Thai undergraduate science, technology, engineering, arts, and math (STEAM) creative thinking and innovation skill development: a conceptual model using a digital virtual classroom learning environment

Abstract

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.

Development of an Online Active Learning Model Using the Theory of Multiple Intelligence to Encourage Thai Undergraduate Student Analytical Thinking Skills

“…From the study's results and discussion, the PPICE OAL Model was determined to be consistent with similar studies (Changwong et al, 2018;Khongprakob & Kantathanawat, 2021;Phurikultong & Tuntiwongwanich, 2021;Pipitgool et al, 2021;Srikan et al, 2021;Sriwongchai et al, 2015;Wannapiroon & Pimdee, 2022).…”

“…However, for better or worse, OAL has risen to become a critical priority globally due to the chaos and tribulations coming with the COVID-19 pandemic beginning in early 2020 (Srikan et al, 2021). Simply stated, the traditional classroom and setting were thrown out, and a government-mandated 'New Normal' of online Zoom sessions and remote learning came into existence (Ruenphongphun et al, 2021;Siripongdee et al, 2021;Srakaew et al, 2021;Srikan et al, 2021;Wannapiroon & Pimdee, 2022). As countless studies have determined, OAL is not an easy process with steep learning curves for teachers, students, and their institutions.…”

Empirical analysis of factors influencing student satisfaction with online learning systems during the COVID-19 pandemic in Thailand

“…After the questionnaire's design, a content validity (CV) assessment was undertaken for the questionnaire (Chuenban et al, 2021). It has been suggested that the strength and validity of the research design come from how accurately variables are selected and measured (Wannapiroon and Pimdee, 2022).…”

A Quasi-Experimental Evaluation of Classes Using Traditional Methods, Problem-Based Learning, and Flipped Learning to Enhance Thai Student-Teacher Problem-Solving Skills and Academic Achievement

“…Moreover, Thailand's MOE is shifting money and budgets once allocated to traditional schools to develop online curricula, online teaching, and digital tools and expand and upgrade information and communications technology (ICT). Therefore, under the New Normal open online learning systems (OOLS) and online digital learning management (ODLM), tool development and the enhancement of digital learning systems have become essential in the development of the education process [1] [2]. Furthermore, the vision for Thailand's education New Normal and its participating educational stakeholders include the vision for the transformation of learning in which 21 st -century learning goals are integrated using digital technologies and teaching management tools into an online form of digital learning ecosystems (DLEs) [3] - [5].…”