Patcharin Panjaburee

Personalized learning has been widely recognized as an effective approach to address individual student needs; however, many systems face challenges in supporting students to explore content while maintaining motivation and enjoyment systematically. To address these limitations, the Augmented Reality, Inquiry-Based Personalized Gaming (ARIPG) framework integrates the strengths of Augmented Reality (AR), inquiry-based learning, and personalized learning to compensate for the limitations inherent in each approach, resulting in a more coherent and balanced learning model. While AR enhances the visualization and contextualization of abstract concepts, inquiry-based learning promotes active knowledge construction and scientific inquiring, and personalized learning addresses individual differences among learners. By synergistically combining these approaches, ARIPG creates a holistic learning environment that leverages its complementary advantages to support both cognitive and affective learning outcomes. An experiment was conducted in a biochemical university course to evaluate students’ learning achievement and the role of emotional engagement. The results indicated that students who learned with the ARIPG approach significantly outperformed those in a conventional personalized gaming environment. Moreover, the findings revealed no significant differences in achievement between students with low and high levels of affection, suggesting that the proposed approach can effectively support diverse learners’ emotional engagement.

This study explores how immersive, inquiry-based STEM education, supported by virtual reality (VR), can enhance primary students’ learning experiences, behaviors, and interdisciplinary understanding. Thirty-six students (Grades 1–5) participated in 31 curriculum-aligned STEM activities designed around real-world problems, integrating science, technology, engineering, and mathematics through hands-on and VR-enhanced tasks. Using a qualitative case study design, data were collected through classroom observations, student work samples, interviews, and reflective feedback. The findings reveal strong student engagement, a deepening understanding of STEM integration, and the emergence of an eight-step learning cycle characterized by iterative problem-solving and collaboration. This study makes a theoretical contribution to inquiry-based and self-regulated learning models, providing practical guidance for educators and policymakers seeking to implement scalable, immersive STEM learning environments. Future directions highlight the potential of personalized learning systems to support adaptive and reflective STEM engagement.

Mastering medical principles, laboratory methods, and interpreting test results poses a significant challenge for medical technology students, particularly when traditional instructional methods limit opportunities for flexible and selfpaced learning. To address this issue, this study aimed to enhance teaching time efficiency and improve learning outcomes by transforming traditional instruction into an onlinebased flipped-ubiquitous learning environment. This innovative approach provided students with flexible, repeated access to key immunology topics anytime and anywhere. The study evaluated the impact of this learning environment on the performance and perceptions of 66 medical technology students enrolled in a fundamental immunology course at a university. An experimental research design was implemented, incorporating pre- and post-test assessments, laboratory evaluations, and a learning perception questionnaire. Repeated measures analysis revealed that the flipped-ubiquitous learning environment significantly improved students’ performance. Moreover, students with higher levels of self-engagement exhibited greater performance improvements compared to their lowerengagement peers. Questionnaire responses further indicated positive student perceptions of the learning approach, suggesting that favorable attitudes may contribute to enhanced learning outcomes. The findings highlight the importance of fostering self-engagement and optimizing online learning strategies to support medical technology students in mastering essential knowledge and skills. Recommendations are provided to guide the effective implementation of similar learning models in medical education.

Digital citizenship has become an essential aspect of modern education. As technology becomes increasingly ubiquitous daily, there is a growing need to cultivate digital citizenship skills among students worldwide. Few studies have explored the potential of game-based learning using ubiquitous technologies to enhance digital citizenship education. Game-based learning has emerged as a promising approach to engage learners and promote the development of these crucial competencies. Moreover, ubiquitous learning approaches can provide seamless educational experiences across various contexts and devices. This paper proposes a comprehensive framework for designing and implementing a ubiquitous game-based learning system to foster digital citizenship in the Thai educational context. Drawing on existing research, this study analyzed the challenges and opportunities associated with this endeavor, addressing considerations around technology integration, pedagogical design, and implementation strategies. The study revealed that a ubiquitous game- based learning system could leverage AI-powered personalization to tailor learning experiences and provide real-time feedback to cultivate digital citizenship among Thai K-12 students. The findings also provide valuable insights for researchers, educators, and policymakers interested in leveraging innovative learning approaches to nurture digitally literate and responsible citizens in Thailand.

Digital citizenship education, vital for equipping individuals with the skills for ethical technology use, has incorporated competencies such as online safety and media literacy. The consensus in l...

In response to the evolving demands of the digital era, the significance of programming skills has led to a reevaluation of traditional classroom instruction. This study introduced a collaborative inquiry-based online system to enhance individual and peer-supported coding practice. Through a quasi-experimental design, 346 Thai undergraduates were divided into a control group, which continued with conventional classroom teaching, and an experimental group that utilized the collaborative inquiry-based online approach. The research assessed conceptual learning performance via a pre- and post-test consisting of 15 questions. In addition, perceptions of the learning environment and motivation were assessed through 19-item and pre-post questionnaires with 20 items, respectively. The results indicated that the experimental group outperformed the control group in understanding programming, problem-solving abilities, and coding proficiency. Furthermore, the students in the experimental group demonstrated higher engagement and motivation, alongside improved teamwork and communication skills, which are essential in the modern online learning environment. This study suggests collaborative inquiry-based online learning can effectively complement or replace traditional instruction, offering valuable insights for educators, instructional designers, and policymakers. It advocates for a shift towards a more student-centered, interactive, and engaging learning experience in computer science education.

A personalized online learning system incorporating a self-regulated learning approach was developed to deliver the factorization in quadratic polynomials topic on