Journal of Educational Technology and Communications Faculty of Education Mahasarakham University (JETC)

TPACK: A Conceptual Framework for Modern Teachers

Thatchaphon Soraphum — 2025-09-23

This article presents approaches to learning management based on the TPACK (Technological Pedagogical Content Knowledge) framework, emphasizing the enhancement of teachers’ ability to integrate content knowledge (CK), pedagogical knowledge (PK), and technological knowledge (TK). The focus is on modern educators, utilizing learning processes, activities, and the integration of up-to-date knowledge in accordance with the TPACK conceptual framework. This framework highlights the combination of all three domains of knowledge to design learning activities that align with learners’ contexts, using technology as a tool to support learning. The principles of integration applied include Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK). These are employed to promote greater learner engagement in the learning process through activities and content, as well as to provide opportunities for learners to think critically, express opinions, and reflect on their thoughts. This approach fosters analytical skills and the application of knowledge according to the TPACK framework, supporting decision-making, collaboration, and systematic learning management.

The Development of Augmented Reality Learning Media Based on Constructionism Theory to Enhance Computational Thinking Skills on Logical Reasoning Programming for Grade 5 Students

Ananya Kijrangsri — 2025-09-23

The objectives of this research were: 1) to design and develop augmented reality learning media to enhance computational thinking skills.; 2) to investigate the effects of augmented reality learning media on the development of computational thinking skills.; and 3) to examine the learners’ satisfaction with the use of AR learning media. The target group of this study consisted of 30 Grade 5 students from Ban Pho School. The research instruments included: 1) AR learning media on the topic of programming with logical reasoning, 2) a computational thinking skills assessment, and 3) a satisfaction questionnaire on learning with AR media. the statistics used included the mean (M), standard deviation (S.D.), and relative gain score.

The research findings revealed that:

1) The design of the augmented reality (AR) learning media on the topic of programming with logical reasoning was developed using the ADDIE Model, consisting of five phases: Analysis, Design, Development, Implementation, and Evaluation. The resulting AR learning media took the form of flashcards and included two main components: (1) 3D content with narration, and (2) video infographics. The media covered three main topics: (1) basic flowchart symbols, (2) an introduction to the Scratch programming environment, and (3) fundamental Scratch commands. The AR learning media was developed based on the concept of constructivist theory, emphasizing hands-on learning.

2) The results of computational thinking skill development showed that the average percentage of students’ progress was 82.24%, indicating a very high level of improvement after learning.

3) The students’ satisfaction with the AR learning media was found to be at a very high level (µ = 4.57, σ = 0.14)

Development of Microlearning-Based Motion Graphics for Student Registration and Development at Rajamangala University of Technology Thanyaburi

Supannika Yongsue — 2025-09-23

This study aims to 1) design and develop microlearning-based motion graphics for student registration and development at Rajamangala University of Technology Thanyaburi, and 2) compare satisfaction and understanding before and after viewing the microlearning-based motion graphic media. The population consists of students from the Faculty of Mass Communication Technology, with a total number of 1,757. Samples were selected using simple random and quota sampling methods, comprising 1) in-depth interviews with 48 students (quota sampling), 2) a needs content survey with 30 students (simple random sampling), and 3) a satisfaction study with 330 students (simple random sampling using Taro Yamane’s formula at a 5% margin of error). Research instruments included the motion graphic media, interview forms, satisfaction questionnaires, and comprehension tests. The statistical analysis method employed descriptive statistics, including percentage, mean, and standard deviation, as well as non-parametric inferential statistics such as the Wilcoxon signed-rank test and the Kruskal-Wallis test, with a significance level set at .05.

The study results revealed that students are most interested in information regarding course registration, adding/dropping courses, tuition fee deferral, and educational loans, with a strong preference for receiving this information through motion graphics media. Satisfaction comparing results by academic year indicated that fourth-year students had the highest mean satisfaction across all aspects. A comparison of the results of the pre- and post-viewing of the motion graphic media showed average scores of 3.11 and 5.53, respectively, with a statistically significant difference. These reflects the differences in experience and perception from the developed microlearning-based motion graphic media were effectively enhanced for the sample.

Developing Learning Activities Based on STEM Education Integrated with Project-Based Learning to Enhance Learning and Innovation Skills of Undergraduate Students at Rajamangala University of Technology Srivijaya

Nipaporn Chuaytanee — 2025-09-23

This research aims to: 1) develop learning activities based on the STEM Education Integrated with Project-Based Learning to enhance learning and innovation skills of undergraduate students at Rajamangala University of Technology Srivijaya; 2) assess the students’ learning and innovation skills; and 3) investigate students’ satisfaction toward the implementation of STEM-integrated project-based learning activities designed to promote learning and innovation skills.

