Browsing by Subject "E-learning"
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ItemAn augmented reality 3D pop-up book: the development of a multimedia project for English language teachingAugmented Reality (AR) for academic purposes is growing in the same upward direction as the expansion of smart multimedia into education and lifelong learning. This paper reports on an AR curriculum materials research and development project which employs storytelling as a teaching technique in a blended learning environment for Grade Three students in Bangkok learning English. It involved an AR 3D pop-up book as a tool for teachers to deliver the story of a children’s book, namely The Seed Shooting Game, to teach various English language aspects to young children. The primary rationale supporting this research was the high demand and appreciation of the potential to integrate Augmented Reality into classrooms effectively to enhance learning. This article aims to detail each phase of the production process: pre-production, production and post production. The population for this study were 484 Grade Three Thai students of whom 99 were purposively selected. An added finding was the depth of learning - comprehension and engagement gained from the English lesson were higher than their pre-test scores. The majority of participants indicated that the Augmented Reality book was a stimulating educational resource that increased the desire to learn.
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ItemA blended learning design to improve non-music students' knowledge of Chinese Traditional Music in Hunan Agriculture UniversityThis study is a quasi-experiment research. The aims of the study are to determine if the blended Chinese Traditional Music Appreciation Course using Superstar Learning Application improves the Chinese traditional music knowledge of non-music majors and to explore the students’ opinions towards the use of Superstar Learning Application as a teaching and learning tool in a blended Chinese Traditional Music Appreciation Course. The research site is at Hunan Agriculture University, China, involving freshmen students taking the Chinese Traditional Music Appreciation Course. The study used a mixed methodology design. The Pre-test and post-test were administered to determine the effectiveness of the blended learning course. An in-depth interview was also conducted to explore the opinions of volunteer participants about the blended Chinese Traditional Music Appreciation Course and the application used. Comparison of the pre-test and post-test scores showed that the Chinese traditional music knowledge of non-music major students improved after learning in the blended Chinese Traditional Music Course. Students who volunteered to be interviewed showed positive opinions towards the blended learning course and the Superstar Learning Application as a teaching and learning tool.
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ItemA comparative study of mathematics self-efficacy and anxiety levels of Grades 10-12 students at Thai Christian School before and after supplemental practice use of the mathematics e-learning application website Khan AcademyThe purpose of this study was to determine if students’ mathematics selfefficacy could be increased and their mathematics anxiety could be reduced by adding supplemental mathematics practice using the internet-based website Khan Academy to increase mastery experiences in solving mathematics problems. The study focused on 156 Grades 10-12 students at Thai Christian School in Bangkok. A research experiment was conducted during the course of the second semester of the 2016 school year based on Bandura (1977) sources of self-efficacy (mastery experience, vicarious experiences, verbal persuasion, psychological factors). During the experiment, the students received weekly supplemental mathematics practice by homework recommendations from the researcher sent using the Khan Academy website. A comparison was made between the students’ mathematics self-efficacy and mathematics anxiety before and after the research experiment and after the research experiment. The research included four objectives. Objectives one and two were to determine students’ mathematics self-efficacy levels and mathematics anxiety levels at the beginning and end of the research experiment. Objectives three and four were to determine if a significant increase in mathematics self-efficacy and a significant reduction in mathematics anxiety could be achieved through the addition of supplemental mathematics exercises using the mathematics e-learning website Khan Academy. The major findings in this research were that the average students’ mathematics self-efficacy increased, and the average students’ mathematics anxiety was reduced in all three-program emphasis (mathematics science, mathematicsEnglish, English-Chinese). Overall Mathematics self-efficacy increased significantly for the entire sample and mathematics anxiety reduced significantly for the entire sample.
