Research and Development Journal Suan Sunandha Rajabhat University

Research on Emotional Design of University Guide System Based on Cultural Heritage and User Experience

2025-02-21T12:02:51+07:00

The university guide system is not only a functional facility for transmitting information but also an important medium for carrying and spreading university culture. As the emotional needs of the target audience continue to grow, this study incorporates the concept of emotional design. This study takes Beijing University of Technology as the research object. Based on emotional design theory, we conducted systematic investigations through literature review, field surveys, and user interviews. The material, behavioral, and spiritual genes of university culture are extracted, the "culture-emotion" demand matrix is constructed, and the weight of user emotional needs is clarified. Combined with the Kano model and the Better-Worse index, the importance and priority of user needs are analyzed and transformed into design practice. In designing the guide system, this paper conducts research on the three levels of instinct, behavior, and reflection. Through the optimization design of elements such as shape, font, color, etc., the visual appeal and functionality of the system are enhanced; through the system specification design at the behavioral level, the ease of use and efficiency of the guide are ensured; and through the expression of cultural images at the reflective level, the identification and sense of belonging of teachers and students to the university culture are strengthened. The research results show that emotional design has significant results in improving the user experience of the guide system and spreading university culture, which provides theoretical support and practical guidance for the design of the university guide system.

Application of the Traditional Chinese Five-Color View to the Color Patterns in Ming Dynasty Temple Murals

2025-02-18T11:04:01+07:00

The traditional Chinese concept of five colors is an integral part of China's cultural and artistic heritage. Rooted in ancient philosophical reflections on the laws of nature and the operation of the universe, the five-color concept embodies the ancients' profound understanding of the world and their construction of a cultural system.

This study examines the link between the five traditional Chinese colors and the five directions, a relationship that has long guided the use of color in Chinese mural art. Focusing on Ming Dynasty temple murals, the research explores how this philosophical system is reflected in color choices, revealing themes of harmony, balance, and order. Qualitative methods—including literature reviews, comparative studies, and case analyses—were used to explore the connection among the five elements, directions, and colors, as well as their artistic application. Quantitative methods, such as experiments and data analysis, further assessed how five-color schemes influence visual perception, emotional impact, and cultural symbolism. The findings show that Ming murals developed a complex color framework rooted in philosophical and cosmological ideas, which enhanced both spiritual meaning and aesthetic expression. These murals not only convey religious content but also mirror cultural ideals and visual standards of the time. This research highlights the importance of traditional color theory in mural art, examining its philosophical basis, artistic techniques, and broader cultural meaning. It also considers how these traditional principles still motivate and inform contemporary artistic practices.

Guidance on the Design of Cultural and Creative Products of Zhuxian Town Woodblock New Year Paintings from the Perspective of Cultural Symbols

2025-02-18T15:33:01+07:00

This study aims to provide theoretical guidance and practical reference for the design of cultural and creative products of Zhuxian Town woodblock New Year paintings. The researchers adopted a combination of qualitative and quantitative analysis methods: (1) Literature research: By consulting and analyzing relevant literature, summarize the core contents of cultural symbol theory and art design theory; (2) Theoretical analysis: Combined with cultural semiotics, in-depth research on the artistic connotation and symbolic meaning of Zhuxian Town woodblock New Year paintings; (3) Data analysis: Analyze the relationship between cultural symbols and design elements to provide data support and theoretical basis for subsequent research.

