Based Learning Instructional Design Using Interactive Presentation Technology in a Cross-Cultural Management Course at a Private University
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Abstract
A quasi-experimental framework structured the investigation, drawing on data from 184 international BBA students allocated to experimental and control cohorts. Instruction in the experimental cohort embedded Mentimeter-facilitated PBL sequences designed to elicit iterative peer input and collective hypothesis testing. In contrast, the comparison cohort proceeded through lecture-centered sessions that prioritized instructor exposition. Intercultural competence was quantified through matched pre- and post-intervention assessments, while engagement was indexed via participation analytics and standardized survey measures. Instructional effects were modeled using independent-samples t-tests, ANCOVA, and multivariate regression procedures calibrated to partial out baseline differences.
Students exposed to the technology-mediated PBL environment registered higher terminal achievement and denser engagement profiles than their lecture-taught counterparts. When initial ability was statistically controlled, participation frequency retained substantial explanatory power, functioning as a robust predictor of subsequent learning performance. Embedding interactive response systems within a sequenced PBL structure appears to redistribute classroom agency, intensify observable engagement, and translate that engagement into measurable intercultural gains. The analysis extends the empirical basis for scalable, technology-augmented pedagogical design in business education.
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- บทความหรือข้อคิดเห็นใดๆ ในวารสารคุณภาพชีวิตกับกฎหมายเป็
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