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ItemThe Convergence of Augmented Reality and Education The Seed Shooting Game: An Augmented Reality 3D Pop-up Book(The Second International Conference on E-Learning and E-Technologies in Education (ICEEE2013), 2013) Poonsri Vate-U-LanThe purpose of this research paper was to demystify: 1) a convergence of Augmented Reality (AR) technology as an educational multimedia and instructional design principles and 2) a divergence of learning outcomes and findings based upon the utilization of Augmented Reality 3D pop-up book, namely The Seed Shooting Game. This AR 3D pop-up book employed a storytelling technique for teaching English as a foreigner language for Year Three students, in Bangkok, Thailand. The population of this quasi experimental research was 484 Year Three Thai students who were studying in the second semester of 2011. 99 students were derived from purposive selection method as the samples. The statistics used to present data of this current paper were mean, standard deviation, t-test and bivariate correlation. This innovation was designed for blended learning environment which combined electronic curriculum material in traditional teaching mode. The research results presented the divergence between pre-test and post-test score of participants, the diversity of satisfaction levels of students who studied in this blended learning environment. This paper also presented the correlation between achievement and satisfaction towards to the developed curriculum material which reflected the confident to use AR technology for education in future.
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ItemExploring factors for e-learning readiness in the workplace: a case of a Company Head Office in Yangon(Bangkok : Assumption University Press, 2022) Maung, Yoon Thiri Maung ; Fernando, Maria Socorro C. L.Some organizations in Myanmar have started using e-learning systems as part of their learning and development plans caused by the pandemic crisis. Most organizations have also begun using online learning systems, which allow their employees to connect and learn virtually, even in an emergency. This research aims to examine the factors that influence employees’ e-learning readiness in the organization. This study examined the influence of eight factors of perception, attitude, motivation, knowledge sharing practices, management support, technology access, technological competencies, and content readiness on e-learning readiness in a Company Head Office in Yangon. In this mixed-method research, only operational employees and managers participated in an online survey. The seventy-five employees responded to the 5-point Likert scale questionnaire with open-ended questions. The quantitative data analysis consisted of Cronbach’s Alpha Reliability Test, descriptive analysis, inferential analysis. Content analysis was used to analyze the qualitative data. The results indicated that perception with p value less than 0.05 (p value) = 0.000<0.05 and technological competencies with p value less than 0.05 (p value) = 0.024<0.05 have significant influence on the e- learning readiness. The qualitative data highlights technology access, technological competencies, perception, attitude, and motivation at the personal level, technology access, technological competencies, knowledge sharing practices and management support at team or departmental level, and content readiness at the organizational level to improve e-learning readiness. According to the overall results, the employees’ current e-learning readiness level is in a good situation although there are some areas to develop for better engagement of employees in the e-learning implementation process. In conclusion, strategies and recommendations are: 1) to provide more technological supports in terms of devices and learning space; 2) to provide more departmental trainings and team collaborations through online; 3) to have strategic plans for e-learning whether it is departmental or for the whole organization; and 4) to utilize interesting and effective contents for employees.
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ItemFactors affecting intention to E-learning systems in selected Universities in Phnom Penh, CambodiaThis research investigates factors influencing the intention to use e-learning systems in selected universities in Phnom Penh, Cambodia. The conceptual framework has been developed by adopting previous theoretical studies and research models of the modified unified theory of acceptance and use of technology (UTAUT2). Five hundred questionnaires were collected from undergraduate students through Google form survey with universities’ administration assistance. Multi-stage sampling was used: the first stage is stratified random sampling followed by purposive sampling. Collected data were analyzed using the Structural Equation Model (SEM) and Confirmatory Factor Analysis (CFA) to confirm the model fit and hypothesis testing. The findings showed that performance expectancy, effort expectancy and self-efficacy did not have any influence on behavioral intention. However, social influence had the strongest influence on behavioral intention to use e-learning systems, followed by facilitating conditions. Moreover, facilitating conditions and behavioral intention had a significant influence on use behavior of e-learning systems. This study provided theoretical implications for researchers related to technology adoption and information for training institutions, universities, schools and academic staff on issues they need to focus on when they wish to launch any new system or online services.
