Ratanaolarn, Thanin
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Ratanaolarn, Thanin
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Ratana-Olarn, Thanin
Ratanaolarn, T.
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thanin.ra@kmitl.ac.th
11 results
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Item type:Publication, Applying Blended Learning Model in Piano Lessons: A Multi-Dimensional Study of its Impact on Students' Self-Cognition, Engagement and Emotional Support(2024-01-01); This research aims to illuminate the multifaceted effects of blended learning on students' piano education, focusing on factors such as readiness, engagement, and emotional support. It investigates how the implementation of blended learning models can enhance students' outcomes in piano instruction through a flexible, autonomous, and supportive learning environment. Utilising a systematic literature review approach, this study analysed the multi-dimensional effects of blended learning on students' self-cognition, engagement, and emotional support. The TCCM (Theory, Context, Characteristics, and Methods) framework guided a comprehensive analysis of 45 peer-reviewed articles published between 2022 and 2024. A broad search across several academic databases, including Google Scholar, Scopus, Web of Science, and China National Knowledge Infrastructure (CNKI), yielded 112 articles. After screening through two phases—title and abstract review, followed by a full-text review—45 articles were selected for detailed analysis. The review reveals that blended learning significantly enhances student readiness and engagement in piano education. Specifically, student engagement would mediate the relationship between readiness and learning outcomes, while self-cognition and emotional support could play critical moderating roles. Insights from Cognitive Load Theory and Self-Regulated Learning Theory emphasise the importance of managing cognitive load through the integration of online resources, feedback mechanisms, and practice tracking. The balance between digital and face-to-face interactions is crucial in fostering student engagement and readiness. This study contributes to the growing body of research on blended learning in music education, offering both theoretical and practical insights into optimising blended learning for piano instruction. While gaps in the literature remain, they present opportunities for further research into the interplay of cognitive-emotional and practical dimensions of blended learning across different cultural and instrumental contexts. Consequently, instructors and researchers can continue to refine the blended learning experience for piano students and beyond. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Flipped Classroom with Virtual Reality Technology Learning Model for Chinese College Students in Psychological Education: A Need Assessment Study(2025-01-01); The growing prevalence of psychological health problems, particularly depression and anxiety, among Chinese college students necessitate innovative approaches to psychological education. This research investigates the psychological education needs of college students and proposes a flipped classroom model integrated with virtual reality (VR) technology to address these needs. A needs assessment survey, employing a 16-item questionnaire with a five-point Likert scale, was conducted to collect data from 400 students selected by stratigied eamdom sampling method from 125 higher education institutions in Anhui Province. The survey explored student perspectives on textbook content, learning outcomes learning methods and technologies. Subsequently, a flipped classroom model incorporating VR technology was developed based on a review of existing literature. This model was then evaluated by a panel of five experts across dimensions of suitability, model components, and learning activities. Quantitative data from the student needs assessment and the expert evaluation were analysed using descriptive statistics. Results from the needs assessment indicated a strong consensus among students (mean scores 4.12-4.77) regarding the importance of psychological education, with 15 of 16 items receiving "strongly agree" ratings. The proposed flipped classroom model, comprising before-class, in-class, after-class and evaluation components, received high ratings from the expert panel (mean scores 4.6-5.0) across all evaluation dimensions. The experts "strongly agree" with the model's suitability and potential effectiveness. This study offers an innovative pedagogical framework for psychological health education in higher education, leveraging VR technology within a flipped classroom design to support students in managing anxiety and depression. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Examining vocational college student learning needs toward entrepreneurship courses in Southwestern China(2025-01-01); ; Cui, JianmingThe present research aimed to study the student learning needs assessments of entrepreneurship courses in vocational colleges of southwestern China to identify students' learning needs based on the perspectives of creativity, openness to experience, project-based blended learning, design thinking, and entrepreneurship courses. The researcher employed a multi-stage sampling method to select a sample size of 400 current vocational students from four regions in southwestern China to participate in this research. The collected data were analyzed using descriptive statistics to determine the means of 15 items. The results showed that the mean values of the items ranged from 3.66 to 4.28, and all items reached at least the need level. Furthermore, respondents strongly agreed on the importance of enhancing openness to experiences and creativity in entrepreneurship courses. Meanwhile, the respondents also indicated the need for project-based blended learning and design thinking as the learning methods to be used in the teaching practices of entrepreneurship. The results of this study are expected to benefit educators in the process of developing new teaching methods and curricula in the field of entrepreneurship education. