ECT Education and Communication Technology Journal

A Model of Electronic Portfolio in Online Experiential Learning to Enhance Work Creation of Undergraduate Students

Jirapat Eiamcharoenlap — 2025-07-01

The purpose of this research was to study the use of a model of electronic portfolio in online experiential learning to enhance work creation of undergraduate students. The samples of this research were 52 undergraduate students from universities under the Ministry of Higher Education, Science, Research and Innovation, selected by a purposive sampling method. The experimental instruments were 1) the electronic portfolio system, 2) lesson plans, 3) the leading questions for reflection, 4) the work creation assessment, and 5) the questionnaire of students' satisfaction. The experimental period lasted 5 weeks. The data were analyzed by using frequency, percentage, mean, standard deviation, and One-Way repeated-measure ANOVA analysis.

The results showed that 1) the scores of the work creation in the first, third, and fifth sessions were significantly different at the .05 level, and 2) the overall students' satisfaction toward the electronic portfolio model was at the highest level.

The Effects of Active Learning using Microlearning Games to Enhance Japanese Language Skills of Matthayom Sueksa Four Students

kamonwan kheawnoi — 2025-07-01

In this thesis, the researcher aimed to (1) determine the quality and efficiency of active learning using microlearning games to enhance the Japanese language skills of Mathayom 4 students based on the 80/80 criterion; and (2) examine the effects of this learning approach on students' Japanese language skills. The sample consisted of forty Mathayom 4 students at Sai Nam Phueng School during the first semester of the academic year 2024, selected by simple random sampling through drawing lots for one classroom. The research instruments included: (1) microlearning games for Japanese language subject; (2) a media quality evaluation form; and (3) a Japanese language skills assessment. Data were analyzed using mean (M) and standard deviation (SD).

The findings are as follows: (1) The quality of active learning using microlearning games was at a very good level (M = 4.55, SD = 0.59). The efficiency of this approach was 83.17/82.50, meeting the set criterion of 80/80. (2) The Japanese language skills of students who learned through this approach were at the highest level (M = 4.56, SD = 0.56).

A Development of an Online Instructional Model for Enhancing Basic English Writing Skills at the Bachelor's Degree Level for Distance Education

Wachira Prammawong — 2025-07-16

This research aimed to 1) develop an online instructional model to enhance basic English writing skills for undergraduate distance education, and 2) examine the quality of the developed model. The study employed a research and development methodology comprising six stages: 1) studying relevant concepts and theories, 2) drafting a conceptual framework for the teaching model, 3) gathering opinions from 30 undergraduate students from Sukhothai Thammathirat Open University and 5 experts through structured in-depth interviews, 4) evaluating the model by 5 qualified experts using a teaching model evaluation form, 5) analyzing data and summarizing results, and 6) disseminating research findings. Data analysis methods included content synthesis and summarization, as well as descriptive statistics such as frequency, percentage, and standard deviation.

The research findings revealed that: 1) The developed model comprises four main components: self-study, online practice, synchronous teaching, and assessment. It also includes four supporting factors: learner support system, motivational enhancement activities, creation of an online learning community, and development of technological knowledge and skills for both instructors and learners. 2) The quality assessment of the developed online instructional model to enhance basic English writing skills for undergraduate distance education yielded a high-level rating. The model demonstrated consistency with relevant theories and practical applicability.

Development of a Gamification-based Learning Model to Enhance Digital Creativity Competencies of Distance Learners

Phantipa Amornrit — 2025-07-16

This research aimed to 1) examine expert opinions on a gamification-based learning model designed to enhance the digital creativity capabilities of distance learners, and 2) develop and evaluate this model. The research was conducted in two phases. Phase 1 involved studying the opinions of nine experts on theoretical concepts for designing and developing a gamification-based learning model to promote digital creativity among distance learners. Phase 2 focused on developing and evaluating the model to enhance the digital creative capabilities of distance learners. The research instruments included: 1) structured interviews with experts about the development approach of the gamification-based learning model to enhance students' digital creativity capabilities, and 2) an evaluation form for assessing the model. Data were analyzed using mean, standard deviation, and content analysis.

