Journal of Innovation and Learning Sciences

User Experience (UX) Design for Educational Data Dashboard to Enhance Learning Motivation Among Higher Education Students

Sun, 03 May 2026 00:00:00 +0700

This research aims to study and develop User Experience (UX) design for educational Dashboard to enhance learning motivation among higher education students. The sample group consisted of 30 undergraduate students majoring in Digital Business Innovation. A mixed-methods research approach was employed, combining qualitative and quantitative methodologies. The design was based on Self-Determination Theory (SDT) and Gamification principles to stimulate learners' intrinsic motivation. The results revealed that key dashboard components include intuitive data visualization, real-time feedback, progress tracking, and personalization, which significantly increased learning motivation (p < .05). User satisfaction evaluation was high (M = 4.23, SD = 0.58), particularly in terms of ease of use and effective data presentation.

Futures Career Development Innovation with Futurology Integrated Teaching Techniques for Vocational Students in the Urban Chiang Mai of Unskilled Labor Families

Kriangkrai Chommanee, Charin Mangkhang, Kittiphat Srathongchun — Sun, 03 May 2026 00:00:00 +0700

In the context of structural educational inequality affecting families of unskilled laborers in Chiang Mai’s urban innovation zone, this study highlights the urgent need to enhance future-oriented career competencies among vocational students in alignment with the rapidly transforming digital, creative, and service-based economy. The objectives of the research were: (1) to review innovative futures-oriented pedagogical approaches that support the development of future career competencies for vocational students, and (2) to propose an instructional innovation strategy tailored to vocational students from unskilled labor families within the urban context of Chiang Mai. This qualitative study was conducted at Chiang Mai Technical College. The participants consisted of ten purposively selected volunteer students who expressed interest in participating in three integrated learning sessions. The instructional design combined future scenario building with backcasting techniques, alongside semi-structured interviews, reflective practices, and systematic classroom observation. Trustworthiness was ensured through member checking and expert validation. Data were analyzed using step-by-step content analysis. The findings revealed that although the students possessed strong aspirations and latent potential, they faced significant constraints, including unstable family income, limited access to digital resources, and time restrictions due to part-time employment. The instructional design, which integrated future-oriented planning and backcasting, enabled students to envision possible career scenarios, select desirable futures, and construct short-, medium-, and long-term strategic plans. As a result, key competencies were enhanced, including futures thinking, life and career planning skills, and critical digital literacy. The study also proposes an eight-step innovative instructional strategy that connects real-life challenges, project-based learning, and mentoring networks. Academically, the study contributes practical evidence for integrating futures studies, career competencies, and active learning strategies in the context of marginalized urban learners—an area where applied research remains limited. The findings offer a policy-relevant framework for transforming students’ aspirational capital into sustainable career competencies.

The Development of an Effective School Management Model to Enhance Student Quality through the Application of the 9-Step Ladder Concept: Loei Provincial Administrative Organization School 1

Laor Jitsai — Sun, 03 May 2026 00:00:00 +0700

This study, entitled The Development of an Effective School Management Model to Enhance Student Quality through the Application of the 9-Step Ladder Concept: Loei Provincial Addministrative Organization School 1 aimed to (1) examine the current and desired conditions of effective school management for enhancing student quality through the application of the 9-Step Ladder concept, and (2) develop an effective school management model based on this concept. The research employed a mixed methods research approach, in which the model development is part of Research and Development (R&D). The target group consisted of 36 teachers from Loei Provincial Addministrative Organization School during the 2023 academic year, selected through purposive sampling. The research instruments included a questionnaire and a model congruence evaluation form. Quantitative data were analyzed using mean and standard deviation, while content validity was examined using the Index of Item–Objective Congruence (IOC). The findings revealed that the overall current condition of school management based on the 9-Step Ladder concept was at a moderate level, whereas the overall desired condition was at the highest level, indicating a clear need for the development of a more systematic school management model aligned with the school context. The developed model comprised six key components: principles, objectives, inputs, processes, outputs and outcomes, and feedback. Expert evaluation indicated that all components of the model were congruent, with IOC values ranging from 0.80 to 1.00. These results demonstrate that the proposed model is appropriate and can be effectively applied as a practical framework for school management to enhance student quality in a sustainable manner.