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ItemLearning styles and attitude towards e-learning among university undergraduate students in international programs in Bangkok ThailandThe purpose of this study is to investigate the relationship between learning style in terms of instructional preference, social interaction, information processing and personality in e-learning in terms of visual, auditory and tactile; and attitude towards e-learning among undergraduate students in international program in Bangkok Thailand. A total of 300 respondents participated in a demographic questionnaire survey using the Learning Style Scale, Learning Style Inventory-Likert and E-learning Acceptance Scale for data collection. Regression Analysis was utilized to analyze the collected data. The result of the study finds that there is a relationship between learning styles and attitude towards elearning among undergraduate university students in international programs in Bangkok Thailand in terms of instructional preference, information processing as well as visual and tactile personality style.
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ItemA Prototype of eConsultancy System for Users’ Skills Improvement in Enterprise Resource Planning (ERP) Implementation( 2017-07) Seksin Cheevirot ; Poonsri Vate-U-LaneConsultancy is a new way of consultancy services through online based platforms in services delivering, in which the concept of eConsultancy shares the common characteristics of eLearning that has been widely recognized and accepted in the educational sectors. This research aims to propose the effective eConsultancy prototype model aiding in the implementation of Full word before acronym- Enterprise Resource Planning (ERP) in an efficient and effective ways. The significance of this research focuses at development of eConsulatancy prototype that is met and satisfied by both ERP users and professional consultancy. The major finding suggested that eConsultancy system to improve users’ skills in ERP implementation should be consisted of three main components, which are the content engagement, interaction, and effective appraisal.
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ItemPsychological impact of e-learning on social network sites: online students’ attitudes and their satisfaction with life( 2019) Poonsri Vate-U-LanThis paper reports on the findings of a study pertaining to the psychological impact of e-learning on social network sites. The findings have resulted by means of a correlational analysis between attitude towards e-learning on social network sites and satisfaction with life of students experienced with e-learning experiences. It was based on an online survey of 607 valid responses with e-learning experiences gathered from 896 online respondents. The gender profile was balanced (males 50.7% and females 49.3% respectively). The analysis found that students who had experience of e-learning on social network sites also had a positive score on the Satisfaction with Life