Sriwisathiyakun, Kanyarat
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Sriwisathiyakun, Kanyarat
Main Affiliation
Email
kanyarat.sr@kmitl.ac.th
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Item type:Publication, Integrating micro-learning and station rotation blended learning model: enhancing Japanese communication skills of Chinese undergraduates(2025-08-01); In the rapidly evolving language education landscape, integrating innovative pedagogical approaches is essential to meet the diverse needs of learners. This study explores the efficacy of a Micro-Learning Media with Station Rotation Blended Learning Model (MLM-SRM) in enhancing the Japanese communication skills—specifically speaking, listening, and reading—of second-year students at Sichuan University. The research employed a pre-test-post-test randomized controlled experimental design, involving 80 students who were randomly assigned to either the MLM-SRM group or a traditional teaching group. Data were collected using well-established rubrics for speaking, listening, and reading skills, and analyzed through mean, standard deviation, Cohen’s d, and one-way MANOVA. The results revealed that students in the MLM-SRM group significantly outperformed those in the traditional group in overall language proficiency, with the most substantial gains observed in reading skills, followed by speaking and listening. A deeper analysis highlighted significant improvements in interactive communication for speaking, interactive and response skills for listening, and text structure for reading among the MLM-SRM participants. Furthermore, a thematic analysis of students’ open-ended survey responses underscored a positive reception towards the MLM-SRM, indicating its potential as an effective tool for language instruction. These findings underscore the importance of the MLM-SRM approach, which immerses students in an engaging and diverse learning environment and holds significant implications for theory and practice. This approach can potentially transform how languages are taught and learned globally. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Demographic determinants of digital well-being among Indonesian library and information science students(2026-06-01); ; Morris, JohnThis 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 yourconsent settings
Item type:Publication, Fostering student digital wellbeing through digital storytelling integrated with peer assessment(2025-02-01); Learning activities, which blend digital storytelling with peer assessment, foster the development of crucial digital skills. They require students to engage in writing, information gathering, utilizing technology tools, synthesizing information, and providing constructive feedback on their peers' work. This study developed and used digital storytelling integrated with peer assessment (DSIPA) to promote digital wellbeing. This study has several objectives: 1) to determine whether this integrated digital storytelling significantly improved student digital wellbeing skills compared to students who receive digital storytelling with teacher feedback (DSITF); 2) to investigate the types of peer feedback the students provided in the peer assessment activities; and 3) to explore the students' perspectives on the learning activity with this integrated digital storytelling to promote digital wellbeing. DSIPA was implemented and evaluated; 72 Library and Information Science (LIS) students from UIN Sunan Kalijaga Yogyakarta, Indonesia, were selected using simple random sampling. DSIPA was compared to DSITF, with each group consisting of 36 students. The developed DSIPA lesson plan was used for guiding the six-week learning activities. A digital wellbeing scale with 5-point Likert scale was used. MANOVA analysis, with a 0.05 level, revealed significant difference for digital wellbeing between DSIPA and DSITF. Students who learnt with DSIPA obtained higher scores than students who learnt with DSITF. The results of peer feedback analysis reflected a generally positive peer feedback culture, characterized by a balance of praise and constructive criticism. A thematic analysis of students' open-ended survey responses revealed their positive perspective on the learning activity. They felt it significantly improved their digital wellbeing, along with boosting their motivation, engagement, and academic achievement. To enhance the effectiveness, developing DSIPA activities with clear objectives and structured outcomes, supported by adequate training and resources, is recommended. Actively monitoring collaborative work and implementing engaging ice-breaking activities will also promote productive learning environments.