Browsing by Author "Sajjapanroj S."
Now showing 1 - 6 of 6
- Results Per Page
- Sort Options
Item Metadata only Edubuntu: The overhaul and rebirth of an educational operating system(2025-01-01) Tarasak P.; Bonk C.J.; Sajjapanroj S.; Tarasak P.; Mahidol UniversityComputer operating systems are often an overlooked part in providing quality education. When discussing digital education tools, most practitioners and researchers mainly focus on hardware (e.g. PC, notebook, tablet, and smartphone) and software applications that directly interact with students. While Microsoft Windows is widely recognized, other alternatives remain relatively unknown. This paper introduces an alternative approach by examining the potential of open-source operating systems such as Linux, particularly focusing on Edubuntu, a flavour of Ubuntu operating system, designed specifically for education. It also explores available default applications and investigates how Edubuntu can provide expansive learning opportunities that develop learners’ interest and help cultivate 21st century skills. Importantly, we pose the question of how to harness the potential of Edubuntu potential effectively. We then illuminate Edubuntu’s capacity to support traditional subjects as well as promote computational thinking and geographic education. Lastly, we analyze Edubuntu with respect to instructional software design standards and summarize key consideration factors in designing an educational operating system.Item Metadata only Empowering village health volunteers in Ubon Ratchathani Province through experiential learning models: Enhancing understanding of hyperglycemia and kidney health(2026-05-01) Wongprasert B.; Jittam P.; Siriwat P.; Sajjapanroj S.; Wongprasert B.; Mahidol UniversityThis study investigated the impact of integrating experiential learning activities into a physical learning model to enhance conceptual understanding of hyperglycemia and its effects on kidney function. Participants were local residents engaged through Village Health Volunteer (VHV) outreach, with limited prior knowledge of the topic. This study aims to explore participants’ understanding and perceptions of the physical learning models after a brief, structured intervention. A mixed-methods approach was employed. Forty participants attended a one-hour training session incorporating experiential learning into the physical model. Pre-and post-tests measured conceptual understanding. Perceptions were gathered through a 5-point Likert-scale questionnaire, and semi-structured interviews were held to explore participants’ learning experiences. The results show significant improvements in several core areas, particularly in understanding the Signs of Diabetes Mellitus (p = 0.001), Kidney Structure and Function (p < 0.001), and the Effects of Chronic High Blood Sugar (p = 0.026). Qualitative feedback linked these gains to the use of physical models that helped participants visualize internal structures. In contrast, no significant changes were observed in Glucose Uptake (p = 0.248) and Diabetes Mellitus Risk (p = 0.564). Qualitative data showed participants preferred practical information over complex details. Participants reported high levels of satisfaction with the learning activities, including perceived benefits (4.85 ± 0.43), interest (4.83 ± 0.46), and understanding of diabetic kidney disease (4.82 ± 0.44). Some concerns were raised about time constraints and applying knowledge in practice. Interviews confirmed improved foundational knowledge and an intent to apply the acquired learning in daily life. In conclusion, experiential learning with physical models enhanced understanding and engagement, even in a brief session. Limited time, however, constrained deeper exploration. Focusing on practical, easy-to-grasp content may boost engagement in complex areas. Moreover, scaling this approach may improve health education for underserved communities. Future research should assess its effectiveness across a range of topics and formats.Item Metadata only Enhancing Grammatical Accuracy in EFL Students: A Game-Based Approach Utilizing Peer Response Displayed through an Interactive Application(2024-01-01) Shang Y.; Sajjapanroj S.; Laosinchai P.; Wongkia W.; Shang Y.; Mahidol UniversityMastering English grammar is a persistent challenge for students learning English as a foreign language (EFL), often caused by First Language (L1) interference. By leveraging computing technology through an interactive application called 'Grammar Clicker,' this study designed a game-based student response system (GSRS) aimed at enhancing the grammatical accuracy of EFL students. The user interfaces and gaming process of Grammar Clicker are mostly inspired by the popular game-based learning platform Kahoot!, whose key gamification elements include challenge, fantasy, and curiosity. These features leverage learning motivation and engagement of the Grammar clicker users. Another essential software application feature enabled users to practice