Crowd Context-Based Learning Process via IoT Wearable Technology to Promote Digital Health Literacy

Nittayathammakul, Vitsanu; Chatwattana, Pinanta; Piriyasurawong, Pallop

doi:10.5539/ies.v15n6p27

Cited by 4 publications

(7 citation statements)

References 13 publications

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“…This corresponds to the research of Chatwattana (2021), who said the application of concepts and theories of system approach to design and develop learning models together with the management of learning environments and instruction activities for learners by making use of the existing technologies shall lead to the learning society. It is also consistent with the research of Nittayathammakul et al (2022), who stated that the use of cognitive tools in education can promote learning, which can be conducted by organizing instruction activities via learning environments. In reference to Table 3, it is found that the overall suitability of the development of the project-based learning model using gamification to enhance 21 st century learners is at a very high level (Mean = 4.77, SD.…”

Section: Results Of the Study On The Suitability Of The Project-based...supporting

confidence: 89%

The Project-Based Learning Model Using Gamification to Enhance 21st Century Learners in Thailand

Chatwattana¹,

Wanglang²

2023

JEL

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This research are develop the project-based learning model using gamification which can be used as a guideline to develop the project-based learning system using gamification to enhance 21st century learners through the six steps of project-based learning process and instruction activities using gamification; thereby, users can interact and exchange knowledge with one another through the social network, encouraging them to have creative thinking skills, which is needed for 21st century learners. The objectives of this research are (1) to study and synthesise the conceptual framework of the project-based learning model using gamification to enhance 21st century learners, (2) to develop the project-based learning model using gamification to enhance 21st century learners, and (3) to study the results after using the project-based learning model using gamification to enhance 21st century learners. The participants in this research include seven experts from various institutions, all of whom are specialised in design and development of instruction models and instruction systems. The research tools consist of (1) the project-based learning model using gamification to enhance 21st century learners, and (2) the evaluation form on the suitability of the project-based learning model using gamification to enhance 21st century learners. According to the results, which are in line with the expectation of the researchers, it is found that (1) the overall suitability of the development of the project-based learning model using gamification to enhance 21st century learners (overall elements) is at a very high level, and (2) the overall suitability of the development of the project-based learning model using gamification to enhance 21st century learners is at a very high level.

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Section: Results Of the Study On The Suitability Of The Project-based...supporting

confidence: 89%

The Project-Based Learning Model Using Gamification to Enhance 21st Century Learners in Thailand

Chatwattana¹,

Wanglang²

2023

JEL

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“…In the future directions of hybrid learning research [17,32], it will still be challenging to integrate pedagogical strategies with new learning technologies to help learners of all ages gain access to learning, help people learn, and achieve the learning outcomes that society needs in lifelong learning, including those with certain barriers to learning, whether they are in formal education, non-formal education, or alternative education.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…After the COVID-19 pandemic, the one new normal in instructional design is Hybrid Learning (HL) [13,[17][18]32]. HL, also known as blended learning or flipped learning, may vary widely in instructional design, execution, and learning support.…”

Section: A Hybrid Learning (Hl)mentioning

confidence: 99%

“…Cloud-powered learning tools enable instructors to set up hybrid learning spaces where students can communicate and work together from anywhere using their digital devices, both in online learning mode and in on-site learning mode. These tools can be divided into four categories [13,[17][18][21][22][23][24][25][26][27][28][29]: 1) social communication tools, such as Facebook®, LINE®, Telegram®, and Discord®; 2) browsing and seeking tools, such as Google Chrome®, Firefox®, Microsoft Edge®, and Safari®; 3) interactive presentation tools, such as Zoom®, Google Meet®, Microsoft Teams®, and ClassPoint®; 4) analytics and evaluative tools, such as ClassDojo®, Kahoot!®, Google Forms®, and Google Analytics®…”

Section: B Cloud-powered Learning Toolsmentioning

confidence: 99%

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The Cloud-powered Hybrid Learning Process to Enhance Digital Natives’ Analytical Reading Skills

Napaporn¹,

Maneewan²,

Thamwipat³

et al. 2023

IJACSA

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Analytical reading is a necessary cognitive skill for advancing to other skills required in the digital age. Thailand is focused on the instructional development and use of digital media to enhance the digital natives' analytical reading skills, which will assist learners of all ages in effectively and quickly adapting to changes in the digital environment. After the COVID-19 pandemic situation, educational institutions in Thailand have begun to embrace a hybrid learning approach like never before. The limitations of the existing learning process for boosting digital natives' analytical reading skills are the lack of integration between reading techniques, hybrid pedagogies, and emerging learning technologies to enhance learners' seamless learning experiences. Thus, this study aims to propose the Cloudpowered Hybrid Learning process (Cp-HL process) to enhance digital natives' analytical reading skills. This study consisted of two main stages in the research methodology: 1) learning process development; and 2) learning process evaluation. The developed Cp-HL process had four main learning phases: (1) preparation for hybrid learning; (2) presentation for interactive learning;(3) practice with analytical reading; and (4) progress reports on analytical reading skills. All the experts agreed that the newly developed Cp-HL process performed extremely well in terms of overall suitability.

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“…In addition, it fits with a large number of real-life devices without restrictions. The IoT has spread across multiple industries and added value to the communication and electronics business by leveraging the advancement of the development of wired and wireless communication networks with greater accuracy and smaller equipment, resulting in lower production costs (Nittayathammakul et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

An Imagineering Learning Model using Advance Organizers with Internet of Things

Ghudkam,

Chatwattana,

Piriyasurawong

2023

HES

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An imagineering learning model using advance organizers with the internet of things was developed to promote creative innovation for learners in the 21st century. It is an innovation initiated by integrating classroom learning and technology that connects with the internet of things. The objectives of this research were (1) to study and synthesize the conceptual framework of the imagineering learning model using advance organizers with the internet of things, (2) to develop the imagineering learning model, and (3) to assess the appropriateness of the developed model. The participants comprised a purposive sample of five experts from various higher education institutions who have knowledge and ability in designing and developing learning models and teaching and learning systems. Research instruments included the (1) imagineering learning model and (2) assessments of the appropriateness of the proposed model. The results were in line with the expectations of the research team, which found that the proposed imagineering learning model can be used as an instrument to improve teaching and learning by integrating knowledge in computational science subjects with professional courses to develop creative innovations for elementary school learners. By applying imaginary teaching techniques and conceptual maps to cloud learning, the proposed imagineering learning model encourages learners to develop the knowledge and ability to innovate creatively. Knowledge from programming and knowledge of agricultural work in vocational courses must be integrated appropriately.

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Crowd Context-Based Learning Process via IoT Wearable Technology to Promote Digital Health Literacy

Cited by 4 publications

References 13 publications

The Project-Based Learning Model Using Gamification to Enhance 21st Century Learners in Thailand

The Project-Based Learning Model Using Gamification to Enhance 21st Century Learners in Thailand

The Cloud-powered Hybrid Learning Process to Enhance Digital Natives’ Analytical Reading Skills

An Imagineering Learning Model using Advance Organizers with Internet of Things

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