The research results show that: (1)Incorporating cultural symbols of Zhuxian Town woodblock New Year paintings into the design of cultural and creative products can not only effectively reflect the profound heritage of traditional culture but also give the products modern artistic value; (2)Through in-depth exploration of the artistic connotation and symbolic meaning of Zhuxian Town woodblock New Year paintings, the design works can accurately convey the auspicious meaning and cultural spirit in traditional New Year paintings; (3)The design of the product stems from the refinement and innovation of classic New Year painting elements and decorative patterns, organically combining traditional patterns with modern aesthetic trends to create cultural and creative products that are both culturally significant and meet the needs of modern consumers. Zhuxian Town woodblock New Year painting cultural and creative products adhere to the design concept of "equal emphasis on inheritance and innovation", focus on in-depth deconstruction and innovation of artistic styles from the dimension of cultural symbols and combine diversified design forms to give new vitality to the traditional New Year painting style in modern aesthetics. Through this design idea, the product not only shows a unique cultural charm, but also injects new vitality and innovative thinking into the cultural and creative industry.

Analysis of Higher-order Thinking Competency Components for Creative Thai Language Learning Management of High School Students

2025-02-18T11:47:41+07:00

This research aimed to 1) analyze and evaluate the quality of higher-order thinking competencies, and 2) propose guidelines for promoting these competencies in creative Thai language learning management for upper secondary school students. The study employed a mixed-methods research approach. The sample was divided into two groups: Group 1: 5 experts, 5 school administrators, 6 educational administrators, 12 Thai language teachers, 10 academic affairs personnel, and 50 upper secondary students. Group 2: Curriculum and Teaching Experts in Thai language teaching and measurement and evaluation 7 people. The tools used for data collection include 1) document analysis, 2) interviews, 3) group discussion points, and 4) questionnaires. Data analysis was used as follows: 1) content analysis, 2) mean, and 3) standard deviation.

The findings revealed that higher-order thinking competencies consist of two components: 1) critical thinking and 2) creative thinking. Overall, these competencies were rated at the highest level (= 4.87, S.D.= 0.25). The creative Thai language learning management process, comprising five steps, was found to promote higher-order thinking competencies at every stage, playing a crucial role in fostering essential 21st-century competencies among learners.

Development of a Blended Learning Online Course in French for Tour Guides on the CMRU MOOC Platform

2025-02-20T15:09:23+07:00

Integrating online learning into language teaching is essential to meet current needs and learning contexts. Developing blended online lessons is an effective approach to enhancing French communication skills for tour guiding. This study developed blended online learning to enhance French communication skills for the Tour Guides course and examine learner satisfaction on the CMRU MOOC platform. The target group was five third-year French for the Service Industry students from Chiang Mai Rajabhat University’s Faculty of Humanities and Social Sciences, who enrolled in the French for Tour Guides course in the first semester of 2023. The participants were selected using purposive sampling. Research instruments included 1) five units of blended online lessons covering welcoming tourists, stating dos and don’ts, asking and giving directions, providing tourist attraction information, and shopping; 2) a satisfaction questionnaire; and 3) an interview form. Data were analyzed using mean, standard deviation, and content analysis.

The results revealed that (1) the developed blended online lessons were presented through bilingual (Thai-French) video clips combined with classroom practice, and (2) learners showed the highest level of satisfaction. The implementation aspect received the highest mean score, followed by lesson content and presentation format, respectively. Interview findings indicated that learners could apply their knowledge in real-life situations, such as giving directions, offering advice on tourist attractions, and communicating with French-speaking tourists. The lesson model can serve as a prototype for developing foreign language instructional materials for tour guiding in other contexts.

Development of Science Learning Plan Writing Skills by using Active Learning and Micro Teaching for Pre-service Science Teachers, Lampang Rajabhat University

2025-02-19T15:08:14+07:00

This research aimed to 1) study the ability to write a science lesson plan for primary school students of pre-service science teachers, 2) study the ability to organize science teaching for primary school students, and 3) study the satisfaction of pre-service science teachers towards the teaching by organizing the learning by active learning and micro teaching combined with writing reflective journals. This research was a pre-experimental design with a one-group post-test-only design and a one-shot case study. The sample group used in the research was 16 pre-service science teachers who enrolled in the first semester of the 2014 academic year, the subject Elementary Science Learning Management, which is a required subject according to the curriculum. The research instruments were 1) a lesson plan organized by Active Learning and Micro Teaching, 2) an assessment form for the ability to write a science lesson plan for primary school students, 3) an assessment form for the ability to organize the teaching of science, 4) a reflective journal, and 5) satisfaction questionnaires.

