Library and Information Science Srinakharinwirot University

Exploring the Use of Artificial Intelligence to Enhance Creativity in Transforming Ideas into Images and Sounds among Grade 8 Students at Cha Nok Rong School

Pattarporn Thamsuwan, Kullkanit Thangngao, Wisanuporn Aroonluck — Sat, 27 Dec 2025 00:00:00 +0700

This study aimed to 1) develop a contemporary radio drama series on the TikTok platform designed to promote nutritional well-being among older adults; 2) compare participants' health knowledge before and after exposure to the developed media; and 3) assess listener satisfaction with the radio drama. The study employed purposive sampling to select 75 older adults, aged 60–70, residing in the Bangkok metropolitan area. Participants were stratified into two distinct groups: an experimental group for media development trials (n=45) and a group designated for satisfaction assessment (n=30). Data were analysed using Mean, Standard Deviation, and t-tests. The research findings indicated that: 1) The developed contemporary radio drama received a quality assessment from five experts, rating its overall quality at the "highest" level of appropriateness. 2) A comparative analysis revealed that participants’ knowledge scores regarding nutritional health were significantly higher after listening to the drama compared to their pre-exposure scores, with statistical significance at the 0.05 level. 3) Overall, the participants reported the highest level of satisfaction with the contemporary radio drama regarding nutritional promotion on TikTok.

Exploring the Use of Artificial Intelligence to Enhance Creativity in Transforming Ideas into Images and Sounds among Grade 8 Students at Cha Nok Rong School

Sat, 27 Dec 2025 00:00:00 +0700

This study aimed to (1) examine patterns and characteristics of Artificial Intelligence (AI) use to promote creativity in converting ideas into images and sounds, (2) assess users’ satisfaction with AI as a creativity-support tool, and (3) analyze strategies and propose recommendations for applying AI in school-based learning. The research employed Research & Development (R&D) design. Data were collected from a purposive sample of 30 Grade 8 students at Cha Nok Rong School during the second semester of academic year 2568 (2025). The intervention comprised eight 50-minute sessions. Instruments included an AI-integrated instructional plan and a 5-point Likert questionnaire measuring usability, creativity support, product quality (image and audio), and attitudes (learning experience, intention to continue use, and digital ethics). Content validity was established (IOC = 0.75). Key findings indicated that 60.00% of participants were male, 80.00% were 14 years old, and 66.67% accessed AI via smartphones. Usability yielded an overall mean of 3.57 (interpreted as “high”), creativity support mean = 3.80 (“high”), image quality mean = 3.60 (“high”), and audio quality mean = 3.30 (“moderate”). Attitudinal measures (learning experience, continued-use intention, and digital ethics awareness) averaged 3.87 (“high”), suggesting students’ readiness to continue using AI and an increased awareness of ethical considerations.

Fictionalised Non-fiction Picturebooks: An Appropriate Information Format for Imparting Knowledge and Developing Critical Thinking Skills in Early Childhood

Tanya Pittayapitak — Sat, 27 Dec 2025 00:00:00 +0700

This article presents an analytical conceptual synthesis of research and theoretical perspectives in children’s literature, developmental psychology, information literacy, and early childhood education to examine the status of fictionalised non-fiction picturebooks as a distinct informational form appropriate for young children. Rather than positioning factual information and imagination as opposing modes, the article argues that integrating factual knowledge with imaginative narrative aligns with the cognitive and emotional development of children aged three to seven. Drawing on research concerning children’s fantasy–reality distinctions, narrative comprehension, and multimodal learning, the synthesis demonstrates that fictionalised non-fiction picturebooks function as an intermediary space in which children construct meaning from life-related information through emotional engagement and narrative structure. This process supports both knowledge acquisition and the gradual development of analytical thinking and information literacy over time. The article further discusses implications for the design and production of children’s picturebooks within contemporary educational contexts.