learning Environment to Enhance Thai Undergraduate Creative Thinking and Digital Media Skills
    (2021-01-01)
    Srikan, Parawee
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    Pimdee, Paitoon
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    Leekitchwatana, Punnee
    ;
    Narabin, Akan
    The objective of this research was to develop a Problem-Based Learning (PBL) Model which used a cloud-based constructivist learning environment to enhance Thai undergraduate creative thinking and digital media skills. Initially using a mixed-methods approach, a five-step model was conceptualized. Thereafter, a panel of five academic experts gave input into the model’s design from which the model was expanded to include six related learning environments. The instrument used in the research was a problem-based assessment form. Data collection was carried out utilizing group chats and analyzed using descriptive statistics including the mean and standard deviation. The results of the study revealed that the initial model contained five steps including (1) problem identification, (2) problem analysis, (3) research, (4) presentations, and (5) summary and evaluation, which is integrated into the model’s additional six learning environment elements. These six learning environments were (1) problem-based, (2) resources, (3) cognitive tools, (4) collaboration, (5) scaffolding, and finally, (6) coaching. When applying the proposed model and related environments, there was a consensus from the experts that the model had excellent suitability and can be used as a model for teaching and learning at the bachelor’s degree level.
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    Development of CT Using Need Assessment and Gamification: A Systematic Review
    (2021-01-01)
    Aroonsiwagool, Athit
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    Tuntiwongwanich, Somkiat
    This study originates from the content synthesis of studies on computational thinking, need assessment, gamification, and computational thinking with coding from Thai and international scholarly articles published in accredited databases. Then, the synthesis results were integrated into the development of computational thinking through gamification and programming knowledge to improve the efficacy of computational learning. The process commenced with an analysis of the learners' needs obtained through the questionnaires concerning computational thinking. Data analysis illuminated the learners' levels of computational thinking as well as a fundamental understanding of what the learners need to be taught or what areas of skills each learner. With regards to this, conventional teaching approaches may not serve best to transmit the relevant knowledge which may subsequently induce unfavorable attitudes toward computational thinking. With the data elicited through the need assessment, instructors will have a clear direction as to how the pedagogical process should be designed to directly address the needs in each of the computational thinking components. In general, each component of them is rather complex, so the researcher incorporated gamification theory-based learning defined by its enjoyable game mechanisms and challenging nature which makes the coding lesson fun with block programming enabling learners to proficiently grasp the concept of computational thinking.