Sitthiworachart, Jirarat

Preferred name

Main Affiliation

School of Industrial Education and Technology

jirarat.si@kmitl.ac.th

Now showing 1 - 10 of 23

Some of the metrics are blocked by your
consent settings
Effect of demographic factors on reading habits: Study on Indonesian secondary school students
(2025-09-01)
Prabowo, Thoriq Tri
;
Marwiyah
;
Zain, Labibah
;
Martias, Lilih Deva
;
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.
Some of the metrics are blocked by your
consent settings
Ineffective Online Learning During the COVID-19 Pandemic in Higher Education
(2026-01-01)
Sitthiworachart, Jirarat
;
Hong, Jon Chao
;
Yanwar, Amanda Pradhani
;
Prabowo, Thoriq Tri
;
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.
Some of the metrics are blocked by your
consent settings
An empirical examination of virtual reality technology’s integration in soccer instruction and training
(2025-01-01)
Jia, Teng
;
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.
Some of the metrics are blocked by your
consent settings
Unidentified versus Identified Peer Feedback Combined with Teacher Feedback to Improve Second Language Students’ Online Writing
(2026-01-01)
Yanwar, Amanda Pradhani
;
Sitthiworachart, Jirarat
;
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.
Some of the metrics are blocked by your
consent settings
An evaluation of student response systems in secondary mathematics classrooms
(2025-01-01)
Auliya, Risma Nurul
;
Sitthiworachart, Jirarat
;
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.
Some of the metrics are blocked by your
consent settings
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
;
Joy, Mike
;
Li, Dan
;
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.
Some of the metrics are blocked by your
consent settings
Integrating micro-learning and station rotation blended learning model: enhancing Japanese communication skills of Chinese undergraduates
(2025-08-01)
Hu, Xinyue
;
Sriwisathiyakun, Kanyarat
;
Sitthiworachart, Jirarat
In the rapidly evolving language education landscape, integrating innovative pedagogical approaches is essential to meet the diverse needs of learners. This study explores the efficacy of a Micro-Learning Media with Station Rotation Blended Learning Model (MLM-SRM) in enhancing the Japanese communication skills—specifically speaking, listening, and reading—of second-year students at Sichuan University. The research employed a pre-test-post-test randomized controlled experimental design, involving 80 students who were randomly assigned to either the MLM-SRM group or a traditional teaching group. Data were collected using well-established rubrics for speaking, listening, and reading skills, and analyzed through mean, standard deviation, Cohen’s d, and one-way MANOVA. The results revealed that students in the MLM-SRM group significantly outperformed those in the traditional group in overall language proficiency, with the most substantial gains observed in reading skills, followed by speaking and listening. A deeper analysis highlighted significant improvements in interactive communication for speaking, interactive and response skills for listening, and text structure for reading among the MLM-SRM participants. Furthermore, a thematic analysis of students’ open-ended survey responses underscored a positive reception towards the MLM-SRM, indicating its potential as an effective tool for language instruction. These findings underscore the importance of the MLM-SRM approach, which immerses students in an engaging and diverse learning environment and holds significant implications for theory and practice. This approach can potentially transform how languages are taught and learned globally.
Some of the metrics are blocked by your
consent settings
Flipped Classroom with Virtual Reality Technology Learning Model for Chinese College Students in Psychological Education: A Need Assessment Study
(2025-01-01)
Wu, Di
;
Sitthiworachart, Jirarat
;
Ratanaolarn, Thanin
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 your
consent settings
Examining vocational college student learning needs toward entrepreneurship courses in Southwestern China
(2025-01-01)
Wang, Xiaoqing
;
Ratanaolarn, Thanin
;
Sitthiworachart, Jirarat
;
Cui, Jianming
The 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 your
consent settings
Enhancing preservice teacher education: Integrating assistive technology and UDL within the TPACK framework: A systematic literature review
(2025-01-01)
Wang, Shizhao
;
Sitthiworachart, Jirarat
This study aims to explore the integration of assistive technology (AT) and Universal Design for Learning (UDL) within the Technological Pedagogical and Content Knowledge (TPACK) framework to enhance preservice teacher education. The objective is to equip educators with the skills and knowledge necessary to create inclusive learning environments that support diverse learners, particularly students with disabilities. A systematic literature review (SLR) was conducted using the PRISMA framework, with data sourced from reputable databases such as Emerald Insight, Google Scholar, and ScienceDirect. Boolean operators and keywords were employed to identify relevant studies, and five articles met the inclusion criteria after rigorous screening. The study presented an enhanced version of the Technological Pedagogical and Content Knowledge (TPACK) model that integrates assistive technology as a method of building inclusive teaching practice among prospective educators. TPACK stands for technology, pedagogy and content knowledge. This technique has significant potential to improve learning outcomes for children with disabilities and members of other underrepresented groups who get most of their education in classes that are mainstream. This research extends the TPACK paradigm by demonstrating, using specific instances, how instructional technology and assistive technology are distinct but complementary ideas. A strong focus is placed on determining the key digital competencies that preservice teachers need and the practices that boost inclusive educational practices.

Sitthiworachart, Jirarat

Filters

Settings

Sort By

Results per page