Synthesis of a Constructivist Virtual Learning Environment Integrated with Design Thinking to Promote Students’ Creativity
Article Sidebar
Main Article Content
Abstract
This study aimed to 1) synthesize a constructivist virtual learning environment integrated with design thinking to promote students’ creativity and 2) evaluate the suitability of the synthesized model. The suitability of the model was evaluated by five experts in the fields of educational technology, educational measurement and evaluation, and education. The research instrument was a suitability evaluation form for the constructivist virtual learning environment integrated with design thinking. Data were analyzed using descriptive statistics, including mean and standard deviation.
The findings revealed that 1) the synthesized model consists of two main components. The first component is the constructivist virtual learning environment, which comprises five elements, namely (1) simulation, (2) learning resources, (3) design, (4) creative reflection, and (5) scaffolding. The second component is the design thinking process, which consists of five steps, namely (1) observation, (2) information gathering, (3) ideation, (4) prototyping, and (5) testing. 2) The overall suitability of the constructivist virtual learning environment integrated with design thinking to promote students’ creativity was rated at the highest level (M = 4.61, S.D. = 0.40). When individual aspects were considered, the three highest-rated aspects, all at the highest level, were the practical usefulness of the model, the design thinking process, and the components of the constructivist virtual learning environment. The remaining two aspects, namely the constructivist virtual learning environment and the tools used within the model, were rated at a high level. The findings indicate that the synthesized model can be effectively applied to support student development and promote creativity.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Alam, A., & Mohanty, A. (2023). Evaluation of software engineering virtual laboratory in determining undergraduate students’ conceptual understanding: A blended learning model using collaborative-creative virtual learning environment employing critical pedagogy. In S. P. Mohanty, S. Alawneh, K. H. W. O. N. T. K., & V. Kumar (Eds.), Sentiment analysis and deep learning: Proceedings of ICSADL 2022 (pp. 875–899). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-5443-6_65
Alina, K. R. U. K. (2022). The benefits of virtual learning environment (VLE) in teaching ESP. Humanities science current issues, 2(52). 171-175. https://doi.org/10.24919/2308-4863/52-2-26
Almulla, M. A. (2023). Constructivism learning theory: A paradigm for students’ critical thinking, creativity, and problem solving to affect academic performance in higher education. Cogent Education, 10(1), 2172929. https://doi.org/10.1080/2331186X.2023.2172929
Asad, M. M., Naz, A., Churi, P., & Tahanzadeh, M. M. (2021). Virtual reality as pedagogical tool to enhance experiential learning: A systematic literature review. Education Research International, 2021(1), 7061623. https://doi.org/10.1155/2021/7061623
Association for Educational Communications and Technology [AECT]. (2012). AECT standards, 2012 version. Association for Educational Communications and Technology. https://www.aect.org
Ayuba, J. O., Abdulkadir, S., & Mohammed, A. A. (2025). Integration of digital tools for teaching and learning of Islamic studies among senior secondary schools in Ilorin Metropolis, Nigeria. INJIES: Journal of Islamic Education Studies, 2(1), 1–9. https://doi.org/10.34125/injies.v2i1.16
Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Assessing Writing, 57, Article 100745. https://doi.org/10.1016/j.asw.2023.100745
Bell, S. J. (2008). Design thinking. American Libraries, 39(1/2), 44–49. http://dx.doi.org/10.34944/dspace/112
Brown, T., & Wyatt, J. (2009). Design thinking for social innovation. Stanford Social Innovation Review, 8(1), 31–35. https://doi.org/10.48558/58Z7-3J85
Cakir, M. (2008). Constructivist approaches to learning in science and their implications for science pedagogy: A literature review. International Journal of Environmental and Science Education, 3(4), 193–206. https://www.researchgate.net/publication/238105956_Constructivist_Approaches_to_Learning_in_Science_and_Their_Implications_for_Science_Pedagogy_A_Literature_Review
Cárdenas, M. Á. L., & Estrada, C. C. P. (2022). Instructional design and technological resources in the improvement of teachers’ digital competencies. Apertura, 14(2), 40–61. https://doi.org/10.32870/ap.v14n2.2241
Carroll, M., Goldman, S., Britos, L., Koh, J., Royalty, A., & Horn, M. (2010). Destination, imagination and the fires within: Design thinking in a middle school classroom. International Journal of Art & Design Education, 29(1), 37–53. https://doi.org/10.1111/j.1476-8070.2010.01632.x
Ceylan, S., Şahin, P., Seçmen, S., Somer, M. E., & Süher, H. K. (2024). The contribution of digital tools to architectural design studio: A case study. Ain Shams Engineering Journal, 15(7), 102795. https://doi.org/10.1016/j.asej.2024.102795
Chicago Architecture Center. (2018). Discover design handbook: What is the design process? Why is it helpful? Scribd. https://www.scribd.com/document/409354317/Discover-Design
Cunningham, D. J., & Knuth, R. (1993). Tools for constructivism: Designing environments for constructive leaning. Springer.
