Browsing by Author "Mutita Takomsane"

Now showing 1 - 2 of 2
  • Default Image
    Item
    Combining Online Learning with Gamification: An Exploration into Achievement, Motivation, and Satisfaction of the Undergraduate
    (International Journal of Information and Education Technology, 2022) Jira Jitsupa; Mutita Takomsane; Sasanun Bunyawanich; Nualsri Songsom; Prachyanun Nilsook
    ÑThis research aims to develop online teaching plan through applying gamification. The results reveal learning performance, motivation, and satisfaction of the undergraduate towards the intervention. The sampling group is the undergraduate enrolling in Digital Literacy course in the second semester of the 2020 academic year of 154. The research tools consist of online teaching plan incorporating gamification, achievement test, motivation level evaluation form, and satisfaction survey of the undergraduate with this teaching plan. The results inform that the online teaching plan generates performance according to the specified 80/80 criteria. The learning performance of the undergraduate is significantly higher than that before the implementation of the online teaching plan incorporating gamification at .01. Learning motivation of the undergraduate is significantly different with the statistical level of .01. Also, the undergraduate is highly satisfied with online teaching applying gamification. © 2022 by the authors.
  • Default Image
    Item
    The Community-Based Learning Approach for Designing School Curriculums in Early Childhood Education with an Application to Promote a 21st Century Learning
    (Association for Computing Machinery, 2021) Ravee Siriprichayakorn; Mutita Takomsane; Kulthida Meesomboon; Jira Jitsupa
    The mobile phone applications currently adopts and increasingly applies in education. The applications are widely used to promote and support learning in many levels and contexts. In this research, the 19 sophomore students who enrolled in a school curriculum in early childhood education course at Suan Dusit University in Thailand were expected to have the ability to design the school curriculum in early childhood education according to the early childhood school curriculum compositions with Roomle 3D & AR room planner application after using the learning approach of community-based integration and the use of application. The Roomle 3D & AR room planner application was used as a tool to draw floor plans, furnish and decorate the early childhood classroom and school. This study also aims to compare the academic achievement and to study the students' learning satisfaction in the school curriculum in early childhood education course before and after using the learning approach of community-based integration and the use of application. The statistics used in this research were mean, standard deviation and percentage. The results showed the students' ability to design the school curriculum in early childhood education according to the early childhood school curriculum compositions with Roomle 3D & AR room planner application. After using the learning approach, the students had an average score of 14.89 and a standard deviation of 2.08 which is 74.47% higher than before. The students' learning satisfaction was also at the highest level with the mean of 4.77 and the standard deviation of 0.40. Thus, it can be concluded that the community-based integration and the use of application can be used in promoting student's learning and increasing their knowledge towards the subject learning. © 2021 ACM.