Browsing by Author "Sasanun Bunyawanich"

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    Assessment for Learning (AfL): An Assessment Method Easing University to Workplace Transition of the Early Childhood Preservice Teachers
    (Suan Dusit University, 2021) Sasanun Bunyawanich; Chayapon Chomchaiya; Nutthaporn Owatnupat
    The transformative world driven by computer technology and globalization changes the nature of work. Thus, it is essential that preservice teachers need to be prepared for coping with the demands of the changing job market. The 21st-century skills highlight collaboration, communication, ICT literacy, critical thinking, problem solving, and social and cultural competencies. Assessment for learning (AfL) enhances development of teacher identity of preservice teachers which eases their transition from university to workplace. AfL can foster identity of early childhood preservice teachers because of two main reasons. Firstly, the preservice teachers need to have assessment literacy to help promote students’ learning in school. Having experience AfL in a teacher training program creates understanding of preservice teachers concerning its approach which they can apply AfL strategies in their own early childhood classrooms. Secondly, AfL enhances preservice teachers to have self-regulation in monitoring, designing, and assessing their own learning performance supported by self-reflection. Successfully implementing AfL as a classroom practice greatly relies on decision making of instructors and preservice teachers, and other external factors such as state accountability testing and district policies.
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    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.