de Jong, T., Lazonder, A., Pedaste, M., & Zacharia, Z. (2018). Simulations, games, and modeling tools for learning. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 256–266). Routledge. https://doi.org/10.4324/9781315617572-25
Deng, L., Shen, Y. W., & Chan, J. W. (2021). Supporting cross-cultural pedagogy with online tools: Pedagogical design and student perceptions. TechTrends, 65, 760–770. https://doi.org/10.1007/s11528-021-00633-5
Estriegana, R., Medina, J., Robina, R., & Barchino, R. (2021). Virtual learning environment to encourage students' relationships and cooperative competence acquisition. In ITiCSE '21: Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 1 (pp. 53–59). https://doi.org/10.1145/3430665.3456363
Fan, X. (2015). Effectiveness of an inquiry-based learning using interactive simulations for enhancing students' conceptual understanding in physics [Doctoral dissertation, The University of Queensland]. UQ eSpace. https://doi.org/10.14264/uql.2015.1005
Fusic, S. J., Rajalakshmi, R., & Sugumari, T. (2023). Digital transformation of industrial automation course in virtual learning environment during COVID-19 pandemic. Journal of Engineering Education Transformations, 36(Special Issue), 81–92. https://doi.org/10.16920/jeet/2023/v36is2/23012
Guilford, J. P. (1967). The nature of human intelligence. McGraw-Hill.
Gunawan, G., Nisrina, N., Suranti, N. M. Y., Herayanti, L., & Rahmatiah, R. (2018). Virtual laboratory to improve students' conceptual understanding in physics learning. In MISEIC 2018. IOP Conference Series: Journal of Physics: Conference Series, 1108(1), 1–6. https://doi.org/10.1088/1742-6596/1108/1/012049
Hamutoglu, N. B., Gemikonakli, O., Duman, I., Kirksekiz, A., & Kiyici, M. (2020). Evaluating students experiences using a virtual learning environment: Satisfaction and preferences. Educational Technology Research and Development, 68, 437–462. https://doi.org/10.1007/s11423-019-09705-z
Hannafin, M., Land, S., & Oliver, K. (1999). Open learning environments: Foundations, methods, and models. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 115–140). Lawrence Erlbaum Associates. https://www.researchgate.net/publication/237035032_Open_Learning_Environments_Foundations_methods_and_models
Haowharn, S., & Ruangsuwan, C. (2022). Development of a virtual learning environment model to fortify life skills for teenage of Thailand. Journal of Educational Issues, 8(1), 21-29. https://doi.org/10.5296/jei.v8i1.19314
Herrington, J., & Oliver, R. (1995). Critical characteristics of situated learning: Implications for the instructional design of multimedia. In J. M. Pearce & A. Ellis (Eds.), Proceedings of the 12th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (pp. 253–262). University of Melbourne. https://www.researchgate.net/publication/228591409_Critical_characteristics_of_situated_
learning_Implications_for_the_instructional_design_of_multimedia
Intakeaw, C., & Napapong, W. (2025). Learning management using problem-based learning together with design thinking process to promote creative thinking skills in digital photography for educational communication course. Journal of Information and Learning, 36(1), e272723. https://so04.tci-thaijo.org/index.php/jil/article/view/272723 [In Thai]
Johnson, B., & McClure, R. (2004). Validity and reliability of a shortened, revised version of the Constructivist Learning Environment Survey (CLES). Learning Environments Research, 7(1), 65–80. https://doi.org/10.1023/B:LERI.0000022279.89075.9f
Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 215–239). Lawrence Erlbaum Associates.
