Viriyavejakul, Chantana
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Preferred name
Viriyavejakul, Chantana
Alternative Name
Viriyavejakul, C.
Main Affiliation
Email
chantana.vi@kmitl.ac.th
19 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, An analysis of digital literacy skills among Thai university seniors(2016-01-01); Digital literacy and the associated skills are becoming the basic and essential skill set of any employer that wishes to survive in a highly competitive world.Given the global importance of these skills for many sectors including education, medicine, information technology, tourism, etc., the researchers sought to determine which digital literacy skills were most important in using digital technology, communications tools, and/or networks to access, manage, integrate, evaluate, create and communicate information in order to function in a knowledge society.From a multistage random sampling survey of 400 second semester university seniors finishing their degrees in 2014 at 9 Thai public and private universities, it was determined that the ability to evaluate was the most important skill indicator in the development of digital literacy. Analysis was conducted by use of LISREL 8.72. - 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, A blended learning model for learning achievement enhancement of thai undergraduate students(2016-01-01); Research was undertaken to develop a blended learning model which contained three objectives. They were to 1) study student and teacher input for a blended learning model using a Thai university undergraduate course in information, innovation, and technology in education for the learning management conditions and improvement methods; 2) to research how to effectively improve the blended learning model and instructional media in accordance with the 80/80 criteria and 3) compare learning achievements and information literacy between student groups using the blended learning method and traditional learning method with information literacy as the covariate. The research was divided into three phases consisting of the development of the conceptual framework, a second phase which studied the blended learning model using both e-learning and face-toface methods with a 60/40 ratio. When applying a technology system to learning management utilizing instructional media, it was determined to be 81.53/80.11. Phase 3 found that blended learning affected learning and information literacy by at least 1 variate which had a different mean score from traditional learning with a statistical significance at the 0.05 level. The findings showed that the Thai university undergraduate students were satisfied with the blended learning model which was due to the change in the learning system as well as being tasked with interesting and challenging computer based lessons outside class. This was later enforced through teacher delivered lesson summaries during formal class time. Students understood the content better, enjoyed the self-directed learning and doing things independently. - 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, Development of a problem-based learning model via a virtual learning environment(2017-09-01); The primary objective of this research was the development of a problem-based learning model using a virtual learning environment (VLE) for undergraduate students in the Photography for Communication Arts course. The model supports and enhances students' learning, achievements and problem-solving skills. An efficiency test for the model revealed an above average set of criteria at 80/83.93, which conformed to the research hypothesis. The principles of instructional systems design (ISD) and systems approach were integrated into the design and assessment phases of model development, which resulted in more effective management of relevant instructional courses and materials. Based on its efficiency and potential application to real-life situations, the model has been deemed suitable by experts. The selected student group in the problem-based learning model via VLE achieved higher test scores compared to a group of students in a normal classroom with a statistical significance of.05. Because students learn using models that promote self-awareness and make it possible to choose their own topic of study employing resources provided by VLE, an assessment of their work quality found that they gained more knowledge of information technology as well as access to up-to-date information. Students are able to choose the most comfortable time to study. The model encourages students to learn through participation, practice problem-solving skills on an individual basis, and exchange ideas with other members of a group. The virtual environment involves many forms of media and materials that stimulate students' interest in learning and results in higher satisfaction. The gap in the communication channel between students and teachers is reduced due to easier and more informal communication.