Sitthiworachart, Jirarat
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Sitthiworachart, Jirarat
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jirarat.si@kmitl.ac.th
7 results
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Item type:Publication, Effect of demographic factors on reading habits: Study on Indonesian secondary school students(2025-09-01) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Ineffective Online Learning During the COVID-19 Pandemic in Higher Education(2026-01-01); - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Problem-based learning with library e-resources to enhance student information literacy self-efficacy(2024-11-14); - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The Rationale for Student Online Exhibitions: A Bibliometrics Analysis(2023-01-01); Hong, Jon ChaoResearch on increasing student interest and learning attitudes continues to grow. Several people have studied online exhibitions, which are considered capable of increasing student learning participation. Assessing the status and trend of careful research will give a broader perspective and reference for upcoming research. However, in the Scopus database, only 116 documents related to student online exhibitions exist. Therefore, we aim to explore bibliographic aspects of publications about student online exhibitions using bibliometrics analysis. Technologies and its advantages are the dominant discussions. Most of the documents were from the highest citations were journals with a Q1 ranking of quartiles. This topic has been studied since 1995, with 2021 being the peak. English is the majority language used from retrieved documents originating from these 47 countries. However, results of this study indicated that rarely studies have made such a deep understanding on how technology impact online exhibition. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Demographic determinants of digital well-being among Indonesian library and information science students(2026-06-01); ; Morris, JohnThis 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. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Demographic analysis of information literacy self-efficacy among library and information science students in Indonesia(2024-01-01); Lo, Chung KwanRobust information literacy (IL) self-efficacy is a cornerstone of effective learning. The effect of demographics on IL self-efficacy among Indonesian university students was studied, focusing on gender, age, and current university. Two hundred twenty-four students from four universities participated in this mixed-methods study. Quantitative data, collected through an online survey based on Kurbanoglu's IL self-efficacy scale, were analyzed using t-tests and ANOVA. Qualitative data from follow-up surveys were thematically analyzed. Results indicate high IL self-efficacy. The university which students attended affected IL self-efficacy, while gender and age did not. Educational background, IL experiences, and access to information significantly influenced self-efficacy. The importance of IL skill development in a digital, information-rich world was demonstrated. Valuable insights into the effective use of a two-stage survey on IL self-efficacy tied to demographics are provided, aiming to promote educational equity, refine interventions, allocate resources, enhance curricula, shape policies, and equip students for the demands of the information age. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Fostering student digital wellbeing through digital storytelling integrated with peer assessment(2025-02-01); Learning activities, which blend digital storytelling with peer assessment, foster the development of crucial digital skills. They require students to engage in writing, information gathering, utilizing technology tools, synthesizing information, and providing constructive feedback on their peers' work. This study developed and used digital storytelling integrated with peer assessment (DSIPA) to promote digital wellbeing. This study has several objectives: 1) to determine whether this integrated digital storytelling significantly improved student digital wellbeing skills compared to students who receive digital storytelling with teacher feedback (DSITF); 2) to investigate the types of peer feedback the students provided in the peer assessment activities; and 3) to explore the students' perspectives on the learning activity with this integrated digital storytelling to promote digital wellbeing. DSIPA was implemented and evaluated; 72 Library and Information Science (LIS) students from UIN Sunan Kalijaga Yogyakarta, Indonesia, were selected using simple random sampling. DSIPA was compared to DSITF, with each group consisting of 36 students. The developed DSIPA lesson plan was used for guiding the six-week learning activities. A digital wellbeing scale with 5-point Likert scale was used. MANOVA analysis, with a 0.05 level, revealed significant difference for digital wellbeing between DSIPA and DSITF. Students who learnt with DSIPA obtained higher scores than students who learnt with DSITF. The results of peer feedback analysis reflected a generally positive peer feedback culture, characterized by a balance of praise and constructive criticism. A thematic analysis of students' open-ended survey responses revealed their positive perspective on the learning activity. They felt it significantly improved their digital wellbeing, along with boosting their motivation, engagement, and academic achievement. To enhance the effectiveness, developing DSIPA activities with clear objectives and structured outcomes, supported by adequate training and resources, is recommended. Actively monitoring collaborative work and implementing engaging ice-breaking activities will also promote productive learning environments.