Khlaisang, J., & Songkram, N. (2019). Designing a virtual learning environment system for teaching twenty-first century skills to higher education students in ASEAN. Technology, Knowledge and Learning, 24, 41–63. https://doi.org/10.1007/s10758-017-9310-7
Kwek, S. H. (2011). Innovation in the classroom: Design thinking for 21st century learning. Academia.edu. https://www.academia.edu/34378215/Innovation_in_the_Classroom_Design_Thinking_for_21_st_Century_Learning
Lin, H., & Chen, Q. (2024). Artificial intelligence (AI) -integrated educational applications and college students' creativity and academic emotions: Students and teachers' perceptions and attitudes. BMC Psychology, 12, Article 487. https://doi.org/10.1186/s40359-024-01979-0
Maneeratana, K., Chancharoen, R., Thongnuek, P., Sukmuen, P., Inkaew, C., & Suwannatthachote, P. (2019). A reflection on teaching design thinking to first-year engineering students. In Proceedings of the IEEE International Conference on Engineering, Technology and Education (TALE). IEEE. https://doi.org/10.1109/TALE48000.2019.9225890
Ministry of Industry. (2017). Thailand industry 4.0 development strategy 20-year period (2017–2036). Ministry of Industry. [In Thai]
Mishra, N. R. (2023). Constructivist approach to learning: An analysis of pedagogical models of social constructivist learning theory. Journal of Research and Development, 6(01), 22–29. https://doi.org/10.3126/jrdn.v6i01.55227
Office of the Education Council [OEC]. (2017). The national education plan B.E. 2560–2579. Prikwarn Graphic. [In Thai]
Office of the Education Council [OEC]. (2022). Report on the monitoring and evaluation of the national education plan B.E. 2560–2579. Office of the Education Council. [In Thai]
Office of the National Economic and Social Development Board [NESDB]. (2017). The 20-year national strategy (2018–2037). Office of the National Economic and Social Development Board. [In Thai]
Park, J. C., Kwon, H. J. E., & Chung, C. W. (2021). Innovative digital tools for new trends in teaching and assessment methods in medical and dental education. Journal of Educational Evaluation for Health Professions, 18, 13. https://doi.org/10.3352/jeehp.2021.18.13
Poultsakis, S., Papadakis, S., Kalogiannakis, M., & Psycharis, S. (2021). The management of digital learning objects of natural sciences and digital experiment simulation tools by teachers. Advances in Mobile Learning Educational Research, 1(2), 58–71. https://doi.org/10.25082/AMLER.2021.02.002
Ra-Ngubtook, W. (1998). Student-centered learning management. Love & Press. [In Thai]
Rabiman, R., Sudira, P., Sofyan, H., & Nurtanto, M. (2021). Practical learning media in subject maintenance of chassis and power (MCP) based online: Simple learning using videos on YouTube. International Journal of Interactive Mobile Technologies, 15(3), 130–145. https://doi.org/10.3991/ijim.v15i03.14943
Rasmussen, K. (2022). You don't have to be a rocket scientist. The Science Teacher, 89(5), 50–55. https://doi.org/10.1080/00368555.2022.12293699
Santosa, M. H., Ivone, F. M., Jacobs, G. M., & Flores, J. C. (2022). Student-to-Student cooperation in virtual learning without breakout rooms. Beyond Words, 10(1), 70–82. https://doi.org/10.33508/bw.v10i1.3774
Saxena, R. (2025). Design thinking and a human-centered approach to explore the potential of mobile phone and AI-enabled just-in-time mental health solution for university students in India. In Proceedings of the 20th International Conference on Evaluation of Novel Approaches to Software Engineering - ENASE (pp. 508–519). SciTePress. https://doi.org/10.5220/0013288200003928
Slamet, J. (2024). Potential of ChatGPT as a digital language learning assistant: EFL teachers’ and students’ perceptions. Discover Artificial Intelligence, 4(1), 46. https://doi.org/10.1007/s44163-024-00143-2
Srikan, P., Pimdee, P., Leekitchwatana, P., & Narabin, A. (2021). A problem-based learning (PBL) and teaching model using a cloud-based constructivist learning environment to enhance Thai undergraduate creative thinking and digital media skills. International Journal of Interactive Mobile Technologies, 15(22), 68–83. https://doi.org/10.3991/ijim.v15i22.24963
Stanford d.school. (2010). An introduction to design thinking process guide. Hasso Plattner Institute of Design at Stanford. https://web.stanford.edu/~mshanks/MichaelShanks/files/509554.pdf
Thammaariyasakun, P., Napapongs, W., Tansakul, J., & Inkaew, C. (2025). Development of a virtual learning environment with the engineering design process to enhance students’ creative thinking skills. International Journal of Information and Education Technology, 15(1), 137–147. https://doi.org/10.18178/ijiet.2025.15.1.2226
Tsalapatas, H., Heidmann, O., Pata, K., Vaz de Carvalho, C., Bauters, M., Papadopoulos, S., Katsimendes, C., Taka, C., & Houstis, E. (2019). Teaching design thinking through gamified learning. In Proceedings of the 11th International Conference on Computer Supported Education (pp. 278–283). SciTePress. https://doi.org/10.5220/0007697402780283
Uddin, S. M. J., Albert, A., Tamanna, M., Ovid, A., & Alsharef, A. (2024). ChatGPT as an educational resource for civil engineering students. Computer Applications in Engineering Education, 32(4), e22747. https://doi.org/10.1002/cae.22747
United Nations Educational, Scientific and Cultural Organization. (2023). Technology in education: A tool on whose terms? Global Education Monitoring Report 2023. UNESCO. https://doi.org/10.54676/UZQV8501
Wylant, B. (2008). Design thinking and the experience of innovation. Design Issues, 24(2), 3–14. https://doi.org/10.1162/desi.2008.24.2.3
Yalçın, V. (2022). Design thinking model in early childhood education. International Journal of Psychology and Educational Studies, 9(1), 196–210. https://doi.org/10.52380/ijpes.2022.9.1.715
Zwart, D. P., Goei, S. L., Van Luit, J. E., & Noroozi, O. (2023). Nursing students’ satisfaction with the instructional design of a computer-based virtual learning environment for mathematical medication learning. Interactive Learning Environments, 31(10), 7392–7407. https://doi.org/10.1080/10494820.2022.2071946
