Sitthiworachart, Jirarat

Preferred name

Main Affiliation

School of Industrial Education and Technology

jirarat.si@kmitl.ac.th

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Application of Simulation Technology in Football Training: A Systematic Review of Empirical Studies
(2024-01-01)
Jia, Teng
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Sitthiworachart, Jirarat
;
Morris, John
Background: This review aimed to cover the characteristics and functions of simulation tools applied to football training, the process and results of empirical research, the benefits of simulation tools for football training, and existing challenges. Materials and Methods: To investigate and analyze the effect of simulation technology in football training, the PRISMA method was used to systematically review 18 relevant empirical studies published between January, 2014 and July, 2023. Results: The study identified three types of tools for applying simulation technology to football training, including head-mounted displays, Cave Automatic Virtual Environment (CAVE), and Screen-Based Simulation. These tools have been effective in training football playing techniques (including goalkeeping, heading, etc.) as well as football tactical skills (including perception-cognitive and decision-making) and can be used as a supplement to regular training. Conclusion: If simulation technology is to enhance football training, we suggest that it is necessary to carefully verify the validity of the tool and the long-term impact of simulation training on participants and verify that simulation actually translates to real-world games. At the same time, it is suggested that future research could explore training with mixed VR and AR to develop more realistic and effective training platforms.
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Screen-based Simulation Supporting Problem-based Learning to Improve Football Tactics
(2024-01-01)
Jia, Teng
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Sitthiworachart, Jirarat
;
Morris, John
Introduction: This study measured the effect of Problem-Based Learning (PBL) with Screen-Based Simulation (SBS) on undergraduate football tactical decision-making, tactical skills, and student engagement. The Screen-Based Simulation showed tactical scenarios in real games to learners, promoting the identification and analysis of tactical problems in learning. Problem-Based Learning enabled learners to get a deeper understanding of the tactical problems and discuss them effectively. Materials and Methods: Two simulation tools were used in this study. The first one, ‘football match basic offensive and defensive tactical simulation experiment platform,’ is scaffolding in football tactics teaching. Students could use the simulation platform to find tactical problems and learn tactics. The second one, TacticUP, is a screen-based simulation tool to test football tactical decision-making. We used second-year students majoring in physical education at a Chinese university. Seventy-nine students were divided into an experimental group using PBL-SBS and a group taught traditionally. Before the experiment, the tactical decision-making of both groups was assessed in a pretest, and at the end of the six-week experiment, the students were tested again. They also completed a questionnaire on tactical skills and student engagement. Results: There was no significant difference between the pretest scores on tactical decision-making between the two groups (independent-sample t-test, sig = 0.997 > 0.05). However, after the experiment, significantly better improvement was observed in tactical decision-making in the experimental group. The pretest mean score (59) was significantly lower than the post-test one (67) on a scale of 100 (paired sample t-test, sig <0.01). ANOVA showed that the experimental group performed better in all aspects, namely tactical decision-making, tactical skill, and student engagement, than the traditional group (Sig values were all less than 0.01). Conclusion: Compared with traditional teaching, PPL-SBS students performed better in tactical decision-making, tactical skills, and student engagement than students in the traditional teaching group.
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Unidentified versus Identified Peer Feedback Combined with Teacher Feedback to Improve Second Language Students’ Online Writing
(2026-01-01)
Yanwar, Amanda Pradhani
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Sitthiworachart, Jirarat
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Morris, John
;
Joy, Mike
This study investigated the effectiveness of the combination of peer corrective feedback (PCF) and teacher feedback (TF) on students’ writing performance and proficiency with an focus on mechanics, style, organization, content, and grammar. The participants were sophomores majoring in English at a state university in Indonesia. Three groups of thirty students each were formed from the students: an unidentified PCF+TF group, an identified PCF+TF group, and a TF group. During the initial phase and at last, each group received pre-and post-tests. For two weeks, students in the unidentified and identified PCF+TF groups were involved in a two-hour in-class feedback training session. Written assignments and transcripts of interviews were used to collect data. In the argumentative essay writing post-test, the unidentified PCF+TF group performed better than the other two groups with considerably higher scores of mean (p < 0.01). Furthermore, there was a substantial increase (p < 0.05) in the post-test scores of mean for the five writing aspects (mechanics, style, organization, content, and grammar) in both the unidentified PCF+TF and identified PCF+TF groups. The whole performance of writing and proficiency substantially increased when PCF and TF were combined with feedback training. This study emphasizes how crucial it is to combine PCF and TF while teaching English in order to increase learning outcomes.
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Effect of Scaffolding and Peer Review on Learning in a PAD Class
(2023-01-01)
Ding, Lihong
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Sitthiworachart, Jirarat
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Morris, John