The participants of this study consisted of 32 second-year undergraduate students enrolled in Fundamental Physics during the first semester of the 2023 academic year at Trang campus. The participants were selected through purposive sampling. The research instruments utilized were learning management plans, learning and innovation skills assessment form, and student satisfaction questionnaire regarding the STEM-based learning activities. Data analysis was conducted using descriptive statistics, including percentage, mean , and standard deviation (SD). The research findings revealed that the STEM project-based learning consisted of six steps that could enhance activities: (1) Identifying and selecting a problem to solve; (2) Gathering relevant information and ideas; (3) Designing solutions or creatively developing a prototype of the innovation; (4) Planning and implementing the problem-solving process; (5) Testing, evaluating, and refining the innovation; and (6) Presenting the problem-solving outcomes or the developed innovation. In addition, the students’ learning and innovation skills after the implementation of the learning activities were found to be at a good level, with a mean score of (=3.17, S.D.=0.39) ,As regards the students’ satisfaction with the instructional management using STEM project-based learning activities, it was found to be at the highest level, with a mean score of (=4.50, S.D.=0.50)

Management of School Environments under the Jurisdiction of Prawet District, Bangkok Metropolis.

Kochaporn Junkami — 2025-09-23

The purposes of this research were to 1. To study teachers’ satisfaction with the arrangement of the school environment 2. To compare the levels of teachers’ satisfaction with the arrangement of the school environment. Which is categorized by gender, education level, age, and work experience. The sample of this research was 226 teachers affiliated with Prawet District Bangkok metropolis. Stratified random sampling was performed. comparing the proportion of the population with the specified sample. Then, use simple random sampling to reach the specified number of sample.The instruments used in the study was a 5-level rating scale questionnaire with the reliability of the whole edition at the level .97 The data were analyzed by using frequency, percentage, mean and standard deviation, t-test, and one-way analysis of variance and compare the differences in mean scores for each pair using the Sheffe’s method.

The results were as follows :

1) Teacher’s satisfaction with environmental education in educational institutions affiliated with Prawet District Bangkok metropolis the overall an a high level. ( = 4.36 , S.D.= .53) When considering each aspect, it was found that the first average was setting the educational standards of the educational institution, followed by implementing the educational development plan of the educational institution.

2) Comparison results of teacher’s satisfaction with environmental education in educational institutions affiliated with Prawet District Bangkok metropolis there are statistically differences in satisfaction levels based on gender overall and across education levels, age groups, and work experience categories at the .05 significance level.

Results of the study on Metaverse for Education Environment Through Constructivist Based-Learning to Promote Creative Thinking for Grade 3 Students

Sriprapai Pheanork — 2025-09-23

This research aimed to study 1) the creativity scores of students who learn with Metaverse constructivist learning environment to promote creative thinking

2) students’ opinions with Metaverse constructivist learning innovation to promote creative thinking. The target group was 38 students from grade 3 at Khon Kaen University Demonstration Elementary School (Modindang), the second semester of the 2023 academic year. This research was a pre-experimental design, single group with post-test (one-short case study). The study utilized the following instruments, Metaverse constructivist learning environment, a creativity measurement form, a student opinion survey form, a creativity interview form. Quantitative data from the creativity measurement were analyzed using descriptive statistics, including mean, standard deviation, and percentage. Qualitative data were analyzed through summarization, interpretation, analytical description, and protocol analysis. The results revealed that: 1) The creativity scores of students: The results revealed that 92.11% of students demonstrated an overall average creative thinking score of 87.99%, which exceeded the predetermined criterion of 70% of students achieving at least 70% of the total score. Protocol analysis, indicating students demonstrated various aspects of creative thinking, including: 1) Fluency, 2) Flexibility, 3) Originality, 4) Elaboration 2) The learners’ opinions found that 1) the content is up-to-date, challenging and sufficient for knowledge creation. 2) The media of the Metaverse has an influence on the motivation to learn. 3) The design is appropriate and promotes learning in the virtual world.