The results of the research showed that the ability to write a science lesson plan for primary school students is important. It was found that the score was ( = 4.55, S.D.= 0.47), which was at an excellent level. The ability of students to organize learning activities was managed with a score of ( = 4.53, S.D.= 0.51), which was excellent. The satisfaction of science teacher students score was (= 4.63, S.D.= 0.49) at an excellent level.

The Development of Mathematics Learning Achievement on the Pythagoras Theorem for Grade 8 students Using the STAD Cooperative Learning Technique Combined with GeoGebra

2025-02-18T13:40:47+07:00

This research aimed to 1) develop a lesson plan on the Pythagorean theorem using STAD cooperative learning technique combined with GeoGebra for Grade 8 students, ensuring its effectiveness meets the 75/75 standard; 2) compare the mathematics achievement of Grade 8 students who learned through STAD cooperative learning technique with GeoGebra against the 75% benchmark; and 3) investigate students' satisfaction with mathematics learning through STAD cooperative learning technique with GeoGebra on the Pythagorean theorem. The sample consisted of 30 Grade 8 students selected through cluster random sampling. Research instruments included lesson plans, an achievement test, and a satisfaction questionnaire. Data were analyzed using mean, standard deviation, percentage, and t-test for one sample.

The research findings revealed that 1) the effectiveness of the lesson plan on the Pythagorean theorem using STAD cooperative learning technique combined with GeoGebra for Grade 8 students was 80.29/80.67, which exceeded the predetermined criterion; 2) the mathematics learning achievement of Grade 8 students who received instruction through this method was 80.67%, which was significantly higher than the set criterion at the 0.05 significance level; and 3) students' satisfaction with learning the Pythagorean theorem through STAD cooperative learning technique combined with GeoGebra was at the highest level, (= 4.68, S.D.= 0.47).

Problems in Taking the TOEIC Listening Test among 4th Business English Students at Nakhon Si Thammarat Rajabhat University

2025-04-02T15:42:18+07:00

Although listening skills are essential in English language learning and standardized testing, students who study English as a foreign language often achieve low scores. Research in this area remains limited, particularly regarding the TOEIC listening test. This action research aims to examine the problems encountered in TOEIC listening tests among fourth-year Business English majors at Nakhon Si Thammarat Rajabhat University in the academic year 2022. The sample group consisted of seven fourth-year students and one instructor. The research instruments included three sets of TOEIC listening tests, answer sheets, listening problem record forms, and interview forms.

The findings revealed two main categories of problems. Content-related issues included insufficient vocabulary and grammar knowledge, difficulty comprehending complex sentences, business-specific terminology, and diverse accents. Emotional issues encompassed anxiety, fatigue, and lack of concentration. While the instructor identified similar content-related problems, emotional issues were not mentioned. The recommendation suggests utilizing these identified problems to develop training programs aimed at improving students' TOEIC listening test scores.

Learning Responsibility of Mathayomsuksa 1 Students Learned by Guidance Learning Package

2025-03-12T12:30:17+07:00

This research sought to 1) compare the learning responsibility of the experimental group of students before and after using the guidance activity set to develop learning responsibility, and 2) compare it to the control group who studied with regular guidance. The experiment included 60 Mathayom 1 students in the second semester of the 2024 academic year at Akkarasartwitthaya School (Foundation) who volunteered to participate. They were selected using a purposive sampling method from classrooms with an average learning responsibility score below the 25th percentile. A random lottery was then performed to split the sample into 30 experimental and 30 control groups. In this study, a learning responsibility test and a 5-activity guiding activity package to develop learning responsibility received a reliability score of.91 for the full version. Data analysis employed mean, standard deviation, and t-test.

