Development of An Online Metaverse Lesson Using Self-Directed Learning to Enhance Problem-Solving Ability
คำสำคัญ:
Online Metaverse Lesson, Self-Directed Learning, Problem-Solving Abilityบทคัดย่อ
This study aimed to: (1) develop an online Metaverse lesson using self-directed learning to enhance problem-solving ability, (2) compare pre-test and post-test learning achievement, (3) compare problem-solving ability before and after learning, and (4) assess students' satisfaction. The target group comprised 49 undergraduate students from Chanthaburi College of Dramatic Arts enrolled in the course 300-11003 Life Skills in Higher Education in the Digital Age during the first semester of the 2024 academic year. A one-group pretest-posttest experimental design was employed. Research instruments included: (1) structured interviews, (2) lesson plans, (3) an online Metaverse lesson using self-directed learning, (4) a learning achievement test, (5) a problem-solving ability assessment, and (6) a student satisfaction questionnaire. The findings revealed that: (1) the quality of the online Metaverse lesson was rated as excellent by experts ( = 4.52, SD = 0.55), (2) students' problem-solving ability significantly improved after learning ( = 21.22, SD = 1.92) compared to before learning ( = 13.51, SD = 2.39), (3) students' post-learning achievement ( = 33.47, SD = 3.37) was significantly higher than pre-learning achievement ( = 17.27, SD = 3.21), and (4) students reported a high level of satisfaction with the learning module ( = 4.59, SD = 0.48). These findings suggest that an online Metaverse lesson using self-directed learning is an effective approach to enhancing both learning achievement and problem-solving skills. Additionally, it promotes positive learning experiences, fostering deeper learning engagement. This research provides a foundation for the future development of technology-driven instructional media to improve education for diverse learners.
เอกสารอ้างอิง
Brockett, R. G., & Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research, and practice. (1st ed.). London: Routledge.
Ilana, L., & Atara, S. (2007). Problem posing as a means for developing mathematical knowledge of prospective teachers. In Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education, 3, 129-136.
Isaksen, S. G., & Treffinger, D. J. (2004). Celebrating 50 years of reflective practice: Versions of creative problem solving. The Journal of Creative Behavior, 38(2), 75–101.
Kamberelis, G., & Dimitriadis, G. (2005). Focus groups: Strategic articulations of pedagogy, politics, and inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 887–907). Sage Publications Ltd.
Knowles, M. S. (1970). The modern practice of adult education: Andragogy versus pedagogy. New York: Association Press.
Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. Chicago, IL: Follett Publishing Company.
Krueger, R. A., & Casey, M. A. (2014). Focus groups: A practical guide for applied research. London: SAGE Publications.
Mariam, N. (2004). Behavioral and social science research methods. Nakhon Pathom: Silpakorn University, Sanam Chandra Campus.
Panich, W. (2012). How to create learning for students. Bangkok: Tathata Publications.
Pholkrit, T. (2004). The effects of social studies instruction using critical thinking training on learning achievement and problem-solving ability of Grade 7 students (Master’s thesis). Chulalongkorn University.
Sakhunsam, W. (2018). Development of an instructional model to enhance creative problem-solving ability in mathematics for Grade 12 students. Office of the Basic Education Commission, Ministry of Education.
Suraphol, B. (2022). Metaverse for education: The connection between the Metaverse and real-world learning. North Bangkok University Academic Journal, 11(1), 9-16.
Tanapat, S. (2022). The final stage of innovation development and the role of the Metaverse for education and training in the next normal era. Journal of Innovation and Management, 7(2), 174–188.
Thai Institute for the Promotion of Science and Technology Teaching. (2022). Examples of international science assessment: PISA and TIMSS. Bangkok: Arun Printing.
Thip, J. (2022). Reflection on views and concerns about the future of education in which the Metaverse plays a role in connecting learning between the real and virtual worlds. Retrieved October 24, 2024, from https://www.chula.ac.th/highlight/64690/
Vichit, Y. (2022). Development of a competency enhancement model for teachers in online learning management at Bangkok Christian College. Faculty of Interdisciplinary Studies, Christian University.
Vichuda, M. (2018). Development of an instructional model to enhance creative problem-solving ability in mathematics for Grade 12 students. Office of the Basic Education Commission, Ministry of Education.
Wanvisa, I. (2014). Development of a virtual classroom using collaborative learning that affects creative work for secondary school students (Master’s thesis), Rajamangala University of Technology Thanyaburi.
Yupphawadee, P., & Theerachai, N. (2021). Does information technology really enhance learning. Mahasarakham Rajabhat University Journal, 15(3), 1-13.
ดาวน์โหลด
เผยแพร่แล้ว
รูปแบบการอ้างอิง
ฉบับ
ประเภทบทความ
สัญญาอนุญาต
ลิขสิทธิ์ (c) 2025 วารสารการวิจัยการบริหารการพัฒนา
อนุญาตภายใต้เงื่อนไข Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของมหาวิทยาลัยราชภัฏสวนสุนันทา
ข้อความที่ปรากฏในบทความแต่ละเรื่องในวารสารวิชาการเล่มนี้เป็นความคิดเห็นส่วนตัวของผู้เขียนแต่ละท่านไม่เกี่ยวข้องกับมหาวิทยาลัยราชภัฏสวนสุนันทา และคณาจารย์ท่านอื่นๆ ในมหาวิทยาลัยฯ แต่อย่างใด ความรับผิดชอบองค์ประกอบทั้งหมดของบทความแต่ละเรื่องเป็นของผู้เขียนแต่ละท่าน หากมีความผิดพลาดใดๆ ผู้เขียนแต่ละท่านจะรับผิดชอบบทความของตนเองแต่ผู้เดียว