The Development of a Blended Supervision Model to Enhance Teachers’Competency in the Use of Digital Technology and Artificial Intelligence for Learning Management in Schools under the Sakon Nakhon Primary Educational Service Area Office 2

Sonthaya Lakthorng — 2025-09-23

This research aimed to: 1) study the actual state, expected state, and assess the priority needs for enhancing digital technology and artificial intelligence competency; 2) develop a blended supervision model; and 3) study the effectiveness of the blended supervision model. The research and development methodology were employed. The sample group consisted of 456 teachers obtained through simple random sampling, 9 experts selected through purposive sampling, and 40 teachers who participated in the model trial, selected by simple random sampling. The research instruments included a questionnaire, an interview form, the blended supervision model, a knowledge test, a skills and attributes assessment form, and a satisfaction questionnaire. Statistics used for quantitative data analysis were mean, standard deviation, and the modified priority needs index (PNImodified). Qualitative data were analyzed using content analysis. Inferential statistics included the Wilcoxon Matched-Pairs Signed-Ranks test and the dependent t-test.

The research findings were as follows:

1) The actual state was at a moderate level (=3.422, S.D.=0.960), while the expected state was at a high level (=4.162, S.D.=0.873). The highest priority need was in the use of artificial intelligence to support learning (PNImodified = 0.2673).

2) The developed blended supervision model consisted of 5 components: principles of the model, objectives of the model, a support system for supervision and an online learning platform, a supervision process (both on-site and online), and supervision outcomes.

3) After the supervision, the teachers’ knowledge scores were significantly higher than before the supervision at the .05 level of statistical significance. The results of the skills assessment were at a very good level (= 2.665, S.D.=0.472). The results of the attributes assessment were significantly higher than before the supervision at the .05 level. The teachers’ satisfaction with the supervision model was at the highest level (= 4.642, S.D.=0.533).

The Development of Activities of Daily Living (ADLs) Skills in Autistic Children Using a Visual Image Communication Program

Kanokorn Swang a-rom — 2025-09-23

This research aimed to (1) develop a Visual Image Communication Program to support daily living skills (ADLs) in individuals with autism, (2) examine the outcomes of using the program on the development of such skills, and (3) study the satisfaction of individuals with autism toward the Visual Image Communication Program. The participants were five individuals with autism, aged between 5 and 10 years, selected through purposive sampling. The research instruments included (1) the Visual Image Communication Program, (2) an A-B-A design implementation plan, (3) a daily living skills (ADLs) observation checklist, and (4) a satisfaction questionnaire. The statistical methods used were mean, percentage, and standard deviation.

The research findings revealed that

1) the developed Visual Image Communication Program was rated at the highest level of appropriateness (x̄=4.86)

2) the participants showed improved performance in daily living skills (ADLs) across the three phases of the A-B-A design. The baseline phase (A1) showed a moderate level of ability (x̄=1.80), the intervention phase (B) showed a favorable level (x̄=3.80), and the post-intervention phase (A2) showed an excellent level (x̄=4.50)

3) The participants demonstrated a high level of satisfaction with the Visual Image Communication Program (x̄=4.38).

The Development of a Mathematics Instructional Model Based on Phenomenon-Based Learning and Self-Regulated Learning to Enhance Mathematical Connection Thinking Among Mathayom 3 Students

Nantaporn Rapukdee — 2025-09-23

The objectives of this research were 1) to study the basic data, 2) to develop a quality learning management model, 3) to study the results of the trial of the learning management model, and 4) to study the evaluation results of the use of the learning management model. The sample group included 26 students in Secondary 3/5 in the 2024 academic year, which was obtained through cluster random sampling. 15 learning management plans, achievement tests, 30 questions, 10 subjective math associative thinking tests, 20 learning management style assessments, data analysis using average () Percentage of standard deviation (S.D.) and Dependent Samples t-test

The results of the research showed that:

1. Effective management of mathematics learning should use the phenomenological model as the basis in combination with the concept of self-regulation. To connect knowledge with real life and promote critical thinking. Participation and Mathematical Relational Thinking Skills.

2. The results of creating a learning management model have 6 components: (1) principles, (2) objectives, and (3) 5 learning management steps: choosing phenomena with self-observation, reflecting on ideas and setting goals. Plan together with self-inspection. (4) Social system, (5) Response principles, and (6) Effects arising from learning styles.

3. Students who study with this learning style Academic achievement and mathematical relational ability after school were statistically significantly higher than before school at the level of .05.

4. Developed learning management model The highest overall quality (=4.68, S.D.=0.09)

Development of gamification for enhancing Chinese vocabulary learning for grade 11 students at Khuruprachasan School

Saithip Sadudee — 2025-09-23

This research aims to 1) Develop gamification for enhancing Chinese vocabulary learning for grade 11 students at Khuruprachasan School, 2) To find out the effectiveness of gamification for enhancing Chinese vocabulary learning for grade 11 students at Khuruprachasan School with the efficiency criteria of 80/80, 3) To study the students’ learning achievement resulting from gamification for enhancing Chinese vocabulary learning for grade 11 students at Khuruprachasan School, and 4) To study student satisfaction from gamification for enhancing Chinese vocabulary learning. The population used in the research were 35 students in Grade 11, English and Chinese Language Program classroom, Khuruprachasan School, Sankhaburi District, Chainat Province. The research instruments were: 1) learning management plans, 2) gamification for enhancing Chinese vocabulary learning, 3) tests, and 4) satisfaction assessment form. Statistics used in data analysis include percentage, mean, standard deviation and Dependent Sample T-Test.