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Research on STEM education with flipped classroom model in the microcontroller development course(2023-01-01); The study investigates the implementation of STEM education with a flipped classroom model in the microcontroller development course. The study aims to identify the needs of students and teachers of the microcontroller course within the framework of STEM education with the flipped classroom teaching model, to develop and implement STEM education with the flipped classroom model in the microcontroller course, to assess and compare students' microcontroller application ability and innovative thinking between experimental and control group. The study adopted both quantitative and qualitative approaches and was carried out in three phases; in phase 1, a needs assessment was done from 100 responded students through a questionnaire which was analyzed through means and standard deviation, while teacher needs were explored by interviewing five teachers and content analysis. In phase 2, flipped classroom model was developed with the help of a focus group interview with 6 experts. While in phase 3, the evaluation of the flipped classroom teaching model's effectiveness was studied through experimental design, and results were drawn by applying MANOVA. The data revealed seven key problems, lack of understanding of students' learning situations, ineffective teaching strategies, encumbered teaching content, teacher-centered classrooms, theoretical teaching, inadequate evaluation, and limited access to hardware. The Flipped Classroom Model can be optimized to improve STEM education and better prepare students for future challenges by providing teacher professional development, adopting diverse and student-centered teaching learning strategies, integrating real-world applications, balancing theory and practice, implementing multi-dimensional evaluation, ensuring access to necessary hardware, and introducing international perspectives. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Integrating problem-based learning and augmented reality for enhancing problem-solving and computational thinking skills(2026-01-01); - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Tracking the New Trends in Immersive Virtual Reality-Assisted Foreign Language Education: A Systematic Review of Empirical Studies(2023-01-01); This article follows up on a previous review of 30 empirical studies that examined the use of immersive virtual reality (iVR) for teaching foreign language (FL) published before 2021. That review concluded that iVR was an emerging technology in FL education. However, since then, iVR technology has rapidly developed and garnered more attention in FL education. To track the new trends in iVR-assisted FL education, we conducted a follow-up systematic review using the PRISMA method. We found 38 empirical studies published between January 2021 and March 2023, which is more than those previously found. Our findings revealed new trends and more benefits, yet more challenges compared to the previous review. The new trends discovered include an increase in both the quantity and quality of publications, research expanding from adults to younger learners, and a variety of language skills investigated. Moreover, the research focus has broadened from the iVR technology per se to its influence on different learners (e.g., gender and FL level) and the combination with other technologies or instructional strategies, such as High-iVR (i.e., users can interact with the virtual environment naturally with a sense of physical presence and full-body movement) and learner-created VR environments. The reported benefits of iVR-assisted FL education include enhancing learners'engagement and FL skills, while the challenges include handling operational issues and unstable internet connection. Drawing from the insights gathered through this review, we derive educational, technological, and research implications that contribute to the field of iVR-assisted FL education. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Artificial Intelligence Enhancing Physical Education: A systematic literature review(2024-01-01); This study aims to systematically review the application of Artificial intelligence (AI) technology to enhance physical education (PE). To this end, 104 journals in the databases of Baidu Scholar, Google Scholar, and King Mongkut's Institute of Technology Ladkrabang Library from 2014 to October 2023 were selected as research objects, and the research results were analyzed using the content analysis method. The analysis results show that the first research on this topic was conducted in 2014, and the Number of relevant studies has increased yearly, especially during the pandemic. In addition, these studies were mainly conducted in a combination of quantitative and qualitative, mainly journal articles. In addition, the samples of these studies are from each academic section, and most of the studies are conducted by college students. The analysis focuses on article distribution, publication time, research content, technology selection, and current and future challenges and summarizes the development trend, specific applications, benefits, and challenges of AI sports. The findings of the studies revealed that AI technology in PE can improve students' physical achievement, cognition, and learning habits. On the other hand, AI technology can enhance the effect of PE so that students have a greater interest in learning sports. Finally, some suggestions for future research are put forward. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Effectiveness of VR Technology Integrated with Flipped Classroom Teaching Model for College Students’ Psychological Health Education(2026-01-01); Although both virtual reality (VR) technology and the flipped classroom teaching model have shown individual promise in educational settings, there is limited empirical research evaluating their combined effectiveness for enhancing college students’ psychological health education. This is especially important as depression and anxiety are increasingly prevalent among Chinese college students. To fill this gap, this study aimed to investigate the effectiveness of VR technology integrated with the flipped classroom teaching model on reducing students’ depression and anxiety levels and enhancing student learning achievement. The researcher used a two-group pretest and posttest experimental design to conduct the experiment, while Zung’s self-rating depression and anxiety scales were used to test participants’ depression and anxiety levels, and learning achievement was tested by the standardized test of psychological health education in Anhui University of Science and Technology. The screening sampling method has been used in the participant selection process to select those who were on a mild depression and anxiety level. 80 participants from Anhui University of Science and Technology were involved in a 10-week experiment. MANOVA has been used to analyze the obtained data. The research findings showed all of the P-values <0.001, indicating that there was a positive influence of VR technology integrated with the flipped classroom teaching model on student depression status, anxiety status, and learning achievement. This study suggested that adopting VR-enhanced flipped classroom practices in psychological health education holds promise for improving both student mental health and academic outcomes, with important implications for curriculum development and educational policy in higher education settings. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Design and Implementation of Online Gaming for Learning Motivation and Achievement Improvement in Computer Information Technology Curriculum(2024-01-01); Gamification teaching conforms to the development of The Times, takes humanism as the starting point, and uses "music" throughout education and teaching to realize teachers' music teaching and students' music learning. Therefore, it is of great significance to introduce gamification teaching into higher vocational education classroom. This paper explores the influence of gamification teaching on inducing students' learning motivation and improving students' achievement. By reading and sorting out a large number of literatures, this paper analyzes the current situation of gamification teaching and research at home and abroad, and sorts out the related concepts and basic theories of gamification teaching, providing theoretical guidance for the application research of computer information technology curriculum in higher vocational schools. Under the guidance of multiple intelligences theory and constructivism learning theory, this paper carries out the gamified teaching design of computer information technology curriculum. Combined with the author's teaching practice, two classes are selected as experimental class and control class to carry out experiments with gamified teaching and traditional teaching respectively. Through the implementation of two experimental cases, the comparative data of two classes were obtained to test the effect of gamification teaching on the improvement of students' grades and stimulate students' learning motivation. It is hoped that this study can provide guidance for the development of gamification teaching in computer information technology classroom, and provide some reference for the development of gamification teaching. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, STEM Education with Flipped Classroom Model to enhance the Microcontroller Application Achievement and Innovative Thinking Ability(2023-01-01); The main aim of this research was to ascertain the requirements and expectations of both students and educators concerning the microcontroller course that integrates STEM education with the flipped classroom instructional model, to find out the effectiveness of the flipped model in microcontroller course that integrates STEM education through an experiment by comparing it to the traditional method in teaching the same course and to analyze the opinions of both teachers and students about using the flipped model in microcontroller course which fits in STEM education. It was a mixed-method research. A random selection process was employed to choose 67 and 5 instructors from the Microcontroller Development course. A pre-test was given, and after the intervention period, the students were given a post-test mirrored the pre-test. The aim was to measure any improvements or changes in the student's abilities in DV1 and DV2, comparing their post-intervention capabilities to their baseline levels. A semi-structured interview was used to collect qualitative data. Thematic analyses were used to analyze the qualitative data, as MANOVA statistics were used to analyze quantitative data. The study's quantitative and qualitative results suggest significant gains in understanding and applying microcontroller technology concepts, with improved scores in vital educational outcomes. Participants reported more active involvement and collaboration, which aligns with the observed increase in conceptual understanding and innovative thinking. These findings reinforce the flipped classroom's role as a valuable approach in modern STEM instruction.