Sitthiworachart, Jirarat

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Sitthiworachart, Jirarat
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jirarat.si@kmitl.ac.th

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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)
    Li, Aoyang
    ;
    Ratanaolarn, Thanin
    ;
    Sitthiworachart, Jirarat
    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.
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    Supporting project-based learning for students’ oral English skill and engagement with immersive virtual reality
    (2024-08-01)
    Shi, Jianli
    ;
    Sitthiworachart, Jirarat
    ;
    Hong, Jon Chao
    Given that project-based learning (PjBL) allows for hands-on application in realistic contexts and that immersive virtual reality (iVR) allows learners to interact with multiple modalities of information and immerse in a real-world English environment, this study investigates how incorporating iVR technology into PjBL contexts affects students' oral English skill and engagement. A total of 80 business English majors enrolled in a course named Hotel English were assigned randomly to one of four groups: traditional, PjBL, iVR, and PjVR (iVR-assisted PjBL). Students in the PjVR group were to create VR videos to finish the projects while those in the PjBL group participated in a PjBL context in the classroom but without the use of iVR technology. The traditional group students followed the traditional PPP (presentation, practice, and production) instructional procedures in the classroom while the iVR group students also followed the PPP procedures but with the iVR technology to support in practice part. After the intervention, all the students took a post-oral English test and completed a students’ engagement questionnaire. The results showed that the oral English skill of the PjVR group students significantly outperformed the other 3 groups and the students’ skills of grammar and vocabulary, discourse management, pronunciation, and interactive communication all improved significantly while their behavioral, affective, cognitive, and social engagement also improved a lot. The implications of these findings highlight the importance of immersing language learners in immersive environments for contextualized learning by combining iVR and PjBL.
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