Scale (females 4.40 out of 6, SD = 0.91 and males 4.38 out of 6, SD = 0.9). The attitudes towards e-learning were also positive (female 4.34 out of 6, SD = 1.0 and male 4.12 out of 6, SD = 1.2). The relationship between e-learning attitudes and satisfaction with life was investigated using the Spearman Rank Order Correlation (rho) statistic. The research data shows a significant positive association between attitudes towards e-learning and satisfaction with life by females and males.
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Itemการพัฒนารูปแบบสภาพแวดล้อมการเรียนรู้แบบอีเลิร์นนิ่งบนเครือข่ายทางสังคม เรื่องการอินทิเกรต วิชาคณิตศาสตร์สำหรับนักศึกษาปริญญาตรี( 2009) สมภพ ทองปลิว ; พูลศรี เวศย์อุฬารการวิจัยครั้งนี้เป็นการวิจัยกึ่งทดลอง ซึ่งมีวัตถุประสงค์เพื่อ (1) พัฒนารูปแบบสภาพแวดล้อมการเรียนรู้แบบอีเลิร์นนิ่งบนเครือข่ายทางสังคม เรื่องการอินทิเกรด วิชาคณิตศาสตร์ สำหรับนักศึกษาปริญญาตรีให้มีประสิทธิภาพตามเกณฑ์ 80/80 (2) หาค่าดัชนีประสิทธิผลของรูปแบบการเรียนรู้ที่พัฒนาขึ้น (3) ศึกษาเปรียบเทียบผลสัมฤทธิ์การเรียนของนักศึกษาที่เรียนตามรูปแบบการเรียนรู้ที่พัฒนาขึ้นกับการเรียนจากการสอนตามปกติ (4) ศึกษาความคงทนในการจำเมื่อเรียนจากรูปแบบการเรียนรู้ที่พัฒนาขึ้นผ่านมาแล้ว 1 เดือน และ 2 เดือน และ (5) ศึกษาเจตคติของนักศึกษาที่มีต่อรูปแบบการเรียนรู้ที่พัฒนาขึ้น ประชากร คือ นักศึกษาระดับปริญญาตรี 2-3 ปี วิทยาลัยเทคโนโลยีอุตสาหกรรม มหาวิทยาลัยเทคโนโลยีพระจอมเกล้าพระนครเหนือ ภาคเรียนที่ 2 ปีการศึกษา 2554 จำนวน 700 คน กลุ่มพัฒนาเครื่องมือ เลือกมาแบบเจาะจง จำนวน 48 คน แบ่งเป็น 3 กลุ่ม คือ 1) กลุ่มพัฒนาเครื่องมือแบบรายบุคคลจำนวน 3 คน 2) กลุ่มพัฒนาเครื่องมือแบบกลุ่มย่อยจำนวน 15 คน และ 3) กลุ่มพัฒนาหาประสิทธิภาพของเครื่องมือจำนวน 30 คน ส่วนกลุ่มตัวอย่างเพื่อใช้ในการทดลอง เลือกมาแบบเจาะจงจำนวน 60 คน แบ่งเป็นกลุ่มทดลองและกลุ่มควบคุมกลุ่มละ 30 คน เครื่องมือที่ใช้ในการวิจัย คือ (1) บทเรียนอีเลิร์นนิ่งบนเครือข่ายทางสังคมเรื่องการอินทิเกรตวิชาคณิตศาสตร์ (2) แบบวัดผลสัมฤทธิ์ทางการเรียน จำนวน 30 ข้อ เป็นแบบเลือกตอบ 4 ตัวเลือก มีค่าความเชื่อมั่นของแบบทดสอบทั้งฉบับ เท่ากับ 0.83 ค่าความยากง่ายเฉลี่ยทั้งฉบับ เท่ากับ 0.77 ค่าอำนาจนำแนก เท่ากับ 0.63 (3) แบบฝึกหัดระหว่างเรียน (4) แบบประเมินคุณภาพเนื้อหาอีเลิร์นนิ่ง (5) แบบประเมินคุณภาพการใช้อีเลิร์นนิ่ง และ (6) แบบวัดเจตคติ สถิติที่ใช้ในการทดสอบสมมติฐานได้แก่ t-test โดยกำหนดระดับนัยสำคัญทางสถิติที่ 0.05 ปรากฏผลการวิจัยดังต่อไปนี้ 1. รูปแบบสภาพแวดล้อมการเรียนรู้แบบอีเลิร์นนิ่งบนเครือข่ายทางสังคม เรื่องการอินทิเกรตวิชาคณิตศาสตร์ สำหรับนักศึกษาปริญญาตรี ที่พัฒนาขึ้นมีประสิทธิภาพเท่ากับ 84.73/84.88 เป็นไปตามเกณฑ์ที่กำหนดไว้ 2. ดัชนีประสิทธิผลของรูปแบบการเรียนที่พัฒนาขึ้นมีค่าเท่ากับ 0.72 3. ผลการเปรียบเทียบผลสัมฤทธิ์ทางการเรียนจากรูปแบบการเรียนรู้ที่พัฒนาขึ้นกับการเรียนปกติทดสอบด้วยสถิติ t-test พบว่า ผลสัมฤทธิ์ทางการเรียนจากรูปแบบการเรียนรู้ที่พัฒนาขึ้นสูงกว่าการเรียนปกติ อย่างมีนัยสำคัญทางสถิติที่ระดับ 0.05 4. ความคงทนในการจำหลังเรียนจากรูปแบบการเรียนรู้ที่พัฒนาขึ้นผ่านมาแล้ว 1 เดือน และ 2 เดือน แตกต่างกันอย่างมีนัยสำคัญทางสถิติที่ระดับ 0.05 5. เจตคติที่มีต่อรูปแบบการเรียนรู้ที่พัฒนาขึ้นมีค่าเป็นบวก (3.98) ซึ่งหมายความว่า นักศึกษาชอบเรียนด้วยรูปแบบการเรียนรู้ที่พัฒนาขึ้น