The results were as follows: 1) The gamification-based learning model consists of seven components: (1) content, objectives, missions, and learning activity outcomes, (2) gamification components, (3) strategies to promote digital creativity, (4) instructor components, (5) learner components, (6) learning systems, media, and technology, and (7) measurement and evaluation components. The learning management process includes three phases: First, the Pre-learning phase involves identifying learner characteristics, setting learning objectives, sequencing the structure of learning experiences, specifying necessary resources, tools, and technologies, and defining gamification components. Second, the During-learning phase consists of five sub-steps: (1) brainstorming and project ideation, (2) providing case studies and sharing ideas, (3) analyzing problems and synthesizing success factors for development, (4) extending and refining creative prototypes, and (5) presenting work for exchange and reflection. Third, the Conclusion phase involves measurement and evaluation through observing learner behaviors and development, evaluating digital creative outputs, assessing the ability to use digital tools for creative problem-solving, and gauging learner satisfaction. 2) The evaluation by five experts indicated that the overall quality of the gamification-based learning model was at the highest level (M = 4.82, SD = 0.41); specifically, the components and steps of the model were deemed highly appropriate (M = 4.84, SD = 0.37), and the gamification-based learning activities were also rated at the highest level of appropriateness (M = 4.85, SD = 0.36)

A Development of Online Lessons on the Topic of Educational Media Production for Undergraduate Students in Educational Technology and Communication Program, Sukhothai Thammathirat Open University

varangkana topothai — 2025-07-25

The purposes of this research were to 1) develop an online lesson on Educational Media Production for undergraduate students in the Educational Technology and Communication Program at Sukhothai Thammathirat Open University to meet the established efficiency standard; 2) compare students' learning achievement before and after using the online lesson; and 3) study students' opinions about the online lesson. The research sample comprised 39 undergraduate students in the Educational Technology and Communication Program at Sukhothai Thammathirat Open University, obtained by simple random sampling. The research instruments included 1) an online lesson on Educational Media Production; 2) two parallel forms of achievement tests for pre-testing and post-testing; and 3) a questionnaire on students' opinions toward the online lesson. Statistics for data analysis were the E1/E2 efficiency index, mean, standard deviation, and t-test.

Research findings showed that: 1) the developed online lesson on Educational Media Production had an efficiency of 80.83/78.33, thus meeting the set efficiency criterion of 80/80; 2) the students who learned from the online lesson had significantly higher post-test scores than pre-test scores at the .05 level of significance; and 3) the students rated the appropriateness of the online lesson at the highest level.

Development of English Skills for Manpower in Thai Film Industry on Metaverse

Orathai Piayura — 2025-07-25

The objectives of this research were: 1) to study English skills of the workforce in the Thai film industry in virtual spaces, 2) to develop a platform for enhancing English skills in virtual spaces, and 3) to propose guidelines for driving the development of English skills for the workforce in the Thai film industry in virtual spaces. The samples included: 1) students in fields related to the film industry, 2) operational personnel in the film industry, and 3) government officials and personnel in the film industry chain. The sample comprised 82 people selected through purposive sampling. The research instruments were: 1) opinion interview forms and 2) platform quality assessment forms. Data were analyzed using mean, standard deviation, and content synthesis analysis.

The research findings were as follows: 1) The study found that from the workforce perspective, factors including politics, economics, society, technology, environment, law, skills, personnel, shared values, and networks with foreign companies can contribute to the development of the Thai film industry on the world stage. 2) The platform development results showed that the overall quality of the platform for developing English skills in virtual spaces in terms of functionality was at a very good level (M = 4.25, SD = 0.58). 3) The findings on guidelines for driving English skill development revealed that students and personnel need to improve their English skills, with emphasis on speaking and communication skills, specialized vocabulary, and virtual film classroom simulations.

