Petsangsri, Sirirat

Preferred name

Petsangsri, Sirirat

Alternative Name

Petsangsri, S.

Main Affiliation

School of Industrial Education and Technology

sirirat.pe@kmitl.ac.th

Now showing 1 - 10 of 34

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Application of Generative Artificial Intelligence (GenAI) to Enhance English Listening Skill for Undergraduate Chinese Student
(2025-01-01)
Chu, Weifang
;
Khwankaew, Apichaya
;
Zhao, Shujuan
;
Ye, Chuanjian
;
Petsangsri, Sirirat
This research aims to develop a GenAI learning activity for English news listening proficiency based on the ADDIE model and to study the effectiveness of the GenAI learning activity on English news listening proficiency for 42 first-year undergraduates of Chuxiong Normal University. This study followed the five steps of the ADDIE model: analysis, design, development, implementation, and evaluation. The data were analyzed using descriptive statistics. The result of the students demonstrating significant improvement in their English listening proficiency, evidenced by the increase in post-test mean scores, was substantial (p < 0.05). Moreover, our learning activity is designed for students to effectively use GenAI to generate pictures, helping them better understand news content and vocabulary in various contexts.
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Does an activated video camera and class involvement affect academic achievement? An investigation of distance learning students
(2023-05-01)
Alim, Syahrul
;
Petsangsri, Sirirat
;
Morris, John
In synchronous learning, participants interact by viewing each other directly. Deactivation of the video camera and low student involvement can be interpreted variously, including learning seriousness or lack of it, physical presence in the virtual classroom, etc. We studied the connection between video camera use, class involvement and student achievement in a one semester psychometry class. We monitored camera use and class involvement and captured final grades, supplemented with an open-ended questionnaire and semi-structured interviews. A combination of turning a camera on and active participation in the class affected the student grade more strongly (p = 0.88) than class involvement (p = 0.12). Bayes factors showed that a model, enhanced by both activated cameras and student involvement, was 7.14 times more likely to affect grade. Bayes linear regression predicted class participation increased the grade by 3.2 points per meeting, whereas turning the camera on increased it by only 0.9 points per meeting. However, both involvement and turning the camera on were predictors of student achievement. Questionnaire responses showed reasons not turning a camera on included unready to learn (44%), unstable internet connection and limited quota (37%), psychological reasons (11%), devices overheating (4%) and following others (4%). On the other hand, students always turned the camera on because of communication support (49%), evidence of seriousness (25%) and attendance (16%), following others (1%), good internet connection (1%), and respect for the instructors (8%). The students who activated their camera felt supervised and it forced them to study seriously and maintain concentration during class.
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Effect of Blended Learning with Peer Assessment on Violin Performance of Undergraduate Students
(2023-01-01)
Tan, Yuqi
;
Petsangsri, Sirirat
This research explored the potential and efficacy of integrating blended learning with peer assessment model in violin instruction for undergraduate students. Utilizing a blended learning with peer assessmen mod el approach, the study sought to (1) understand the needs and perspectives of both teachers and students regarding this innovative teaching model; (2) develop and implement blended learning with a peer assessment model; (3) evaluate its impact on students' violin performance skills and learning attitudes; and (4) gauge students' satisfaction with this pedagogical approach. The study encompassed 40 violin students from a university, divided into one control group and two experimental groups. Over eight weeks, the students' experiences and outcomes were closely monitored. The findings compellingly indicate that the combined approach of blended learning with peer assessment model accelerates students' skill acquisition and mastery, engenders a more positive learning attitude, and increases student satisfaction. While traditional instructional methods maintain their foundational value, amalgamating blended learning with peer assessment model presents a potent strategy in contemporary music teaching. The research concludes by advocating for institutions and educators to integrate this model, emphasizing its contribution to the ever-evolving discourse on digital-age music education.
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Blended learning with digital story telling model of students in English courses of Chinese primary education: Need assessment analysis
(2025-01-01)
Peng, Lifei
;
Petsangsri, Sirirat
;
Cui, Jianming
The current study aimed 1) to assess the needs of students in English courses at primary schools in China, focusing on blended learning, digital storytelling, English communication skills, and self-efficacy; 2) to develop blended learning with a digital storytelling model. The researcher employed a stratified random sampling method to select four key public primary schools from ten key public primary schools in Tongren City, China. Furthermore, English teachers from those four selected primary schools were invited to assist in the process of distributing the questionnaires, with 100 students sampled from each school, totaling 400 participants. Descriptive statistical methods were used to analyze the collected data, examining the mean scores across 12 items. Results indicated that the mean values ranged from 3.81 to 4.63. Among these, seven items had mean scores exceeding 4.21, reflecting a high need for elements such as additional online English learning materials, English movies and videos, enhanced speaking skills, and greater confidence in learning English. The remaining five items had mean scores above 3.41, indicating a moderate level of need. Moreover, the blended learning with the digital storytelling model was composed of ten steps, including online and offline activities.
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The effect of online mentoring system through professional learning community with information and communication technology via cloud computing for pre-service teachers in Thailand
(2021-01-01)
Karo, Danaisak
;
Petsangsri, Sirirat
