Sriwisathiyakun, Kanyarat
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Sriwisathiyakun, Kanyarat
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kanyarat.sr@kmitl.ac.th
20 results
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Item type:Publication, Integrating micro-learning and station rotation blended learning model: enhancing Japanese communication skills of Chinese undergraduates(2025-08-01); 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 yourconsent settings
Item type:Publication, Effects of team-based Ubiquitous learning model on students’ achievement and creative problem-solving abilities(2024-01-01); Previously, we described a Team-Based Ubiquitous Learning Model on Cloud Platform Model (PITTA Model). In this paper, we aimed to demonstrate the value of this model by compare learning achievement and creative problem-solving ability using the PITTA model of learning, compare between experimental group and control group by The Randomized Posttest-Only Control Group Design. The sample group comprised students from Bunditpatanasilpa Institute of Fine Arts who were enrolled in the Innovation Information Technology and Communication in Education course during the second semester of Feb-Mar 2023. A total of 50 students from two classrooms were selected using cluster random sampling. The students were divided into two groups: one consisting of 25 students who participated in PITTA model learning activities, and another group of 25 students who engaged in conventional learning activities. The research employed two main instruments: the learning achievement test and the creative problem-solving ability assessment test. Statistical analyses included the use of measures such as mean (x¯) and standard deviation (SD), as well as One-way MANOVA. The research findings revealed that the group of students utilizing the PITTA Model in their learning activities exhibited higher levels of learning achievement compared to the group engaged in regular learning activities, with statistical significance observed at the.05 level. Furthermore, the students who participated in learning activities based on the PITTA Model demonstrated superior creative problem-solving abilities compared to those involved in conventional learning activities, again reaching a statistical significance level of 0.05. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Project-Based Blended Learning Activities in Fundamental Digital Photography Class Enhancing Technical and Creativity Skills of Vocational Students(2023-01-01) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The Use of AI Counselling to Enhance Self-Esteem in the Job Seeking Process for Chinese Undergraduate Students(2024-01-01); - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Advancing higher education students’ self-efficacy and achievement through self-directed learning integrated with the BOPPPS model(2025-01-01); As higher education increasingly prioritizes students’ self-directed learning (SDL) capabilities, enhancing self-efficacy has become a vital aspect of their development. This study investigated the effects of an integrated SDL-BOPPPS (Bridge-in, Objective, Pre-Assessment, Participatory Learning, Post-Assessment, and Summary) model on students’ self-efficacy and academic achievement utilizing a quasi-experimental design. The SDL-BOPPPS model received an average rating of 4.55 from five experts on a 5-point Likert scale, indicating that its quality met the teaching standards. In the quasi-experimental research, ninety students from The Open University of China were randomly assigned to experimental and control groups. The SDL-BOPPPS model was implemented in the experimental group over six weeks, structured around five stages: target setting, plan design, information collection, learning activity implementation, and reflection. Descriptive statistics and independent samples t-tests were employed for data analysis. The results revealed that students in the experimental group exhibited significantly higher levels of self-efficacy and achievement compared to those in the control group. These findings highlight the effectiveness of the SDL-BOPPPS model in enhancing self-efficacy and academic performance while providing new insights for integrating innovative teaching models into higher education contexts. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The Effect of Using the Chatbot to Improve Digital Literacy Skill of Thai Elderly(2024-01-01)This research aims to demonstrate the learning success and contentment of elderly people in Thailand using a chatbot innovation for improving digital literacy. Three parts of the research were carried out: Phase 1 of the research focused on developing the chatbot and any relevant educational digital media; Phase 2 engaged in pre-experimental by experts’ validation; and Phase 3 involved an experiment where the chatbot was deployed with elderly people. Samples were collected from 33 elderly people. The information was gathered through expert interviews, pretests, and posttests on chatbot usage, and satisfaction surveys. The data was then analyzed using the dependent t-test, percentage, mean, standard deviation, and content analysis. Results showed that our Senior See Net chatbot was simple to use and navigate, with an appropriate artistic appearance. Findings demonstrate that this chatbot was simple to use and access, had an appropriate creative composition, and was made up of sufficiently thorough media and content on digital literacy. Furthermore, the statistical analysis revealed that after using the chatbot, the elderly’s understanding of digital literacy improved statistically significant at the 0.05 level. Furthermore, their overall satisfaction was rated high. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, A Mobile Blended Reading Circle Model to Improve Primary School Student English Reading Ability and Attitude(2023-01-01); This research investigated a mobile blended reading circle model to improve primary school students' English reading ability and attitude. The study focused on the objectives of exploring the opinions of teachers and students on English reading teaching to develop a model for primary school students to enhance their English reading ability and attitude. A mixed-methods approach using both qualitative and quantitative methodology was adopted. Semi-structured interview schedules were used to collect qualitative data from 4 sixth-grade primary school teachers, while a student opinion questionnaire was designed to investigate 108 sixth-grade primary school students drawn from the population of 149 sixth-grade primary students about English reading teaching. The qualitative data was analyzed through narratives, while the quantitative data was analyzed through descriptive analysis. The study showed that the MBRC Model is a promising new teaching model. They affirmed its feasibility in primary schools' English reading teaching. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, SELF-DIRECTED BLENDED LEARNING MODEL ON EMOTIONAL INTELLIGENCE AND ACHIEVEMENT(2026-01-04); In the era of advancing globalization, developing emotional intelligence (EI) has become essential for adolescents to manage emotional stress, build social relationships, and adapt to changing environments. This study developed a Self-Directed Blended Learning (SDBL) model incorporating Intangible Cultural Heritage music to enhance students' EI and academic achievement. The research was conducted in two phases: First, the SDBL model was designed and validated, consisting of five components (setting learning targets, planning, gathering information, online and offline learning activities, and post-lesson reflection). Five education experts evaluated the model using a 5-point Likert scale, yielding an average score of 4.84, confirming its pedagogical quality. Second, the teaching experiment was conducted at Taiyuan University of Science and Technology. A total of 112 non-music undergraduate students, who voluntarily enrolled in the Shanxi Intangible Cultural Heritage Music Appreciation course, participated in the study. The students were randomly divided into an experimental group and a control group, with 56 students in each. After the intervention, both groups completed post-tests to measure their emotional intelligence and academic achievement. Emotional intelligence was assessed using a revised 25-item version of the Schutte Self-Report Emotional Intelligence Test (SSEIT). Five experts evaluated the test's content validity using the Item-Objective Congruence (IOC) method, with scores ranging from 0.6 to 1. Academic achievement was measured using test items from a nationally recognized Intangible Cultural Heritage (ICH) database maintained by the Chinese government. Five experts reviewed these items, and their IOC scores ranged from 0.8 to 1.0. The collected data were analyzed using t-tests and MANOVA. The results showed that the experimental group performed significantly better than the control group in both emotional intelligence and academic achievement. Additionally, a positive correlation was found between the two variables. The findings demonstrate that SDBL model incorporating Intangible Cultural Heritage music can enhance EI and academic achievement while simultaneously developing cognitive and emotional competencies, offering an innovative solution for preparing students to meet future challenges.1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, A quasi-experimental study of lab rotation integrated with generative AI and peer code review model to enhance students’ critical thinking and academic resilience in introductory programming(2026-01-01); Lab rotation provides a dynamic and interactive learning environment; generative artificial intelligence can help novices overcome learning challenges; and peer code review offers a collaborative learning environment. This study investigates how incorporating these designs into a new instructional model can enhance students’ critical thinking and academic resilience. A total of 83 first-year college students participated in the experiment, which lasted 6 weeks. The students were from two classes, majored in Educational Technology, and were enrolled in an introductory programming course titled ‘C Programming’. Class 1 was randomly selected as the control group and Class 2 as the experimental group. The experimental group and the control group were taught by the same teacher. The control group employed the traditional programming teaching method, whereas the experimental group utilized a new instructional model comprising four learning stations: instruction, lab, teacher-led, and review stations. All participants took a critical thinking test and an academic resilience questionnaire before and after the experiment. The results showed no significant difference in critical thinking and academic resilience between the pretest groups. In contrast, the post-test results showed that the experimental group’s critical thinking and academic resilience significantly outperformed those of the control group. The findings highlight the effectiveness of the instructional model on students’ critical thinking and academic resilience. This study is the first to integrate lab rotation, generative artificial intelligence, and peer code review into the design of a new instructional model for introductory programming and to demonstrate its effectiveness in enhancing students’ critical thinking and academic resilience. This study can serve as a reference for future studies.2 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Empowering Hearing-Impaired Learners for Digital Citizenship: A Thai MOOC-Based Design Thinking Approach(2024-07-08); Dhamanitayakul, ChawapornIn today's technology-driven world, digital citizenship is vital in fostering responsible technology use and essential skills for learning, problem-solving, and community participation. However, a significant focus emerges within digital citizenship—empowering individuals with disabilities. This research addresses this crucial area by spearheading the creation of a specialized Thai Massive Open Online Course (MOOC) meticulously designed for hearing-impaired learners. The core objective is to equip these individuals with indispensable digital citizenship skills for seamless integration and active engagement in digital environments. The study progresses through three key phases. Phase 1 involves crafting the MOOC course to meet the needs of hearing-impaired individuals. Phase 2 develops a course on the Thai MOOC platform, using the MOOC-based Design Thinking Model and universal design learning principles. Phase 3 assesses 20 hearing-impaired learners in the "Utilizing Online Media as Digital Citizenship Course." The research reveals two significant outcomes, highlighting the course's impact. First, an evaluation of digital media quality and learning activities was conducted by five experts with 15 to 30 years of experience in the field, the result was an impressive performance rating of 4.56 on a 5-point Likert scale, indicating the course's high suitability for hearing-impaired learners. Such findings validate the precise alignment of the course with its intended objectives. Second, the outcomes of learning achievement tests on the Thai MOOC platform involving 20 high school hearing-impaired learners revealed that 15 learners scored above 70 (passing), representing 75%. The average post-test score was higher than the pre-test, with an average score of 72.05 points. These results demonstrate the course's effectiveness in improving learning outcomes and meeting predetermined criteria, while also indicating that adopting the MOOC-based Design Thinking model has led to the creation of high-quality media that delivers tangible results for hearing-impaired individuals. This research contributes to the eLearning field by addressing the specific needs of hearing-impaired individuals in digital citizenship education through tailored online learning courses designed to bridge existing gaps.1