Educational Technology Office Model in the Digital Transformation Age for Higher Education Institutions in Thailand

yongyut khunsang — 2025-07-25

This research aimed to: 1) study the operational needs of the Educational Technology Office in the digital transformation age for higher education institutions in Thailand, 2) study the components of the operational structure and organizational management of the Educational Technology Office in the digital transformation age for higher education institutions in Thailand, 3) develop a model, and 4) evaluate the model. The study population consisted of three groups: a group of operators and department heads to study operational needs, a group of experts to assess model suitability, and a group of qualified professionals to evaluate the model. The research instruments used were a needs assessment questionnaire, interview form, suitability assessment form, and model assessment form.

The research results found that: 1) The operational needs of the Educational Technology Office in the digital transformation age for higher education institutions in Thailand, in terms of operational structure, consisted of 15 elements and 50 variables, and in terms of organizational management, there were 11 elements and 35 variables, with all variables consistent with the specified criteria (CFI = 1.000, TLI = 1.000, RMSEA = 0.000, SRMR = 0.000). 2) Components of the Educational Technology Office in the digital transformation age for higher education institutions in Thailand: in terms of operational structure, there were 15 components and 77 variables, and in terms of organizational management, there were 11 components and 56 variables. 3) The results of the model development of the Educational Technology Office in the digital transformation age for higher education institutions in Thailand showed high appropriateness overall (M = 4.41, SD = 0.77). 4) The evaluation results of the model indicated the highest level of appropriateness overall (M = 4.51, SD = 0.59).

A Study of The Conditions and Needs for One-To-One Technology Enhanced Learning Model Using Process Oriented Guided Inquiry Learning to Enhance Upper Elementary Students’ Digital Literacy

Nanthana Boothdaken — 2025-07-25

The purpose of this research was to study of the conditions and needs for one-to-one technology enhanced learning model using process oriented guided inquiry learning to enhanced upper elementary students’ digital literacy. The sample group consisted of 384 teachers and educational personnel from Bangkok Metropolitan Administration primary schools, selected through simple random sampling. The research instrument is a questionnaire on conditions and needs for one-to-one technology enhanced learning model using process oriented guided inquiry learning to enhance upper elementary students’ digital literacy. Data were analyzed using includes statistical methods such as frequency, percentage, mean, and standard deviation, with prioritization of needs determined by the Modified Priority Needs Index (PNI modified).

The study’s findings indicate that the highest priority need is for students to participate in online discussions, exchanges, or expressions of opinions on various topics. Following this, the next priority is assigning students to create work using digital technologies such as laptops and cloud-based tools (e.g., Google Workspace for Education). Lastly, enabling students to utilize data to generate new information through digital technology to effectively create new works ranks as the third priority.

Need Assessment of Instructor Development According to the University of Phayao Professional Standard Framework

Chonthida Thephinlap — 2025-07-25

The purpose of this study was 1) to assess the needs for faculty members' development in line with University of Phayao professional standards framework, and 2) to study the challenges and obstacles in faculty members' development according to this framework. The sample used in this study consisted of 69 faculty members from University of Phayao, selected through simple random sampling. The research instrument was a needs assessment questionnaire for faculty members' development in line with University of Phayao professional standards framework. The needs were analyzed using the modified priority needs index (PNI_modified), and the opinions on the challenges and obstacles in self- development were analyzed through content analysis of open-ended questions.

The results revealed that: 1) Faculty members at University of Phayao have the most significant need for development in student learning assessment and the ability to provide constructive feedback (PNI_modified = 0.58). This is followed by the need for effective learning activity implementation (PNI_modified = 0.47) and maintaining the ethics of the teaching profession (PNI_modified = 0.41). When categorized by academic disciplines and years of teaching experience, it was found that faculty members from the Humanities and Social Sciences, Health Sciences, and Science and Technology disciplines, with teaching experience ranging from less than 6 years to more than 15 years, share the highest need for development in student learning assessment and the ability to provide constructive feedback. 2) Regarding challenges and obstacles in faculty members' development, the majority of faculty members face the most significant difficulties with workload and time constraints. This is followed by challenges in preparing documents for professional standards framework assessment, as well as issues related to support systems for teaching evaluation and student assessment.

