Viriyavejakul, Chantana
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Preferred name
Viriyavejakul, Chantana
Alternative Name
Viriyavejakul, C.
Main Affiliation
Email
chantana.vi@kmitl.ac.th
18 results
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Item type:Publication, The effect of flipped education on undergraduate student critical thinking ability(2020-10-01)As much as we do not like to admit it, the world we live in is nothing like the world of 50 years ago. A visitor from 1940 would not recognize the place he had come from, in styles of dress, doing things, and architecture too. People have had to adapt their lives as technology advanced, and in the last 50 years, more technological advancements happened than in 300 years before that. In our world where everything is perpetually changing, each person must make dynamic changes to be an effective agent for a better future. With all the changes that have occurred over the years of education, the one thing that has almost never changed is the need for all people to be critical thinking people and aware of everything else around them. Human beings are probably the only creatures in the world that are capable of critical thinking, and therefore are the sole agents of future changes. The likely candidates who are ready to take over this role of critical thinking is the group of undergraduate students who are soon to enter the world's economy. This paper will closely scrutinize the role of the critical thinker and elaborate on the methods to measure which can be suitable for all students to learn from so that they in turn can become critical thinkers. This will help affect the ever more necessary future changes for the continual betterment of the world and elucidate the critical thinking measurement methods that will be suitable to use with undergraduate students of all places and levels making it able to reveal, grade, and assess this skillset, which is ultimately important, but difficult to quantify. In this study, the author introduces the addition of a reversed system, the flipped classroom, in conjunction with the established norm of teaching methods. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, A systematic review on cultural context, time orientation, and power distance in ICT-mediated collaborative learning in higher education(2026-01-01); Rahman, Shaikh SadikInformation and communication technologies (ICTs) encompass the use of digital tools including computers, mobile devices, online platforms, and interactive software for enhancing communication, learning, and productivity. Most studies focus on participation, communication, and learning experience, leaving a critical gap in understanding how intercultural constructs shape digital engagement and learning outcomes in multicultural ICT-mediated contexts. Many digital learning environments continue to reflect Western-centric assumptions about monochronic time management, communication patterns, and learner autonomy, which can marginalize students from high-context or polychronic cultural backgrounds. This systematic review examines three underrepresented cultural dimensions: Hall’s high- and low-context communication styles, which explain differences in direct and indirect communication; polychronic–monochronic time orientations, which explain differences in flexible and linear approaches to time; and Hofstede’s concept of power distance, which explains differences in expectations about authority and participation in ICT-supported higher education. The review seeks to identify the broader patterns through which these cultural factors influence access to information, digital literacy, communication, collaboration, and learning behavior in multicultural digital environments. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, 22 relevant articles were retrieved from ProQuest, IEEE Xplore, ScienceDirect, Web of Science, and Google Scholar databases. The findings indicate that these cultural dimensions shape how students participate in ICT-supported learning, with many digital environments implicitly favoring low-context communication, monochronic time management, and low-power-distance interaction norms. This may place additional organizational and cognitive demands on students from other cultural orientations, although current evidence remains limited regarding whether culturally responsive adaptations improve academic performance as distinct from participation and learning experience. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Generative AI–mediated scaffolds for enhanced critical thinking in EFL writing(2025-01-01); Generative AI tools present new opportunities for enhancing critical thinking (CT) in English as a Foreign Language (EFL) writing instruction. This study investigates how the structured integration of these technologies could support the development of CT skills, particularly in vocational education contexts. An eight-week multiple-case action research design was conducted across three vocational colleges, involving 92 students engaged in iterative writing and revision cycles guided by the GenAI-CT framework. This pedagogical model draws on Bloom’s taxonomy, Vygotsky’s Zone of Proximal Development, and cognitive apprenticeship theory to scaffold learners through increasingly complex reasoning tasks. Data were collected from student essays, AI interaction logs, reflective journals, and classroom observations. Mixed-methods analysis revealed statistically significant gains across all CT dimensions (p<.001). Thematic findings indicated notable increases in analytical depth, metacognitive reflection, and evaluative judgment. Variations across cases underscored the influence of disciplinary focus and instructional mediation styles. These results demonstrate that generative AI, when embedded in intentional pedagogical structures, can foster cognitive engagement rather than superficial automation. The GenAI-CT framework offers a replicable model for integrating AI in applied language and communication instruction, supporting educators in cultivating critical thinking through technology-enhanced learning environments. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Perceptions of the generative AI-enabled cognitive offload instruction in English writing(2025-06-01); This study examines the students’ perceptions of the generative artificial intelligence (AI)-enabled cognitive offload instruction and its effectiveness in improving their critical thinking skills in writing English essays. This qualitative research collects data from 120 students through focus group discussions and is analyzed by Word Clouds to generate a visual representation of the word frequencies. The findings reveal that generative AI-enabled cognitive offload instruction had: i) an impact on critical thinking and writing skills; ii) effective features of Skywork, ability to generate relevant prompts and provide constructive feedback; iii) use of Skywork in developing stronger arguments; iv) promoting critical examination of different perspectives; v) interactive nature and motivation; vi) enhanced analytical skills; vii) impact on essay structuring and organization; viii) feedback and revision process; and ix) transferability of critical thinking skills. This study concludes that the highest frequency was Skywork, ability, writing, feedback, evidence, skills, thinking, arguments, essays, and peers. Students recommend in-depth explanations for complex topics, advanced tutorials, regular updates, collaboration features, advanced modules, and personalized learning paces to enhance Skyworks’s integration into instruction. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Study on Learner Comprehensive Evaluation Model Driven by Multi-Source Process Data(2023-01-01) - Some of the metrics are blocked by yourconsent settings
