Journal of Digital Education and Learning Engineering

การประเมินผลสัมฤทธิ์ด้านทักษะและการมีส่วนร่วมของผู้เรียนด้วยชุดการเรียนรู้การวัดและควบคุมอุณหภูมิและระดับน้ำ

2026-03-04T23:41:41+07:00

การเรียนรู้เกี่ยวกับการวัดและควบคุมอุณหภูมิและระดับน้ำเป็นเรื่องที่สำคัญสำหรับนักศึกษาด้านวิศวกรรมแมคคาทรอนิกส์ เนื่องจากเป็นพื้นฐานของระบบการควบคุมในภาคอุตสาหกรรม แต่เรื่องดังกล่าวมีความยากในการทำความเข้าใจและการฝึกปฏิบัติ เนื่องจากมีรายละเอียดซับซ้อนทั้งในส่วนของทฤษฏีการควบคุม และต้องเกี่ยวข้องกับการทำงานของอุปกรณ์ควบคุมต่าง ๆ จำนวนมาก ทำให้ผู้เรียนมักขาดความเข้าใจและการประยุกต์ใช้ อีกทั้งสื่อที่ใช้ประกอบการเรียนการสอนยังมีราคาแพงและไม่เพียงพอต่อการทำการเรียนการสอน การศึกษาครั้งนี้ จึงมีวัตถุประสงค์ในการออกแบบและพัฒนาชุดการเรียนรู้การวัดและควบคุมอุณหภูมิและระดับน้ำ โดยเน้นการจัดการเรียนรู้โดยการจำลองกระบวนควบคุมการผลิตในอุตสาหกรรมที่ใช้เทคโนโลยีในการเพิ่มประสิทธิภาพและความแม่นยำในการควบคุมเครื่องจักร กลุ่มเป้าหมายครั้งนี้เป็นนักศึกษาระดับปริญญาตรี สาขาวิชาวิศวกรรมแมคคาทรอนิกส์ จำนวน 31 คน ผลการศึกษา พบว่า ผู้เรียนมีผลสัมฤทธิ์ด้านทักษะในระดับดีมากและมีการประเมินการมีส่วนร่วมของผู้เรียนในระดับมาก ซึ่งสามารถสรุปได้ว่าการศึกษาดังกล่าวสามารถนำไปใช้เป็นแนวทางการพัฒนานวัตกรรมการเรียนการสอนสำหรับการเรียนรู้เกี่ยวกับระบบควบคุมได้เป็นอย่างดี

Learner Acceptance of AI-integrated Gamified Learning for Chinese Pronunciation: A Technology Acceptance Model Study

2026-02-23T15:07:08+07:00

This study investigates learners’ acceptance of an AI-integrated gamified learning approach for Chinese pronunciation through the Technology Acceptance Model (TAM). Although artificial intelligence and gamification have been widely reported to enhance learning performance, empirical evidence concerning learners’ perceptions and acceptance—particularly in pronunciation-focused digital language learning, remains limited. Understanding learner acceptance is essential for the sustainable implementation of AI-enhanced learning technologies in educational contexts. The study was conducted with lower secondary school students who participated in AI-integrated gamified pronunciation learning activities incorporating gamified quizzes and AI-generated voice support. Learner acceptance was examined using a TAM-based questionnaire comprising four constructs: perceived usefulness, perceived ease of use, attitude toward using, and behavioral intention to use. Data was analyzed using descriptive statistics to examine learners’ perceptions across TAM dimensions. The findings indicate high levels of learner acceptance toward the AI-integrated gamified learning approach. Attitude toward using demonstrated the highest mean score, followed by perceived ease of use and perceived usefulness, suggesting that affective engagement and system usability play central roles in shaping acceptance. Learners also expressed positive behavioral intentions to continue using AI-supported gamified learning for pronunciation practice. These findings highlight the importance of learner-centered design in AI-enhanced digital learning environments and support the sustainability and broader application of AI-integrated gamified learning in language education.

Innovating Chinese Reading Instruction through a Multimodal, Culture-Integrated Digital Platform: An Experimental Study with Thai High School Learners

2026-02-23T15:10:42+07:00

Chinese reading continues to challenge many Thai high school learners, particularly when comprehension extends beyond isolated vocabulary and sentence-level understanding. Classroom instruction often centers on lexical explanation and translation—approaches that support surface decoding but provide limited scaffolding for discourse-level meaning construction. Against this backdrop, the present study examines whether a multimodal, culture-integrated digital reading platform offers measurable advantages over traditional paper-based instruction. A quasi-experimental pre-test–post-test design was conducted with two intact classes (N = 50) over five weeks. One group engaged with a digital platform integrating textual input, audio support, visual representation, and culturally contextualized tasks, while the comparison group received parallel instruction through printed materials. Reading development was assessed across vocabulary recognition, sentence comprehension, and main idea extraction. Although both groups improved significantly and showed no baseline differences at pre-test (p = .423), students using the digital platform demonstrated significantly higher overall learning gains than those receiving traditional paper-based instruction (p = .005, Cohen’s d = 0.865). The most pronounced difference appeared in main idea extraction (p = .006, Cohen’s d = 0.836), whereas vocabulary recognition and sentence comprehension gains did not differ significantly. These findings suggest that multimodal, culturally embedded digital scaffolding may most strongly support discourse-level processing rather than foundational decoding skills. By differentiating effects across reading sub-skills, the study offers context-specific empirical insight into how instructional design shapes second language reading development in Thai secondary education.

