Sitthiworachart, Jirarat

Preferred name

Main Affiliation

School of Industrial Education and Technology

jirarat.si@kmitl.ac.th

Now showing 1 - 10 of 44

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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
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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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Effect of demographic factors on reading habits: Study on Indonesian secondary school students
(2025-09-01)
Prabowo, Thoriq Tri
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Marwiyah
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Zain, Labibah
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Martias, Lilih Deva
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Riani, Nur
This study explored the relationship between demographic variables and reading habits among Indonesian secondary school students, focusing on gender, age, current school, school type (public or private) and level. 451 students from six schools participated in the study. We used an explanatory sequential design, a mixed-methods approach. Quantitative data were collected through an online survey based on the reading habits scale by the National Library of Indonesia and included demographic questions. Qualitative data were then collected through an in-depth follow-up survey. An independent sample t-test and one-way ANOVA analyzed the influence of gender, age, current school, school type and school level on reading habits. Thematic analysis analyzed the qualitative data from the survey. The quantitative data indicated that students possessed low reading habit levels. Among the demographic variables, school location, public or private and level influenced the reading habit score, while gender and age had no influence. The qualitative findings highlighted the need for reading motivation, parent reading attitude and school library improvement to enhance reading habits. This study highlights practices that could shape reading habits, especially in secondary and upper secondary school students.
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Ineffective Online Learning During the COVID-19 Pandemic in Higher Education
(2026-01-01)
Sitthiworachart, Jirarat
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Hong, Jon Chao
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Yanwar, Amanda Pradhani
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Prabowo, Thoriq Tri
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Suwanno, Phimpawee
The rapid shift to online learning during COVID-19 caused challenges in higher education. Many teachers and students lacked experience with online learning platforms and techniques. The factors why online learning was not effective during the COVID-19 pandemic are examined. A total of 302 questionnaires were collected using Google Form. The quantitative data were analyzed using SPSS and AMOS for item analysis, facet reliability and validity analysis, path analysis, direct and indirect effect analysis, and difference analysis. The effect of online learning flow, online learning cognitive load, and self-efficacy of online learning on unsuccessful online learning was revealed in this study. The result showed that: (1) greater levels of Self-efficacy of Online Learning on Human-system interaction (SOLH) and Self-efficacy of Online Learning on Content (SOLC) were significantly predict higher levels of Flow in Online Learning (FOL); (2) greater levels of Self-efficacy of Online Learning on Human-system interaction (SOLH) and Self-efficacy of Online Learning on Content (SOLC) were not significantly predict higher levels of Cognitive Load of Online Learning (CLOL); and (3) greater levels of Cognitive Load of Online Learning (CLOL) were significantly predicted higher levels of Online Learning Ineffectiveness (OLI). The online learning ineffectiveness can be reduced by decreasing the levels of cognitive load instead the learning flow.
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Game-based learning to enhance students logical thinking abilities in primary school Mathematics
(2023-09-26)
Liang, Huilin
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Sitthiworachart, Jirarat
In traditional teaching, teachers are always in an authoritative position in education, while students are in one of weak passive obedience. Learning efficiency, attention, and logical thinking can all be negatively affected. The literature shows that game-based learning is one of the most effective teaching methods. It establishes a game-based learning environment for students and helps them improve themselves. In this study, we will build on previous research to develop a game-based learning environment. Using primary school Mathematics as an experimental course, a lesson plan was designed and verified in terms of whether the course could help students master subject knowledge through the conducting of experiments, and whether this approach could improve their logical thinking skills. To judge the effectiveness of the methodology, 84 students from a public primary school in southern China were selected as the study subjects. One group was the experimental group, consisting of 44 students, and one group was a control group, consisting of 40 students. This study used a quantitative approach. The study lasted one month and was a post-test. The research tool included a student questionnaire concerning their ability to think mathematically and logically. Experimental results show that game-based learning effectively improves students' logical thinking abilities.
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Project-Driven Flipped Classroom Develop Digital Competences in Preschool Education Students
(2024-01-01)
Lu, Lingming
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Sitthiworachart, Jirarat
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Petsangsri, Sirirat