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, Innovative teaching and the education management practice of improving the happiness of engineering college students(2024-01-01); This study aims to explore the educational management practices associated with innovative teaching, focusing on their impact on the happiness of engineering college students. Through a comprehensive literature review and empirical research, the study analyzes the characteristics of innovative teaching, the learning tendencies of engineering students, the definition and measurement of student happiness, as well as the relationship between innovative teaching and students’ happiness. To collect data, a combination of quantitative questionnaire surveys and qualitative semi-structured interviews was employed. Data were gathered from 300 engineering college students through questionnaires and from 10 representative students through interviews. Through both statistical analysis and content analysis, this study unveils the implementation and effectiveness of innovative teaching among engineering students, as well as the happiness levels of these students, and the connection between innovative teaching and happiness. The research findings demonstrate that innovative teaching is widely adopted among engineering students and significantly enhances their academic performance and learning motivation. Engineering students generally exhibit a high degree of learning autonomy and creativity, actively engaging in practical projects. Furthermore, the happiness of engineering students is primarily reflected in dimensions such as satisfaction with academic achievements, motivation for learning, and support from their social networks. Further analysis reveals a positive correlation between innovative teaching and the happiness of engineering college students. Quantitative analysis establishes a significant positive correlation between innovative teaching and happiness, highlighting the positive impact of innovative teaching on the well-being of engineering students. Qualitative interview data delves into students’ experiences and cognitive changes brought about by innovative teaching, further affirming the beneficial effects of innovative teaching on their happiness. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Blended Experiential Learning with e-Portfolios Learning to Enhance Creative Imagination(2022-01-01); ; Our research developed out of concerns about whether design students currently have enough creative imagination because of COVID-19, changing design studies to online learning. This paper describes an empirical study testing the effect of Blended Experiential Learning with e-Portfolios Learning on the Creative Imagination of design students to compare the differences in the effectiveness of design students' Creative Imagination scores. It was hypothesized that first-year design students learning through blended experiential learning with e-Portfolios would have higher Creative Imagination scores when compared to those in the control group learning by not following the format. The multistage sampling method was used to select the study population, and the sample consisted of 111 participants. The test was run in two steps, including 1) the try-out, conducted with the sample group of 45 participants using the Dependent T-Test to compare the pre-test and post-test Creative Imagination scores, and 2) the trial run, conducted with the sample group of 33 participants (learning by following the format), and the control group of 33 participants (learning by not following the format) to compare the Creative Imagination scores. MANOVA was then used to test whether at least one component of the creative imagination test scores of the experimental group was higher than the control group. The Test of Creative Imagery Abilities (TCIA) assessment was used to collect the data, which was then analysed using the T-test. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Personnel Learning Behavior in the Workplace: A Study of Workplace Habits(2020-01-01); Workplace learning is becoming an essential part for an organization to enhance an employee’s knowledge and skill to deliver an enterprise’s business sustainability. To develop a suitable model for workplace learning, this paper aims to investigate learning behavior for personnel in a workplace and to understand the factors that influence learning behavior for technical staff of a plastic packaging company in Bangkok. The data was collected by using a questionnaire that included 3 parts; 1) personal factors 2) learning behavior of personnel in the workplace and 3) factors that influence learning behavior of personnel in the workplace. The target group was 75 technical staff members by a multi-stage sampling. The research findings were that from 3 ways of informal learning behavior in workplace are self-directed learning, networking, and coaching and mentoring, a target group behavior to agree with highest score of self-directed learning at the average score of 3.62, compared with network learning and coaching learning which neither agree nor disagree at average score 3.36 and 3.32, respectively. Moreover, challenges on their job is the most influential factor of their learning behavior in the workplace at average score 3.64 followed by a confidence level and support from the company with an average score 3.53 and 3.38, respectively. Results from the study show that mostly staffs were interested in learning by themselves with encouragement from challenges, confidence level, and support from the organization. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Cognitive Offload Instruction with Generative AI: A Quasi-Experimental Study on Critical Thinking Gains in English Writing(2025-07-01); This study explores the impact of generative AI-enabled cognitive offload instruction on the development of critical thinking skills in English essay writing among first-year university students. A quasi-experimental design was employed, comparing traditional instruction with an AI-augmented pedagogy that delegated lower-order writing tasks to generative AI tools, allowing students to focus on analysis, evaluation, and reflection. Over 12 weeks, 240 participants engaged in structured writing cycles involving AI brainstorming, individual critique, peer-AI co-revision, and reflective journaling. Results revealed that the AI-enabled cognitive offload group demonstrated significantly greater improvements in standardized critical thinking assessments and produced higher-quality essays in terms of logical coherence, evidence use, and originality. Mediation analysis indicated that cognitive offloading behavior partially explained the relationship between AI use and critical thinking gains. The findings suggest that when generative AI is integrated into pedagogy through deliberate scaffolding, it can enhance rather than hinder higher-order thinking. This study highlights the importance of balancing technological efficiency with instructional strategies that promote active engagement, metacognitive reflection, and collaborative learning. It offers practical implications for educators seeking to incorporate AI tools without compromising the development of essential cognitive skills, proposing that structured cognitive offload instruction can serve as an effective approach to fostering critical thinking in second-language writing contexts.