This study used multimedia games as instruments for critical thinking activities based on the Self-Regulated Learning (SRL) framework for the CoViD-19 crisis, supported by achievement tests and questionnaires. The results showed that the present method is effecttive to improve students' learning achievement, confirmed by the higher posttest results compared to than those of the pretest. The educational goals of SRL theories were developed through student-directed instructional design online where the students' guide made some input into their learning processes. The students' satisfaction in learning with the SRL framework for the CoViD-19 crisis gained a high level, informing that the SRL framework for problem solving during the CoViD-19 crisis was useful for teaching and career training. Teaching styles (such as the stable focus, orientation, or intent) constituted the entire patterns of teaching behaviors. This study implies that a self-directed learner can be described as being self-managing in a situation where the individual is engaged in student-centered instructions.

The purposes of this study are to 1) synthesize an instructional design framework from the three instructional design theories, and 2) create an instructional design framework for educational media, and 3) study students' opinions for educational media. The synthesis was first made through the Delphi technique with 17experts to identify their perspectives on the three instructional design theories.The sampling group was 42 undergraduate students of Rajamangala University of Technology Thunyaburi, Thailand. The instruments were educational media according to Instructional design framework; an achievement test; and a questionnaire to assess students' opinions toward the developed educational media. Statistical procedures for data analysis included the E 1 /E 2 , mean, standard deviation, and t-test. The results revealed that the framework provides excellent potential for development and evaluation. The study confirmed that for instruction to be successful, various aspects of the environment should be considered such as application of domain knowledge, conceptual theory, and evaluation of the overall quality of the designed environment. Educational media had the efficiency at the 82.5/80.5 efficiency criteria, students were learned from the packages achieved significant learning progress at the .05 level and their opinions were at the highly agreement level regarding the appropriateness of the instructional media.

This research aimed to: (1) develop and find the effectiveness of augmented reality application for exercise to promote health among elderly, (2) compare physical fitness in terms of flexibility of the elderly before and after exercising by augmented reality application for exercise to promote health among elderly, and (3) study elderly satisfaction towards the use of augmented reality application for exercise. The samples were 30 elderly in Bueng Namrak, Thailand. The samples were selected through a purposive sampling technique. The instruments were augmented reality application for exercise to promote health among elderly, physical fitness test in terms of flexibility, and satisfaction form. The results showed that learning and using augmented reality application for exercise to promote health among elderly was effective according to KW1 80.80 at KW1 80/83.33. The physical fitness in terms of flexibility after using the application was higher than before using the application. The physical fitness in terms of flexibility before using the application was 5.91 in average, with standard deviation of 6.76, whereas the average after using the application was 6.15, with the standard deviation of 6.53. The t-test value after using the application was 2.80 at a statistically significant level of.05. The satisfaction of the elderly towards the use of augmented reality application for exercise to promote health among elderly was 4.64 in average, which was at the highest level.

The purposes of this study were to: (1) find efficacy of self-learning activity package in occupation skills development for primary education students, (2) understand effectiveness of students’ learning skills before and after learning, and (3) know students’ satisfaction self-learning activity package in occupation skills development for primary education students towards self-learning activity package in professional skills development. The study tested 30 sixth-grade students in Career and technology education course during the first semester of 2020 at Wat Samuha Rat Bamrung School, Thailand. Research instruments comprised self-learning activity package in occupation skills development, completed with pre-test, post-test, and satisfaction survey. The findings indicated that self-directed learning activity package in professional skills development met the standard for effectiveness at 81.25/80.56. Students’ learning skills were significantly improved after training as evidenced by the mean and the standard deviation scores. Additionally, the result of the t-test analysis between pre-course and post-course was 4.80 with the statistically significant difference of 0.05 level. The level of students’ satisfaction on self-learning activity package in occupation skills development for primary education students appeared at the highest with the mean score of 4.90.

No abstract