Development of Mathematics Learning Management Models to Promote Problem Solving Abilities and Analytical Thinking for Mathayom 1 Students

Sasiruethai Danklang — Sun, 03 May 2026 00:00:00 +0700

This study aimed to develop a mathematics learning management model and examine its effectiveness in promoting problem-solving ability and analytical thinking among Mathayomsuksa 1 students, employing a Research and Development methodology. The sample consisted of 39 students from Mathayomsuksa 1/2 at Buayai School, Nakhon Ratchasima Province, selected through cluster random sampling. The research yielded the IPADE Model, distinguished by three innovative features. First, the model systematically integrates multiple theoretical frameworks with clearly identifiable mechanisms underpinning each instructional stage: Stages 1–3 (Introduction, Planning, and Analyzing) are grounded in Piaget's Assimilation and Accommodation; Stage 4 (Demonstration) draws upon Vygotsky's Zone of Proximal Development and Mathematical Discourse; and Stage 5 (Elaboration) corresponds to the attainment of Equilibration, ensuring high theoretical validity. Second, the model incorporates a three-directional feedback component encompassing teachers, peers, and students themselves. Third, the development process began with a contextual needs analysis, ensuring strong alignment with real classroom challenges. The implementation trial revealed an efficiency ratio of 80.98/82.13, surpassing the 80/80 benchmark, and an effectiveness index of 0.7503, reflecting a 75.03 percent learning gain. Students' problem-solving ability and analytical thinking scores were significantly higher post-instruction than pre-instruction at the .05 significance level. Student satisfaction and expert validation were both rated at the highest level of appropriateness. The IPADE Model provides a theoretically grounded and empirically validated instructional framework suitable for fostering higher-order thinking skills in lower secondary mathematics education.

Development of a Management Model for Educational Institutions Towards Effective Sustainable Excellence Model Using a Systems Approach in Taksin Rayong International Kindergarten School

รัชฎาภรณ์ บุตรศรีน้อย — Sun, 03 May 2026 00:00:00 +0700

This research aimed to: 1) examine the current and desirable conditions, 2) construct and develop a model, 3) implement the model, and 4) evaluate and certify a management model for educational institutions toward sustainable and effective excellence using a systems thinking approach at Takshin Rayong International Kindergarten School. A Research and Development (R&D) methodology was employed, divided into four phases. Target groups consisted of 87 teachers in Phase 1 (academic year 2023), five experts and specialists in Phases 2 and 4, and 51 teachers along with a sample of 327 students in Phase 3 (academic year 2024). Research instruments included questionnaires, congruence assessment forms, semi-structured interview forms, and academic achievement tests. Data were analyzed using mean, standard deviation, Index of Item-Objective Congruence (IOC), and t-test for Dependent Samples. The findings revealed that the current conditions were at a moderate level overall, while the desirable conditions were at the highest level. The developed model comprised six components: principles, objectives, input factors, process (P-P-D-E-R-S cycle), output and outcomes, and feedback. All components passed expert congruence assessment with IOC values ranging from 0.80 to 1.00. Implementation results indicated the highest level of appropriateness overall. Student academic achievement scores after implementation were significantly higher than before at the .05 statistical significance level, and teachers reported the highest level of satisfaction. Evaluation and certification by specialists through the Modified Delphi technique confirmed that the model achieved the highest quality level across all dimensions of accuracy, appropriateness, feasibility, and clarity. The developed model demonstrated content validity, outcome effectiveness, and academic certification, making it suitable for broader implementation in other educational institutions to drive sustainable excellence in educational quality.