identifying and correcting sentence-level grammatical errors, building on the proven effectiveness of the Grammar Clinic and ESL Writing Tutor. Additionally, Grammar Clicker includes a distinctive feature called 'targeting' that displays peer responses. This feature is based on indirect corrective feedback. In our focus on the technical development and implementation of Grammar Clicker, we explored participants' perceived effectiveness of our product.Item Metadata only Fostering Growth: A Micro-Learning Chatbot for Classroom Research Knowledge Acquisition Among In-Service Teachers(2023-01-01) Sajjapanroj S.; Tarasak P.; Longpradit P.; Sajjapanroj S.; Mahidol UniversityThis research introduces a chatbot employing the micro-learning approach to deliver classroom research and research methodology content to in-service teachers in Thailand. The utilization of micro-learning holds the potential to facilitate ongoing professional learning, although the effectiveness of integrating micro-learning is contingent upon variables such as information chunk size, content organization, and strategies to foster engagement. To address these challenges, Kori-Cabot was designed to incorporate easily digestible content, aggregated features, and proactive push content strategies. The chatbot was trialed with 51 in-service teachers from across the country. Data was collected through a questionnaire and interviews with 25 teachers. The results indicate that cultivating a continuous learning environment for professionals seems to necessitate well-designed user experience to sustain engagement and interaction. Furthermore, strategies aimed at enhancing the learning experience and contributing to the advancement of teacher professional development through the educational chatbot were discussed.Item Metadata only The use of a personalized learning approach to implementing self-regulated online learning(2022-01-01) Ingkavara T.; Panjaburee P.; Srisawasdi N.; Sajjapanroj S.; Mahidol UniversityNowadays, students are encouraged to learn via online learning systems to promote students' autonomy. Scholars have found that students' self-regulated actions impact their academic success in an online learning environment. However, because traditional online learning systems cannot personalize feedback to the student's personality, most students have less chance to obtain helpful suggestions for enhancing their knowledge linked to their learning problems. This paper incorporated self-regulated online learning in the Physics classroom and used a personalized learning approach to help students receive proper learning paths and material corresponding to their learning preferences. This study conducted a quasi-experimental design using a quantitative approach to evaluate the effectiveness of the proposed learning environment in secondary schools. The experimental group of students participated in self-regulated online learning with a personalized learning approach, while the control group participated in conventional self-regulated online learning. The experimental results showed that the experimental group's post-test and the learning-gain score of the experimental group were significantly higher than those of the control group. Moreover, the results also suggested that the student's perceptions about the usefulness of learning suggestions, ease of use, goal setting, learning environmental structuring, task strategies, time management, self-evaluation, impact on learning, and attitude toward the learning environment are important predictors of behavioral intention to learn with the self-regulated online learning that integrated with the personalized learning approach.Item Metadata only Ubiquitous game-based learning with a multimedia debriefing on cyberbullying during the COVID-19 pandemic(2024-01-01) Poompimol S.; Panjaburee P.; Sajjapanroj S.; Changpetch C.; Tapingkae P.; Ingkavara T.; Poompimol S.; Mahidol UniversityThe COVID-19 pandemic forced schools to move instruction online and learning from home, laying on learning anywhere and anytime at the students’ own pace. This study designed and implemented ubiquitous learning with the digital board game in response to government-issued learn-at-home and work-from-home orders. The present paper also shows how the multimedia debriefing method supports a digital board game for ubiquitous learning in the course of cyberbullying behaviour. A repeated measure experiment with 56 middle school students showed that students’ conceptions and perceptions of cyberbullying behaviours improved significantly after gaming with multimedia debriefing sessions compared to gaming without multimedia debriefing sessions. Additionally, the students were asked to respond to a self-reported questionnaire and were interviewed. The results revealed that they had a positive experience with the multimedia debriefing method and perceived the ubiquitous game-based learning as an effective environment that helped improve their learning regarding cyberbullying conceptions.