Qualitative and quantitative research methods were undertaken to examine and develop a digitally based virtual classroom learning environment (VCLE) for Thai undergraduate students’ creative thinking and innovation enhancement in science, technology, engineering, arts, and math (STEM/STEAM) disciplines. The research methodology was divided into two phases, including the synthesis and then the design of the VCLE. Also, in addition to the study’s authors, nine experts were used for the model’s development and another ten for its assessment (19 total). From their in-depth interviews and subsequent content analysis, their input of the proposed STEAM-ification process was synthesized and the data analyzed. The results revealed that the VCLE design should begin with a face-to-face, classroom learning environment in which the ‘ gamification ’ mechanisms were introduced and examined. This was then reinforced by moving the gamification process online outside of the classroom. Furthermore, five VCLE STEAM-ification steps were found to be particularly useful for enhancing creative thinking and student innovation. These included investigation , discovery , connections , creativity , and reflection . Moreover, we identified the gamification process as consisting of three main components. These were the ‘ game mechanics ,' the ‘ game dynamics ,' and ‘ player emotions ’. The ten experts agreed that the VCLE STEAM-ification creativity and innovation (C & I) process was appropriate at an ‘ excellent ’ level ( = 4.68, S. D. = 0.47), which has great potential in the development of Thai undergraduate student C & I skills. Also, when undertaken correctly, innovation and motivation to learn are also outcomes from both VCLE and gamification applications. Thus, when students undertook study with the VCLE STEAM-ification format, they were found to achieve higher levels of creativity and innovation than students who studied using the traditional teaching plan. These results were found to be statistically significant at the .01 level.
This paper is a report on the findings from the research and development of STEAMification model in flipped classroom learning environment to enhance creative thinking and creative innovation. The purposes of this study are: 1) to develop the model; 2) to study the developed model. Results exhibited that: 1) the model consists of 6 components, 2) the students who had studied through STEAMification had higher creativity (Mean = 14.53, S.D. = 0.94) than the students who studied through normal model (Mean = 12.90, S.D. = 1.91), 3) the students who had studied through model had higher quality of creative innovation (Mean = 14.86, S.D. = 1.62) than the students who studied through normal model (Mean = 12.90, S.D. = 1.91).
The objective of this research is to create an augmented reality interactive learning model, using the Imagineering process for the SMART classroom. The overall method is divided into 4 stages: (1) development of the augmented reality interactive learning model; (2) development of using augmented reality learning materials; (3) development of best practices teachers of ICT; and (4) expanding these results with the augmented reality interactive learning model. The target group for the research is 30 excellent tertiary teachers, 20 vocational instructors, 600 vocational students and 900 tertiary students. Qualified experts certified that the interactive learning model developed is at the most appropriate level. The interactive learning material activities consist of four main processes: preparation, prototype teacher development, outreach, and evaluation. The results of evaluation indicate that the quality of creative innovation is at the highest level.
This research aims to develop the models of Virtual Learning Resource Center (VLRC) for the digital manpower. The results of the research are that: 1) The VLRC development process consists of 5 steps: requirements analysis, planning and designing, prototyping and testing, implementing and monitoring, and evaluation and reporting. 2) The VLRC for the digital manpower consists of two models: 2.1) the physical learning resource, which is a physical space that the learner can actually touch. It can be divided into 5 categories: location-based learning resources, human-based learning resources, material-based learning resources, equipment-based learning resources, and event-based learning resources; and 2.2) the digital learning resource, which is a virtual space that learners can access through information and communication technology tools. It can be divided into 5 categories: search engine and translator’s tools, management and storage tools, distance learning tools, content creation, presentation and dissemination tools, social networking and online learning communities’ tools. 3) The goals of VLRC development are learning to know, learning to do, learning to live together, and learning to be.
This study aims to develop a hybrid learning model for active Imagineering Learning to enhance digital innovator competency. The research methodology was divided into two phases: Phase 1 focusing on the development of a hybrid learning model, and Phase 2 concerning the evaluation of digital innovator competency, as well as the quality of digital innovation. The sample group included 136 undergraduate students. The duration of the experiment was 15 weeks. The research instruments consisted of a hybrid learning model, a hybrid learning lesson plan, cloud learning management platform, worksheets, digital innovator competency and digital innovation assessments form, using scoring rubric. The data was analyzed by using the arithmetic mean and standard deviation. The results showed that: A hybrid learning model for active Imagineering Learning, consisting of 3 components: model principle, hybrid learning model for active Imagineering Learning process, and methods for assessing learning outcomes. The students using the hybrid learning model had the excellent level of digital innovator competency and excellent level of quality. Rapid change and development of digital technology and the COVID-19 Pandemic. As a result, educational institutions need to adapt their learning approach to blended learning and develop student characteristics to be able to innovate using digital technology. This developed learning model is therefore a suitable method for digital learning and next-generation education.
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