Digital competency is one of the most important competencies for normal university students in the digital age. It will have a direct impact on the next generation they teach. At present, there are still some problems in the teaching content and teaching model. This study implements a project-driven flipped classroom teaching model for students by redesigning and developing a modern educational technology curriculum. 144 students participated in the experiment. Self-assessment was conducted in accordance with the ICT Teaching Competency Standards for Pre-service Teachers. The results show that project-driven flipped classroom solves the problem of learners' motivation. It can effectively improve the problems such as students cannot learn continuously, learn fragmented knowledge, and are easy to forget. At the same time, this study also points out flipped classroom requires university students have a certain level of self-management and self-learning ability. It is suitable for learning practical and operable knowledge and skills.
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An empirical examination of virtual reality technology’s integration in soccer instruction and training
(2025-01-01)
Jia, Teng
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Sitthiworachart, Jirarat
Virtual reality (VR) technology has become more widely used in sports training and has gradually realised its potential in soccer instruction and training. Based on virtual reality technology, this study investigates the potential for its integrated use in soccer instruction and examines its influence on training. By examining the state of simulation technology, it is discovered that the technology is primarily used in high-precision domains and has not been completely incorporated into soccer tactical training, particularly in terms of ineffective use for passing concepts and route selection. Furthermore, traditional soccer training depends on on-the-ground instruction, which is constrained by time, location, and weather, making it challenging to adapt quickly to shifting tactical requirements. Using simulation technology and overall soccer offence and defence training as the research object, this paper creates a virtual soccer training system. It conducts experiments to confirm its efficacy in enhancing players’ tactical awareness, passing decision-making, and on-field cooperation. Furthermore, this system offers features like player positions created randomly, brush marking and visual and tactical analysis to assist coaches and players in making tactical adjustments and feedback in real time. The outcomes demonstrate that the young players are all significantly enhanced by this virtual reality training method.
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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
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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
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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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An evaluation of student response systems in secondary mathematics classrooms
(2025-01-01)
Auliya, Risma Nurul
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Sitthiworachart, Jirarat
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Joy, Mike
This study aimed to determine the effects of Kahoot! and Plickers for secondary school students to improve mathematics performance and learning engagement, while also analysing students’ perceptions. This research was designed as a pre-test-post-test quasi-experimental study. 71 seventh-grade students who participated were divided into three groups: two experimental groups where Kahoot! (n = 25) and Plickers (n = 22) were deployed, and a control group (n = 24) where conventional learning was delivered. A mathematics performance test, learning engagement, and perception scale were used to collect the data. The findings showed the post-test mean scores of the mathematics performance and learning engagement were increased significantly in the three groups (p < 0.05) and the Kahoot! groups had a greater impact. Furthermore, most students had positive opinions of both Plickers and Kahoot!, noting their simplicity, creating enjoyable learning, encouraging participation, building self-confidence, keeping focus, and increasing competitiveness, although some students found them challenging, time-consuming, and presenting technical problems.
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Design-Based Learning and Students’ Study Engagement and Design Thinking Competence: A Study Based on the Job Demands–Resources Theory
(2026-07-01)
Li, Zhaodi
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Joy, Mike
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Li, Dan
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Sitthiworachart, Jirarat
Despite many design-based learning (DBL) studies, longitudinal evidence on how course demands and resources shape design thinking competence (DTC) via study engagement remains scarce. Building on the job demands–resources (JD–R) theory, this study aims to examine whether program demands (project characteristics) and program resources (the role of the teacher, assessment, and social context) promote study engagement, which in turn predicts DTC. We conducted a three-wave (T1/T2/T3) longitudinal survey at Weeks 1, 5, and 8 in a user interface (UI) design course in China (N = 166). T1 collected demographics and prior UI experience (covariates), T2 measured program demands, program resources, and study engagement, and T3 measured DTC. Data were analysed using structural equation modelling (SEM) with bootstrapped indirect effects. Program demands (project characteristics) positively predicted study engagement (β = 0.174, p = 0.020). Among program resources, the role of the teacher (β = 0.313, p < 0.001), assessment (β = 0.280, p < 0.001), and social context (β = 0.253, p = 0.009) were significant, and study engagement positively predicted DTC (β = 0.535, p < 0.001). Direct paths from program demands and resources to DTC were non-significant, while all indirect effects via study engagement were significant. In DBL, a well-calibrated configuration of program demands and resources energized study engagement, which subsequently fostered DTC.

Sitthiworachart, Jirarat

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