The results of the study were as follows: 1) The development of gamification for enhancing Chinese vocabulary learning for grade 11 students at Khuruprachasan School was found to be of very high quality. The content expert evaluated it at a very good level with an average score of 4.59, while the technical expert also rated it at a very good level with an average score of 4.82. 2) Gamification for enhancing Chinese vocabulary learning for grade 11 students at Khuruprachasan School was 81.66/80.22, which met the specified criteria of 80/80. 3) The learning achievement results revealed that the post-test scores were significantly higher than the pre-test scores at the .05 level of statistical significance. 4) Students were satisfied with gamification for enhancing Chinese vocabulary learning for grade 11 students at Khuruprachasan School at the highest level overall with an average value of 4.58.

Creative Non-fiction Writing Techniques in Youth Narratives from the Ban Kanjanapiseck

Wancharat Dechwilai — 2025-09-23

This research aims to analyze the creative non-fiction writing techniques found in youth narratives from Ban Kanchanapisek, as presented in two documentary books, Stories from Ban Kanchanapisek and the Steps of Mistakes, comprising a total of 30 stories. The study is conducted within the framework of creative non-fiction, which combines academic writing with literary elements. The analysis focuses on several key components, including title selection, introduction, plot development, ending, the use of rhetorical strategies or literary devices, and the inclusion of supplementary information that supports the documentary narrative; the findings will be presented through descriptive analysis.

The study reveals six key techniques employed in the youth narratives from Ban Kanchanapisek. 1) Title selection employed five different strategies: adopting titles reminiscent of short stories and novels; using rhymes and figurative language; placing a key term at the beginning followed by an explanatory phrase; choosing straightforward, literal titles; and arranging words or phrases sequentially to create emphasis. 2) Introductions followed four approaches: directly addressing the reader; opening in the style of a short story; beginning with a quotation that incorporates notable statements or remarks; and using narrative leads that establish context through description. 3) Plot development drew on storytelling techniques from short stories and novels, often conveyed through characters in a diary-like format. 4) Endings exhibited four methods: resolution endings that embed reflective messages; “un-ending” conclusions that leave readers contemplating; abrupt endings for dramatic effect; and retrospective endings. 5) Rhetorical and literary techniques appeared in three forms: narration, description, and exposition. And 6) Supplementary information was incorporated by quoting and inserting dialogue, as well as referencing documentary and field data to support the narratives.

The Enhancement of Problem-Solving Skills by Using Engineering Design Process with Web Support for Eleventh Grade Students at Roi-Et Wittayalai School

Natthaphat Inong — 2025-09-23

This research aimed to study three topics: 1) the practice of enhancing problem-solving skills through the engineering design process with web support; 2) the problem-solving abilities of students through the engineering design process with web support; 3) the satisfaction of students in enhancing problem-solving skills through the engineering design process with web support. Thirty-nine students from Mathayomsuksa 5/11, Roi -Et Witayalai school participated in this study. Three lesson plans, online website engineering design process, a problem solving test, a teacher record form, a student journal form and satisfaction survey served as research tools. This study employed statistical measure including mean, and standard division.

The following were research findings.

1) The practice of integrating web support into the engineering design process to enhance problem solving skills proceeded 6 steps. It included identify the problem and set goals–understand the problem that needs to be solved; collecting ideas-generate as many creative ideas as possible for a solution; plan the solution–select the best idea after collecting; build–implement the solution according to the plan; test build–evaluate the solution to see if it meets the goals defined in the first step; and improve/share the solution–analyze the results of the test and communicate the findings or final solution.

2) The results of enhancing problem solving abilities found that the average problem- solving ability score of 14.66 with a standard deviation of 0.063 indicates a highly consistent and precise measurement of problem-solving skills.

3) The average and standard deviation of satisfaction with integrating web support into the engineering design process to enhance problem solving skills were 3.66 and 0.96, This indicates the learners at a “high” satisfied level.

The Enhancing Classroom Participation and Mathematics Achievement Through Cooperative Learning for Grade 3 Students.