Evaluating Digital Games for Chinese Vocabulary Learning from Expert and Learner Perspectives

2026-02-23T15:15:40+07:00

This study examined the pedagogical potential of existing digital games and a developed prototype for Chinese vocabulary learning through a two-stage evaluative investigation. Recognizing vocabulary acquisition as a central yet challenging component of Chinese as a foreign language, the research first analyzed the strengths and weaknesses of widely used digital tools and games designed for vocabulary learning. Ten Chinese language learning games were systematically reviewed using defined evaluation criteria, including content coverage, design attractiveness, reward and feedback systems, and accessibility considerations. The findings revealed notable pedagogical affordances, particularly in contextualized learning and motivational game mechanics, alongside limitations related to usability and technical constraints. Building on these insights, a prototype digital game was developed and evaluated based on feedback from Chinese language teaching experts and beginner learners. Using questionnaire surveys and open-ended responses, the evaluation focused on content appropriateness, learning motivation, and usability. Descriptive statistical analysis and thematic synthesis indicated consistently positive perceptions from both groups while identifying areas for refinement. The study provides empirical evidence to inform the evaluation and design of digital game-based vocabulary learning tools in Chinese language education contexts.

The Effect of Virtual Reality–Based Learning on Thai Students’ Chinese Listening and Speaking Skills: A Pretest–Posttest Study in Ayutthaya

2026-03-04T23:03:23+07:00

This study examines the impact of Virtual Reality (VR)–based instruction on Thai secondary school students’ Chinese listening and speaking skills. A one-group pretest–posttest research design was employed. The participants were 45 Thai students aged 13–18 who had studied Chinese for at least five years. Their listening and speaking performances were measured before and after the implementation of VR-supported learning activities. The results indicate a significant improvement in listening performance, with mean scores increasing from 8.36 in the pretest to 12.62 in the posttest. The reduction in standard deviation suggests not only overall progress but also a narrowing of performance gaps among students. Speaking scores improved from 2.02 to 2.76, showing a positive trend, although the magnitude of improvement was smaller compared to listening. Overall scores rose from 10.38 to 15.38, accompanied by a decrease in standard deviation, indicating enhanced overall language proficiency and more consistent performance. The findings suggest that VR-based immersive learning can effectively enhance students’ Chinese listening and speaking abilities, particularly in listening comprehension. By providing authentic contextual environments and interactive experiences, VR technology increases learner engagement and supports meaningful language input and output. Although improvements in speaking were comparatively moderate, the overall results demonstrate the potential of VR-assisted instruction in improving language learning outcomes. This study offers empirical evidence supporting the integration of VR technology into Teaching Chinese as a Foreign Language and highlights its value in immersive, context-based language education.

Designing a Blended Vocabulary Learning Model Integrating Video Slicing and Cornell Note-Taking for Chinese Language Education

2026-03-04T23:21:42+07:00

Vocabulary retention remains a persistent challenge for beginner Chinese as a Foreign Language (CFL) learners, particularly in sustaining long-term memory of character form, pronunciation, and meaning. Grounded in Cognitive Load Theory, Multimedia Learning Theory, and Self-Regulated Learning Theory, this study developed and empirically tested a blended vocabulary learning model integrating segmented video instruction with structured Cornell note-taking. A quasi-experimental 2 × 3 mixed design was employed with 65 Thai secondary students (31 experimental; 34 control). The intervention lasted four weeks and was followed by a four-week delayed testing period. Vocabulary achievement was measured through pre-test, post-test, and delayed post-test assessments. Mixed-design ANOVA revealed significant time-by-group interaction effects (p < .01). Although both groups demonstrated immediate post-test improvement, only the experimental group maintained and slightly increased performance at the delayed stage. At the delayed post-test, the experimental group significantly outperformed the control group with a large effect size (d = 1.03). Repeated measures analyses further indicated significant improvements in intrinsic motivation, self-efficacy, and self-determination over time (p < .05). These findings suggest that coordinating regulated multimedia pacing with structured learner processing enhances both delayed vocabulary retention and motivational development. The study provides classroom-based evidence for cognitively regulated blended instructional design in secondary CFL classrooms and offers practical implications for integrating multimedia segmentation and structured note-taking in vocabulary instruction.

Exploring the Relationships between Learning Motivation and Chinese Reading Achievement in a ChatGPT-assisted Learning Environment

2026-03-08T11:26:19+07:00

This study investigated the effects of a ChatGPT-assisted learning environment on Thai junior high school students’ Chinese reading achievement and learning motivation, and the relationship between motivational factors and reading performance. Sixty-four Grade 8 students enrolled in an HSK Level 3 Chinese course were randomly assigned by class to either a Traditional Teaching Group (TTG) or a ChatGPT-Assisted Group (CAG). During the instructional period, both groups studied identical reading content using different instructional approaches. Data were collected using Chinese reading pre- and post-tests and a learning motivation questionnaire measuring intrinsic motivation, self-determined motivation, self-efficacy motivation, and grade motivation. The results showed that students in the CAG achieved significantly higher Chinese reading scores than those in the TTG. Significant differences were also found in self-determined motivation, self-efficacy motivation, and grade motivation, favoring the ChatGPT-assisted environment, while intrinsic motivation did not differ significantly between groups. Further analysis revealed that self-determined motivation was the only motivational dimension significantly associated with reading achievement. These findings suggest that ChatGPT-assisted learning can enhance Chinese reading performance and support key motivational factors, particularly learner autonomy. The study highlights the importance of integrating AI tools in ways that promote self-determined learning to maximize their educational effectiveness.