TLC-06. ผลงานวิจัย

URI ถาวรสำหรับคอลเล็กชันนี้

https://dspace.spu.ac.th/handle/123456789/5692

เรียกดู

กำลังเรียกดู TLC-06. ผลงานวิจัย โดย เรื่อง "Active Learning"

ตอนนี้กำลังแสดง1 - 2 ของ 2
  • รูปภาพขนาดย่อ
    รายการ
    การพัฒนากระบวนการเรียนรู้การจัดกิจกรรมเสริมความรู้ด้านเทคโนโลยีปัญญาประดิษฐ์ (AI) แบบ Active Learning รายวิชา ITB362 การพัฒนาผลิตภัณฑ์เพื่อตลาดต่างประเทศ
    (Sripatum University, 2025) สุนทรี พุฒิวร; Suntaree Puthiworn
    This research aimed to compare the learning achievement of students before and after participating in Active Learning activities that integrated Artificial Intelligence (AI) tools. The objectives were: (1) to develop an Active Learning process that enhances AI knowledge in the course ITB362 Product Development for International Markets, (2) to study the learning outcomes and skill development related to AI technology among students, and (3) to examine student satisfaction with the AI-integrated learning activities and their practical applications. The sample group consisted of 77 second-year undergraduate students in the International Business program (Dual ITB-BUS, Dual ITB-MGT, and Chinese-ASEAN tracks) at Sripatum University who enrolled in ITB362 during the second semester of the academic year 2025. This classroom action research employed AI tools such as ChatGPT for idea generation and planning, CapCut for video content creation, and Gamma.app for creative presentations. The research instruments included: (1) a 23-item pre- and post-test for assessing academic achievement, (2) a satisfaction questionnaire, and (3) a performance rubric covering six dimensions. Data were collected during in-class activities and analyzed using both descriptive statistics (mean and standard deviation) and inferential statistics (Paired Samples t-test). The findings revealed that the Active Learning activities enhanced with AI significantly improved student learning outcomes. The post-test mean score (X̄ = 15.47, S.D. = 2.61) was significantly higher than the pre-test mean score (X̄ = 10.45, S.D. = 2.42), with a t-value of -17.822 and a significance level of .000, which is lower than the threshold of .05. This indicates the effectiveness of the AI-integrated Active Learning approach. Students’ satisfaction with the learning activities was at the highest level, with an average score of 4.42 (S.D. = 0.66). The item with the highest satisfaction score was “Using ChatGPT to develop product ideas” (X̄ = 4.53). Rubric-based assessment showed that 62.34% of students were classified in the excellent to good performance levels after the activities, while the number of students in the “needs improvement” category decreased from 31 to just 1. Qualitative observations and interviews further supported these findings, revealing students’ enthusiasm, positive attitudes toward technology, and improved collaboration. Despite initial unfamiliarity with AI tools, most students demonstrated determination and succeeded in achieving the learning objectives. Thus, AI-enhanced Active Learning is an appropriate and effective approach to developing students' potential in the digital age and should be further promoted across other courses.
  • รูปภาพขนาดย่อ
    รายการ
    การพัฒนาการเรียนการสอนในวิชาโปรแกรมคอมพิวเตอร์สำหรับวิศวกรโดยใช้ กระบวนการไอพีโอ
    (Sripatum University, 2565) ภรชัย จูอนุวัฒนกุล; Parachai Juanuwattanakul
    This research presents the development of teaching and learning in computer programming for engineers using the IPO process as well as teaching and learning through active learning to enhance the IPO process (IPO+). This focuses on designing processes to alter both teachers and students and to develop the teaching and learning process. The process will be followed regularly and continuously. The results showed that the use of IPO+, gets the highest evaluation from learners, and works better than using the IPO process alone or not using the IPO process. This corresponds to the average student grade. Furthermore, learners were more engaged in their study and more interested in question-and-answer periods that allowed them to reflect on their learning. Learners will be able to decide whether to adapt or learn more from the instructor's guidance. Learners knew where to adjust or seek additional learning, and their feedback confirmed that incorporating active learning to improve the IPO process can help increase the efficiency of teaching and learning of learners.