Wen Xiaoyi — 2025-09-23

The research objectives are to: 1) examine the participation in mathematics classes among third-grade students following the implementation of cooperative learning, 2) compare the mathematics achievement following participation in cooperative learning with the 80% criteria, and 3) investigate students’ satisfaction with the cooperative learning approach. The sample consisted of 90 third-grade students from Hangzhou Qiushi Primary School in China, selected through simple random sampling. The research tools included a set of instructional activity plans, an achievement test featuring consisting of examination fill-in-blank, multiple-choice items, subjective, and a student satisfaction survey focused on cooperative learning. Data were analyzed using mean (), standard deviation (SD), and hypothesis testing with a one-sample t-test.

The study revealed the following results: 1) Students’ participation in mathematics classes following the implementation of cooperative learning was overall at a high level (= 3.72, S.D.= 0.70). Among the dimensions, emotional participation obtained the highest mean score (=4.15, S.D.= 0.68), followed by behavioral participation (=4.04, S.D.=0.77). Regarding cognitive participation, students consistently applied higher-order thinking strategies. Nevertheless, some students with lower levels of participation experienced difficulties in expressing their opinions and felt excluded from group activities.

2) Students’ mathematics achievement after engaging in cooperative learning reached an average of 85.60% (t=8.94, p<0.05), which was significantly higher than the expected benchmark.

3) Students expressed a high level of satisfaction with cooperative learning, with a mean score of (=4.42, S.D.=0.53).

The Effects of Project-Based Learning on Mathematics Achievement and Critical thinking skills of Grade 2 Students at Xingzhou Primary School

Zhao Yuhao — 2025-09-23

This study aimed: 1) to compare the mathematics achievement of Grade 2 students at Xingzhou Primary School of China, before and after participating in project-based learning, and 2) to examine students’ critical thinking skills following the project-based learning intervention. The sample consisted of 45 Grade 2 students selected through stratified random sampling from a population of 315 students during the second semester of the 2024 academic year. The research instruments comprised: (1) a 15-hour project-based instructional plan covering three mathematics topics, validated by three experts for content validity; and (2) a mathematics achievement test consisting of 36 objective items. The test underwent two rounds of item analysis for difficulty and discrimination. The results indicated that 35 items achieved an acceptable discrimination index (D ≥ 0.25) and an average difficulty index of P = 0.77, with an Item-Objective Congruence (IOC) index of 1.00, and (3) a set of critical thinking assessment criteria encompassing five dimensions, also validated by experts and achieving an IOC index of 1.00. Data were collected over three weeks between March and April 2024, with five hours of instruction per week, totaling 15 hours, and pre- and post-tests were administered. Data analysis employed descriptive statistics, including means and standard deviations, as well as inferential statistics using a paired sample t-test at the significance level of α=0.05.

The findings were:

1) After participating in project-based learning, students’ mathematics achievement significantly increased (t = -16.32, p < 0.05), and

2) Students’ critical thinking skills were found to be at a moderate level (= 2.15, S.D.=0.52). The highest dimension was evaluation (=2.37, S.D.=0.34), followed by reasoning (=2.31, S.D.=0.34) and analysis (=2.29, S.D.=0.45), reflecting students’ ability to apply analytical thinking and decision-making processes appropriately within the learning activities.

The Development of an Experiential Learning-Based Instructional Model to Enhance Digital Technology Competency of Student Teachers at Songkhla Rajabhat University

Maneenuch Rongpol — 2025-09-23

This research aimed: 1) to develop an experiential learning model to enhance the digital competence of student teachers; 2) to develop a teaching package based on the experiential learning model to promote digital competence, with efficiency determined by the E1/E2 criterion of 80/80; 3) to examine the effectiveness of the teaching package by comparing students’ learning achievement before and after the instructions; and (4) to investigate students’ satisfaction with the teaching package. This study employed a research and development (R&D) design. The population consisted of 180 student teachers enrolled in the Graduate Diploma in Teaching Profession Program during the second semester of the 2024 academic year, distributed across six classrooms of 30 students each. Cluster random sampling was used by assigning numbers 1–6 to classes and randomly selecting one class of 30 students as the sample. The research instruments included: 1) a teaching package based on the experiential learning model comprising five instructional plans; 2) an achievement test; and 3) a satisfaction questionnaire.

The results revealed that:

1) the experiential learning model (EX-Tech Learning Model) consisted of a seven-step instructional process;

2) the developed teaching package achieved efficiency 80.73/80.42 meets the specified criteria

3) post-test learning achievement was significantly greater than pre-test achievement at the .05 significance level; and

4) students’ overall satisfaction with the teaching package was rated at the “highest” level (M=4.52, S.D.=0.82).