The Development of a Virtual Learning Environment Using Design Thinking Process to Enhance Innovative Media Production and Development Skills for Students Majoring in Digital Technology and Educational Communications
Article Sidebar
Main Article Content
Abstract
This research aimed to (1) develop and assess the quality of a virtual learning environment incorporating design thinking processes to enhance innovative media production and development skills, and (2) compare the innovative media production and development skills of students majoring in Digital Technology and Educational Communications who engaged in learning through the developed virtual learning environment. The participants comprised 30 second-year undergraduate students majoring in Digital Technology and Educational Communications, Faculty of Education, Prince of Songkla University, who were enrolled in Course 263-206: Instructional System Design and Media Development for Educational Communication. The research instruments included (1) the developed virtual learning environment entitled "VLEARN," and (2) an analytical rubric for assessing innovative media production and development skills. Data were analyzed using percentage, mean, and standard deviation. Hypothesis testing was conducted using One-Way Repeated Measures Analysis of Variance (ANOVA) and Bonferroni post hoc comparison. The findings revealed that (1) the developed virtual learning environment "VLEARN" comprised two principal components: the first component encompassed five essential elements of the virtual learning environment, namely Communication, Collaboration, Resource Sharing, Reflection, and Learner Support; while the second component integrated five sequential stages of the design thinking process, specifically Empathize, Define, Ideate, Prototype, and Test and Present. Expert evaluation indicated that the quality of the developed environment was at the highest level ( = 4.52, S.D. = 0.50). (2) Statistical analysis demonstrated that students' innovative media production and development skills measured across three time points differed significantly at the .01 level (F = 306.11, p < .01, η²p = .913 , with performance at the third measurement surpassing that of the second and first measurements, respectively. These results substantiate that the virtual learning environment integrated with design thinking processes is highly effective in significantly enhancing students' innovative media production and development skills.
Article Details
References
ชไมพร อินทร์แก้ว. (2563). การพัฒนาตัวบ่งชี้สมรรถนะของนักเทคโนโลยีการศึกษา [วิทยานิพนธ์ปริญญาดุษฎีบัณฑิต, จุฬาลงกรณ์มหาวิทยาลัย]. Chulalongkorn University Intellectual Repository (CUIR). https://digital.car.chula.ac.th/chulaetd/8973
ชไมพร อินทร์แก้ว, และ วิชัย นภาพงศ์ (2568). การจัดการเรียนรู้โดยใช้ปัญหาเป็นฐานร่วมกับกระบวนการคิดเชิงออกแบบเพื่อส่งเสริมทักษะความคิดสร้างสรรค์ในรายวิชาการถ่ายภาพดิจิทัลเพื่อสื่อสารการศึกษา. Journal of Information and Learning, 36(1), e272723. https://so04.tci-thaijo.org/index.php/jil/article/view/272723
ผ่องอำไพ ธรรมอริยสกุล, วิชัย นภาพงศ์, จิระวัฒน์ ตันสกุล, และ ชไมพร อินทร์แก้ว. (2566) การสังเคราะห์ รูปแบบสิ่งแวดล้อมการเรียนรู้แบบเสมือนร่วมกับกระบวนการออกแบบวิศวกรรมที่ส่งเสริมทักษะ ความคิดสร้างสรรค์ของนักเรียน. Journal of Information and Learning, 34(2), 1-15. https://doi.org/10.14456/jil.2023.15
ทิศนา แขมมณี. (2561). ศาสตร์การสอน: องค์ความรู้เพื่อการจัดกระบวนการเรียนรู้ที่มีประสิทธิภาพ (พิมพ์ครั้งที่ 22). สำนักพิมพ์แห่งจุฬาลงกรณ์มหาวิทยาลัย.
สกุลศรี ศรีสารคาม, และ ศุภกิจเจริญ อภิสิทธิ์. (2567). การพัฒนาทักษะการผลิตสื่อดิจิทัลเพื่อสร้างการมีส่วนร่วมด้วยกระบวนการคิดเชิงออกแบบ. Journal of Mass Communication Technology, RMUTP, 9(1), 97-116. https://doi.org/10.14456/jmctrmutp.2024.6
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
Association for Educational Communications and Technology. (2012). AECT standards 2012 version. Educational technology: A definition with commentary (2nd ed.). Lawrence Erlbaum Associates.
Balakrishnan, B. (2022). Exploring the impact of design thinking tool among design undergraduates: A study on creative skills and motivation to think creatively. International Journal of Technology and Design Education, 32(3), 1799-1812. https://doi.org/10.1007/s10798-021- 09652-y
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
Campbell, D. T., & Stanley, J. C. (2015). Experimental and quasi-experimental designs for research. Ravenio Books.
Chen, D., Lu, J., & Okawa, K. (2023). ICT-supported design thinking workshop program: A case study of encouraging social lean-in for high school students in Japan. Proceedings of the 15th International Conference on Computer Supported Education, 2, 527-534. https://doi.org/10.5220/0011969300003470
Clarke, R. I., Amonkar, S., & Rosenblad, A. (2020). Design thinking and methods in library practice and graduate library education. Journal of Librarianship and Information Science, 52(3), 749-763. https://doi.org/10.1177/0961000619871989
Fusic, 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(2), 81-92. https://doi.org/10.16920/jeet/2023/v36is2/23012
Hasso Plattner Institute of Design at Stanford. (2010). Design thinking bootleg. https://dschool.sfo3.digitaloceanspaces.com/documents/dschool_bootleg_deck_2018_final_sm2-6.pdf
Henriksen, D., Richardson, C., & Mehta, R. (2017). Design thinking: A creative approach to educational problems of practice. Thinking Skills and Creativity, 26, 140-153. https://doi.org/10.1016/j.tsc.2017.10.001
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Koo, T. K., & Li, M. Y. (2016). A guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of Chiropractic Medicine, 15(2), 155-163. https://doi.org/10.1016/j.jcm.2016.02.012
Lin, L., Shadiev, R., Hwang, W. Y., & Shen, S. (2020). From knowledge and skills to digital works: An application of design thinking in the information technology course. Thinking Skills and Creativity, 36, 100646. https://doi.org/10.1016/j.tsc.2020.100646
Maneeratana, K., Chancharoen, R., Thongnuek, P., Sukmuen, P., Inkaew, C., & Suwannatthachote, P. (2019, December). A reflection on teaching design thinking
to first-year engineering students [Conference presentation]. IEEE International Conference on Engineering, Technology and Education (TALE), Yogyakarta, Indonesia. https://doi.org/10.1109/TALE48000.2019.9225890
Strahler, D. (2025). A design thinking approach to a media production service-learning course. In F. Lima (Ed.), Utilizing service learning practices for creative design improvements (pp. 341-366). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-9704-6.ch011
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