The objective of this study was to evaluate the utilization of Online Mentoring system through Professional Learning Community with Information and Communication Technology via Cloud Computing for Pre-Service Teachers in Thailand. The sample was 26 pre-service teachers of computer education program, Faculty of Education, Phuket Rajabhat University of academic year 2018. The instrument was the evaluation form of system effectiveness in 4 components which were the ability of function requirement test; the accuracy of function test; the accessibility and simplicity of usability test; and the security test. The findings indicated that each element was at the highest level and the overall average was at 4.68; the Standard Deviation was 0.36. Therefore, it illustrated that online mentoring through professional learn was effective at the highest level.
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Self-directed learning with knowledge management model to enhance digital literacy abilities
(2020-11-01)
Silamut, Aime acha
;
Petsangsri, Sirirat
Self-Directed Learning (SDL) is a process in which adult learners initiate their inner motivation to learn by themselves to increase their knowledge, skills and experiences from resources and evaluating learning outcomes. Knowledge Management (KM) is the process of creating, sharing, using and managing the knowledge and resources of an organization. Learners use KM to gain their knowledge. To access to these resources, the learners must know Digital Literacy Abilities (DLA). We developed a model for SDL with KM to enhance DLA: The model was synthesized from related works and verified by five experts in various fields. Data instrument was derived from focus group discussion including a five-level Likert scale of the appropriateness of the model, and experts’ opinions and recommendations. Then, collected data were analyzed with content analysis; mean (x̄), standard deviation (S.D.). After discussion, the model was adjusted according to the experts’ recommendations. It contained three circles from inner to outer: SDL, KM, and DLA, respectively. SDL had four steps: readiness triggers, setting goal and planning, learning activities, and learning’s evaluation. KM contained five steps: knowledge discovery, knowledge capture and storage, knowledge application and distribution, knowledge evaluation, and knowledge creation. DLA had four aspects: operation literacy, analysis and evaluation literacy, value and creation literacy, and social-culture-organization cooperation literacy. Overall, the results of analyzed data from the experts towards on appropriateness of the model were at high level (x̄ = 4.4, S.D. = 0.6). This model will be continued to implement for adult learners’ activities.
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Research of concept, model, construction technology and effectiveness of ubiquitous smart learning space
(2022-01-01)
Song, Lei
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Petsangsri, Sirirat
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Sitthiworachart, Jirarat
This paper aims to construct ubiquitous smart learning space to enhance learning skills. To ensure implementation effectiveness, this paper proposes the concept of ubiquitous smart learning space and gives a seven-layer architecture model, the functional orientation, construction principles and technical implementation strategies; through those strategies, the space model creatively has been realised and maximally meets learning stakeholders' needs. To test its effectiveness, we surveyed 263 students and 5 teachers with reference to satisfaction and self-efficacy. The results show that it supports diversity and adaptability smart learning environment and facilitates learners to learn easily, engagingly and effectively and proves that collaborative learning activities guided by the USLS collaborative learning model significantly contribute to student learning and skills development. Teachers are more satisfied with collaborative learning activities guided by the model in ubiquitous smart learning space than with traditional classrooms.
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Development of Integrating Innovation of Education Technology Model in Chinese Higher Education Institutions
(2024-01-01)
Yang, Yang
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Petsangsri, Sirirat
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Ratana-Olarn, Thanin
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Cui, Jianming
Given the rapid advancement of technology today, universities must stay up to date with these developments to enhance their management practices. Thereby, this study aimed to develop the model for integrating innovation of education technology in Chinese higher education institutions by synthesizing the concepts of personnel management practices, organization structure & culture, integration and innovation of education technology, and technological landscape through a literature review, and a semi-structured interview consisting of 20 experts has been organized to develop the model. Besides that, 5 experts from different Chinese universities have participated in a focus group to further discuss and validate the developed model. As a result, the developed model has been confirmed as of good quality.
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Thai vocational internship student-teacher development through a constructionism learning skills model
(2018-01-01)
Netrthanon, Sirikanya
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Petsangsri, Sirirat
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Pimdee, Paitoon
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Enhancing Key Digital Competence in Pre-service Kindergarten Teachers: A Design-Centered SPOC Blended Learning Model
(2025-01-01)
Lu, Lingming
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Sitthiworachart, Jirarat
;
Petsangsri, Sirirat
As our world becomes increasingly digital, educators must possess strong digital skills to effectively prepare their students for the future. However, traditional teacher education programs often neglect the cultivation of digital competence. To address this gap, this study developed a Design-Centered SPOC Blended Learning (DCSBL) model to enhance the digital competence of pre-service kindergarten teachers. The DCSBL model integrates elements of blended learning, design-based learning, and digital competency training strategies. A quasiexperimental study was conducted to evaluate the effectiveness of this model. The results indicated that the experimental group, which received DCSBL instruction, significantly outperformed the control group in terms of digital skills achievement (DSA) and Self-evaluation of key digital competence (KDC). Furthermore, qualitative analysis of student reflections revealed that DCSBL stimulated students’ learning motivation, engagement, and sense of achievement. However, the study also highlighted the increased cognitive load and meta-cognitive demands associated with the DCSBL Model. To realize the full potential of competency-based education, teaching assessment must be reformed. The development of digital competence for teachers should be combined with a “micro-certification” system. This approach can provide a more flexible and personalized pathway for educators to acquire and validate their digital skills.

Petsangsri, Sirirat

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