Sitthiworachart, Jirarat

Preferred name

Main Affiliation

School of Industrial Education and Technology

jirarat.si@kmitl.ac.th

Now showing 1 - 10 of 42

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The effect of the “Prediction-observation-quiz-explanation” inquiry-based e-learning model on flow experience in green energy learning
(2019-05-01)
Hong, Jon Chao
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Tsai, Chi Ruei
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Hsiao, Hsien Sheng
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Chen, Po Hsi
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Chu, Kuan Cheng
There are several models of inquiry-based learning, some of which may be practiced in experimental classroom teaching, and some of which may be used in online teaching. This study proposes the “prediction-observation-quiz-explanation” (POQE) model to design a green energy generation learning program (i.e., how solar, wind, and water can produce energy) and to test how participants' cognitive-affective factors affect their interest in using this model. A total of 396 technical high school students participated in this experimental study, and 375 valid data were collected and subjected to confirmatory factor analysis with structural equation modelling. The results indicated that incremental belief of intelligence was negatively related to cognitive load, but positively related to green energy learning self-efficacy (GELSE) in practicing POQE. Cognitive load was negatively related to flow experience, while GELSE was positively related to flow experience. Finally, flow experience was positively related to the intention to continue online learning with the POQE model. The implications of this study are that e-learning designers can use this POQE model to develop more educational content for students to learn various concepts.
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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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Blended learning activities in an e-business course
(2021-12-01)
Sitthiworachart, Jirarat
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Joy, Mike
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Mason, Jon
The objectives of this study were threefold: To understand students’ perceptions of ac- tivities in a blended learning environment; to determine their preferred learning activities in this context, paralleling the four stages of Kolb’s learning cycle; and to determine the effectiveness of the blended learning used, based on scores achieved in an e-business course supported by the BLearning assessment system, a custom-designed reflective assessment tool. A mixed-methods approach was used to identify the students’ preferred activities. Findings indicate that (1) blended learning can add interest and variety to improve the students’ learning experience, (2) students prefer blended learning activities that match the first three stages of Kolb’s learning cycle (concrete experience, reflective observation, and abstract conceptualisation), and (3) data collected from the e-business course examresults show that the blended learning process was effective. In aligning teaching activities to student preferences, the notion of "teaching patterns" is introduced as the teaching perspective on these activities. Findings further indicate that blended learning activities based on the first three stages of Kolb’s learning cycle may be more suitable for students who share similar learning preferences.
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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.
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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
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Ratanaolarn, Thanin
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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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Integrating micro-learning and station rotation blended learning model: enhancing Japanese communication skills of Chinese undergraduates
(2025-08-01)
Hu, Xinyue
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Sriwisathiyakun, Kanyarat
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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.

Sitthiworachart, Jirarat

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