HUSO-Article

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Browsing HUSO-Article by Author "Saisuda Pantrakool"

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    IoT Smart Innovation Bin for Promote Learning Garbage Segregation
    (2023-12-19) Chutiwan Boonarchatong; Thinnagorn Chunhapataragul; Saisuda Pantrakool; Phuripoj Kaewyong; Kanitta Wongma; Kongsak Boonarchatong
    The aims of this research were to develop smart innovative trash bins to be used as learning media for garbage segregation and to assessment the learning outcomes after playing the game with smart innovative trash bins. The sample group consisted of 400 grade 4, 5, and 6 students. A set of smart innovative trash bin contains four trash bins classified by type: 1) biodegradable garbage (green bin), 2) hazardous garbage (red bin), 3) general garbage (blue bin), and 4) recycle garbage (yellow bin). The bin embedded the program code in the Arduino board. Twelve garbage items, four types, had RFID tags. When users bring garbage into the correct type of garbage bin, the trash bin lid will open and close by itself. On the other hand, if the garbage is placed in the wrong garbage bin, the lid will not open. The result shown the sample group’s learning outcome of garbage segregation increased by with 3.52 scores or 17.6%. In summary, smart innovative trash bins able to promote learning outcomes of garbage segregation.
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    The effect of metaverse technology on multicultural learning: Strengthening the social attitudes, cultural awareness and critical thinking skills of secondary school students
    (2025-01-23) Prisana Mutchima; Yutthapong Leelakitpaisarn; Bunpod Pijitkamnerd; Nattha Phiwma; Saisuda Pantrakool
    Thepurposeofthisstudyistoinvestigatetheeffectofmetaversetechnologyonmulticulturallearningtostrengthenthesocialattitudes,culturalawarenessandcriticalthinkingskillsofsecondaryschoolstudents.Methodology:Aquasi-experimentalresearchmethodwasusedinthisstudytoequallydivide80secondaryschoolstudentsintheDusitdistrict,undertheOfficeoftheBasicEducationCommission,Bangkok,Thailandintoanexperimentalgroupandacontrolgroup.Theexperimentofthemetaverseonmulticulturallearninginaneightweekteachingperiodcomprisedfourcomponents:virtualculturalexploration,role-playing,discussionsandreflections,andcollaborativeprojects.Theresultsshowedasignificantdifferenceintheaverageoutcomesbetweenthegroups.Inconclusion,themajorfindingsincludethreedimensions:1)Studentswholearnthroughmetaversetechnologyhaveahigherlearningprogressthanstudentsintraditionalclassrooms.2)Socialattitudesandcriticalthinkingskillsfromutilizingmetaversetechnologyinlearningarebothstatisticallysignificant.3)Theoverallassessmentprovesthatmetaversetechnologyimprovesstudents'learningoutcomes.Therefore,thisstudysupportstheintegrationofmetaversetechnologyintoeducation,especiallyindevelopingthinkingskillsandsocialcompetenceinmulticulturallearning.Themetaversesupportedteachers’instructiontoenhancestudents’social,cultural,andcriticalthinkingskills.
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    The Worries about Communication before having the Internship of the Fourth Year Students of Suan Dusit University
    (2023-12-15) Sirima Chiengchaovai; Saisuda Pantrakool
    The objective of this research were to study the worries about internship of the 4th year students in semester 2/2565 of Suan Dusit University; and to compare the worries divide by faculty, moreover, they will have work experience in semester 2/2565. 255 sampled group was the 4th year students from every faculty and school. The instrument for this research was a questionnaire. The statistics for the data analysis were the percentage, mean, standard deviation, and One Way ANOVA. The research results showed that the sampling group was worry about the internship at high level (x̄ = 3.66). When studying each aspect, it was found that: aspect 1: The worries about applying for the internship 1.1) Preparing the document for applying to the internship was at the high level (x̄ = 4.30), 1.2) Writing the document for applying to the internship was at the high level (x̄ = 4.17), and 1.3) Speaking for applying to the internship was at the high level (x̄ = 4.09). While Aspect 2: The worries about communication in the internship situation 2.1) Solving facing problem in working situation was at the high level (x̄ = 4.19), 2.2) Communication with people in working place was at the high level (x̄ = 4.12), and 2.3) Demeanor in working place was at high level (x̄ = 4.05). Comparison of the worries divided by faculty showed that students from different faculties worry about internships which were different with a statistical significance level of 0.05.