Viriyavejakul, Chantana
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Preferred name
Viriyavejakul, Chantana
Alternative Name
Viriyavejakul, C.
Main Affiliation
Email
chantana.vi@kmitl.ac.th
4 results
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Item type:Publication, Evaluating the Influence of Assessment Methods on Student Engagement and Learning In Music Programmes At Shanxi Lyuliang University(2023-01-01); The assessment methods and level of instructor support significantly influence student engagement and learning outcomes. The assessment methods used, such as traditional exams, formative assessments, or project-based assessments, can have a significant impact on students' level of engagement and learning. This study aimed to investigate the correlations among pedagogical practices, student engagement, assessment procedures, and student achievement in the field of music education. A quantitative research method was utilised, where data was gathered from 375 music students via a standardised questionnaire. The data was analysed using the SPSS Process macro to assess mediation and moderation. The findings revealed that the selection and organisation of assessment strategies have significant impacts on student engagement and academic achievement. The presence of teacher support was found to moderate these relationships. Teacher support is a vital factor in shaping the relationships between assessment strategies and student engagement and academic achievement, hence the development of a classroom atmosphere that is conducive to and inclusive of all students. This provides valuable information for educators and educational institutions to improve classroom assessment practices, foster inclusivity, and create a classroom atmosphere that is conducive to learning and student accomplishment. The implications of this study are substantial for the pedagogical community. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Integrating Chatbots in Educational Administration for Improved Language Learning Outcomes(2023-01-01); Purpose: The present study i nvesti gates the incorporation of artificial intelligence (AI) chatbots in the field of educational administration with the aim of improving language learning achievements among university students in Jiangsu Province, China. The objective of this study is to examine the correlations between students' understanding of AI chatbots, their engagement in using these technologies, their level of technological competence, and their achievements in language learning. Through an analysis of these interrelationships, the research aims to offer significant perspectives on the intricate dynamics associated with harnessing artificial intelligence technology for the purpose of improving education. Design / methodology / approach: The research study selected a total of 292 university students from Jiangsu province and applied Partial Least Squares Structural Equation Modelling (PLS-SEM) for the purpose of data analysis. The data of the participants were obtained via personal contacts and references over a period of two months for data collection purposes. Analysis: The study employed a comprehensive analytical approach, taking into account both mediation and moderation effects within the given theoretical framework. This study investigated the direct influence of students' knowledge of AI-chatbots on language learning outcomes, as well as the potential mediating effect of chatbot practise. Furthermore, an examination was conducted to evaluate the moderating influence of technological proficiency on this association. Findings: The results demonstrate noteworthy associations among the factors examined in the study. The study revealed a significant correlation between students' understanding of AI-chatbots and their language learning achievements, with practical involvement acting as a mediator in this relationship. Furthermore, the role of technological proficiency was found to be a significant moderator in influencing the link between knowledge and results. Practical Implications: The study provides valuable information for educators, institutions, and politicians who are interested in improving language learning outcomes. The statement highlights the capabilities of AI-chatbots, emphasises the significance of hands-on involvement, and advocates for tailored technology education. The consequences of the study have a worldwide reach that goes beyond the specific situation of Jiangsu province. Originality/Value: The present study is a valuable contribution to the existing theoretical framework of social cognitive processes in the field of education. Moreover, it enhances the comprehension of mediation and moderation dynamics by introducing additional complexity to this area of research. This statement highlights the dynamic nature of technology's involvement in education, providing a basis for further investigation into the educational consequences of artificial intelligence technologies. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Creation of an Employability Skills of Students Enhancement Model for Music School Students in Shanxi Province(2024-01-01); Purpose: This study examines the development of employability skills among music school students in Shanxi Province, China, with the objective of elucidating the multifaceted dimensions essential for success within regional music education. Anchored in adult learning and experiential education theories, the research investigates the interplay between technical proficiency, creativity, communication, adaptability, and business acumen. Utilizing a qualitative methodology, this study engages with music students, educators, and industry professionals to unravel the nuances of skills development. Method: The study employs a qualitative design, utilizing semi-structured interviews to capture the lived experiences and perspectives of key stakeholders within Shanxi's music education ecosystem. The sample consists of music school students, educators, and industry professionals, selected through purposive sampling. Data collection involves conducting in-depth interviews, with thematic analysis applied to distil key patterns and insights. Findings: Preliminary findings underscore the significance of technical proficiency, creativity, communication, and business acumen as essential components of employability skills among students. The study reveals distinct nuances within the Shanxi music industry, highlighting the necessity for a tailored model that integrates technical training with business education and real-world experiences. Originality/Significance: This research advances the existing literature by addressing the gap in tailored models for music school students in Shanxi Province. Its originality stems from its focus on the contextualized development of employability skills, providing insights into the specific demands of the regional music industry. The findings are expected to inform curriculum design, industry collaborations, and policy initiatives, promoting a paradigm shift in music education towards a holistic and region-specific approach. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, NEXUS MODELING OF TRAINEES’ SATISFACTION IN A SCIENTIFIC WRITING CONTEXT: AN EMPIRICAL INVESTIGATION(2025-01-01); Purpose – Scientific writing is one primary way scientists disseminate their discoveries to the broader scientific community. International journals’ extensive scope and stringent peer review procedures have earned them the gold standard for academic publications. However, writing in reputable international journals and publishing them is no easy task. This prompted various online courses to assist researchers in overcoming writing obstacles and raising the caliber of their work to the point where it is acceptable for publication in esteemed publications. The study had two goals: (i) to investigate the correlations between perceived self-efficacy, enjoyment, motivation for courses, online course design, time management, Technology Acceptance Model (TAM), and satisfaction with E-courses, and (ii) to examine whether the motivation for courses and perceived self-efficacy moderate time management. Methodology – This study employed a quantitative approach and randomly selected 184 trainees from Indonesia who took online courses for scientific writing. The questionnaire to gather the quantitative data used a five-point Likert scale format. Descriptive statistics were obtained using IBM’s SPSS 25 statistical software. The statistical program Smart-PLS 3.0 was used to handle the data analysis, and it used structural equation modeling to assess the measurement model and test the hypotheses. Findings – The measuring methodology supported the study constructs' convergent and discriminant validity. Three factors directly impacted Indonesian trainees' perceptions of the ease of use of e-courses: perceived self-efficacy, enjoyment, and online course design. Furthermore, there was a negative and significant moderating effect on motivation and the relationship between time management and perceived enjoyment. However, the relationship between online course design and time management was positively moderated by perceived self-efficacy. It was found that 69.9% of the variance in online course satisfaction could be explained by exogenous factors, such as perceived self-efficacy, enjoyment, and online course design, influencing perceived ease of use. Significance – E-courses in scientific writing assist in improving writing and getting published in reputable journals. Apart from enhancing the academic quality of one’s writing, they helped in networking and gaining a reputation abroad. Besides, it encourages Indonesian researchers and the Indonesian Ministry of Education, Culture, Research, and Technology to develop a more evidence based national development framework that serves as a basis for more effective policy development and decision-making. The impact of perceived self-efficacy on perceived usefulness was found to be negligible. On the other hand, perceived usefulness and simplicity were positively and directly impacted by both perceived enjoyment and online course design. The TAM was not significantly affected by course motivation, although time management was. The satisfaction of trainees was also positively and indirectly impacted by the following four external factors: perceived self-efficacy, perceived enjoyment, course motivation, and online course design.