We investigated the effectiveness of peer review in the PAD class teaching mode in a university English course in northwest China using both qualitative and quantitative methods; we collected data through teaching platform observation, text analysis, and questionnaires. 378 useable responses were received from non-English major undergraduates. Peer review assignments in the PAD class improved the autonomy, collaboration and critical consciousness of university students in learning English. The active participation, help, question raising and problem solving of peers allowed students to improve their English. In the correlation analysis, the three dimensions：peer feedback analysis; analysis of online speech; discussion, and writing analysis of questionnaire survey of peer review showed significant correlation in a peer review survey (p<0.01). Among them, the attitude and evaluation ability of peer review were related to "subjective initiative, critical thinking, learning ability and evaluation ability to promote learners' English application ability", and the organization way of peer evaluation was related to "open mind and systematic ability". There were strong correlations between the evaluation criteria of peer assessment and "systematic ability and cognitive maturity" (0.6<r<0.8). The other dimensions were very strongly correlated (r>0.8). Peer review in the PAD class mode was effective; most learners showed a positive attitude towards this method; adopting it can not only avoid increasing teacher workload, but also gave multidimensional feedback to the teachers about student learning situations. It can also guide the second language learners to improve their learning methods.
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Demographic determinants of digital well-being among Indonesian library and information science students
(2026-06-01)
Prabowo, Thoriq Tri
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Sitthiworachart, Jirarat
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Sriwisathiyakun, Kanyarat
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Morris, John
This 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.
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Demographic analysis of adult learners’ autonomous learning in the context of lifelong learning
(2025-01-01)
Wang, Li
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Sitthiworachart, Jirarat
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Morris, John
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Qi, Jinfeng
This mixed-methods study examined how gender, age and professional background influence adult learners’ autonomous learning at a Chinese Open University. A total of 309 learners from six cities completed the Self-Directed Learning Instrument (SDLI), and the quantitative results were analysed via t-tests and ANOVA. Qualitative data from open-ended responses were thematically analysed. The results showed that the adult learners demonstrated high levels of autonomous learning. While gender and professional background showed significant effects, age was not statistically significant, though many participants perceived it as influential due to life experience and maturity. Learners from natural sciences engineering (NE) and humanities art (HA) majors demonstrated higher autonomous learning, shaped by disciplinary learning strategies. Gender differences were interpreted as contextually driven, related to roles and learning flexibility. Key enablers included motivation, self-efficacy, and learning environment, while challenges included online isolation and technological change. These insights are essential for improving autonomous learning and promote educational equity, refine interventions, optimise resource allocation, enhance curricula, inform policy making, and help adult learners adapt to their lifelong learning needs.
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Keeping Scholarly Papers Simple
(2026-01-01)
Yanwar, Amanda Pradhani
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Morris, John
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Sitthiworachart, Jirarat
Many published papers are difficult to read because their authors overuse words that are not widely understood or use new ‘invented’ terms that we could manage without. The first category includes many words that, although they have been used for centuries, are now uncommon and cause readers to pause and search dictionaries to continue. The second contains words that were invented to elevate the significance of claimed new approaches: they commonly exaggerate importance with prefixes like ‘hyper-‘and ‘meta-‘or adding suffixes like ‘-ize’ or ‘-logy’. Whilst many of them were designed to simplify writing, a simple experiment – counting the syllables in the new vs an original simpler form using existing vocabulary – showed that most of them did not achieve any benefit and should not be used - if you want your paper to be widely read. The use of old, but now uncommon, words is more problematical, but writers should be guided by a desire to have their papers read quickly and easily to completion – by both native and non-native speakers; they should proof-read papers with this criterion uppermost. We added a particular caution about the over-use of acronyms, which may add more confusion than the space saved. Overall, the ―Keep It Simple” principle is important in academic writing: it keeps the content accessible to both native and non-native speakers.
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Promoting Student Critical Thinking through Integrated Peer and Teacher Feedback in Online Writing
(2026-01-01)
Yanwar, Amanda Pradhani
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Sitthiworachart, Jirarat
;
Morris, John
The purpose of this study was to investigate the impact on students' critical thinking of integrating peer corrective feedback (PCF) with teacher feedback (TF) in online L2 writing instruction. Specifically, it examined how this integration affected students' focus, logic, and argumentation. 90 second-year undergraduate students from the English Education Department at a large public university in Bengkulu, Indonesia participated in the study. They were divided into three groups, with 30 students each: an anonymous PCF+TF group, a named PCF+TF group, and a TF group. At the beginning and end of the study, all groups completed pre- and post-tests. Data were gathered from writing assignments and semi-structured interviews. The anonymous PCF+TF group scored significantly higher on the post-test for critical thinking in argumentative essay writing compared to the other two groups ( p < 0.05 ). Furthermore, both PCF+TF groups showed significant improvements across the three critical thinking aspects—focus, logic, and argumentation—from pre- to post-test ( p < 0.05 ). These findings emphasize the pedagogical value of integrating PCF with TF, particularly under anonymous conditions, to enhance critical thinking in second language writing contexts.

Sitthiworachart, Jirarat

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