The Effects of Using Gamification and Cooperative Learning with the Team Games Tournament (TGT) Method for Prathom Sueksa Six Students

Porntana Jueajarn — 2025-07-25

This quasi-experimental research aimed to (1) develop gamification with cooperative learning using the Team Games Tournament (TGT) method for Prathom Sueksa Six students, (2) examine the effects of using this approach, and (3) investigate student satisfaction with the gamification and TGT cooperative learning method. The sample population consisted of thirty Prathom Sueksa Six students in one classroom at Assumption Samut Prakan School during the first semester of the academic year 2024, selected using simple random sampling by drawing lots. The research instruments included: 1) a lesson plan using gamification with cooperative learning through the TGT method, 2) gamification with cooperative learning through the TGT method, 3) a gamification media quality assessment form, 4) a programming skills assessment form, and 5) a satisfaction questionnaire. Data were analyzed using mean and standard deviation.

The findings were as follows: 1) The developed gamification with cooperative learning using the TGT method for Prathom Sueksa Six students showed very good content quality
(M = 4.77, SD = 0.19) and very good media quality (M = 4.53, SD = 0.18). 2) Students demonstrated very good programming ability when using gamification with cooperative learning through the TGT method, with an overall mean score 32.60. 3) Student satisfaction with the gamification and cooperative learning using the TGT method was at the highest level (M = 4.87, SD = 0.07).

Developing Artificial Intelligence Literacy Through the Think-Pair-Share Technique with Chatgpt

Prakob Koraneekij — 2025-08-30

This study examined the effect of using the think-pair-share strategy with ChatGPT as a cognitive partner to enhance students' artificial intelligence literacy. The sample consisted of 30 undergraduate students who participated in a learning activity where ChatGPT functioned as a thinking partner to promote analytical thinking. The research instrument was a pre- and post-intervention AI literacy assessment that encompassed four key dimensions of artificial intelligence literacy: awareness, usage, evaluation, and ethics. The assessment employed a five-point rating scale and was validated for content validity and internal consistency, with a Cronbach's alpha coefficient of 0.86 to ensure reliability. Self-assessment scores were analyzed using descriptive statistics to calculate means and standard deviations. A paired-sample t-test was employed to compare scores before and after the intervention.

The findings revealed that after participating in the think-pair-share activity with ChatGPT, students' mean AI literacy scores increased significantly from 2.66 to 4.33 (p < 0.05). Furthermore, when analyzing each individual dimension, significant improvements were observed in all four dimensions (p < 0.05). These results indicate that using ChatGPT
as a cognitive partner effectively enhanced the AI literacy of undergraduate students.

Using Online Educational Games for Thai Teachers to Enhance Classroom Learning

Chayakorn Thanakhan — 2025-07-01

The Use of Online Educational Games for Thai Teachers to Enhance Classroom Learning. This study focuses on how Thai teachers must adapt their roles to become facilitators of learning, supporting and designing learning activities that promote student engagement. However, there are some limitations to using online educational games, such as constraints on equipment and access to Internet technology, limited time for classroom activities, and potential risks from excessive use of educational games. Online educational games can be categorized into three types: (1) games that test knowledge, memory, comprehension, and question answering; (2) games that develop problem-solving skills; and (3) games that improve language skills. Additionally, online educational games serve as tools to enhance learning for both Thai teachers and students, with learning outcomes varying according to each individual's role.

Conceptual Framework for Artificial Intelligence literacy

Sasiyanai Sanpang — 2025-07-01

Artificial intelligence (AI) technology is one of the key factors driving changes in the education system in the digital age, which serves as a crucial foundation for developing skills that meet the demands of modern society. Promoting AI Literacy is essential to equip students with the ability to understand and utilize AI technology effectively, ethically, and appropriately. This article presents a conceptual framework for AI Literacy, comprising five main dimensions: understanding and learning about AI, applying and utilizing AI, evaluating AI, creating with AI, and considering AI ethics. This framework is designed to guide the development of educational content and learning activities that support students in being prepared to use AI critically. Furthermore, applying this framework contributes to fostering essential 21st-century skills such as critical thinking and problem-solving, while also enhancing the quality of education and preparing students for the workforce in an era where AI technology plays an increasingly significant role globally.

Editor's note

Phantipa Amornrit — 2025-07-27