The research results found that (1) The experimental group of students studied using the guidance activity package to develop learning responsibility. The students in the experimental group who studied using the guidance activity set to develop learning responsibility had a significantly higher mean score of learning responsibility after studying than before studying at the .01 statistical level. (2) The students in the experimental group who studied using the guidance activity set to develop learning responsibility had a significantly higher mean score of learning responsibility than the control group who studied using the normal guidance activities at the .01 statistical level.

Development of English Learning Activities Using ECT2S Technique to Promote Writing Communication Skills for Grade 4 Students at Ban Luang School, under the Office of Chiang Mai Primary Educational Service Area 3

2025-02-21T15:22:18+07:00

This research aimed to 1) determine the effectiveness of English learning activities with ECT2S technique to promote writing communication skills for Grade 4 students, 2) compare academic achievement before and after organizing these activities, and 3) determine target group satisfaction. A purposive sample of 19 Grade 4 pupils from Ban Luang School in the first semester of 2024 was studied. The study used a learning management plan, test, and satisfaction questionnaire. Basic statistics and t-test Dependent were used for data analysis.

The research results found that 1) the effectiveness of organizing English learning activities with ECT2S technique to promote writing communication skills for Grade 4 students at Ban Luang School. It was found that the effectiveness (E₁/E₂) = 83.72/80.70 was higher than the specified criteria 2) The academic achievement of the target group had a score after learning that was significantly higher than the score before learning at the statistical level of .05 and 3) The satisfaction of the target group towards the organization of English learning activities with ECT2S technique to promote the overall development of writing communication skills was found to be at the highest level (= 4.66, S.D.= 0.57).

The Development of Problem-solving and Self-regulation Skills of Grade 12 High School Students through Meta-cognition-based Learning Processes

2025-03-18T13:02:46+07:00

This research aimed 1) to compare the ability to solve mathematical problems on arithmetic and geometric sequences of grade 12 students who received learning management according to the metacognition process before and after learning. 2) To compare the self-regulation ability of Grade 12 students who received learning management according to the metacognition process with the 80% criterion. The research sample in this study consists of 120 sixth-grade students from Anukoonnaree School, Mueang District, Kalasin Province, studying in the first semester of the 2024 academic year, selected through cluster sampling. The research instruments include six lesson plans for learning activities based on the metacognition process in mathematics, a mathematical problem-solving ability test, and a self-regulation assessment. Data was analyzed using statistical methods such as mean, percentage, standard deviation, and t-test.

The research findings revealed that (1) the ability to solve mathematical problems related to arithmetic and geometric sequences, which were taught through the metacognition process, showed a statistically significant increase in post-test scores compared to pre-test scores at the .01 level. (2) The ability to self-regulate, which was taught through the metacognition process, was at a level of frequent practice or higher, exceeding the set threshold of 80 percent.

Stress Coping Behaviors Among Online Gamers in the Four Southern Border Provinces of Thailand

2025-02-19T11:18:42+07:00

This research aimed to study the stress coping behaviors of individuals who play online games in the four southern border provinces. This study was a survey research. The sample consisted of 150 online gamers in the four southern border provinces. An online questionnaire was used as the research instrument, which included: 1) general information, 2) stress coping behaviors, and 3) preferences for playing online games. The statistics used for data analysis included percentage, mean, standard deviation, t-test, one-way ANOVA, and multiple regression analysis.

The research findings showed that: 1) gender, age, and preferred types of online games were not significantly different in terms of stress coping behaviors, and 2) the preferred types of online games were related to stress coping behaviors and could predict such behaviors. In conclusion, stress coping behaviors can be predicted from the preferred types of online games, but the results may vary depending on individual factors.

Scenario of Social Entrepreneurship Curricula in Thailand Scenario of Social Entrepreneurship Curricula in Thailand

2025-05-06T12:47:56+07:00

This research aimed to explore the scenario of social entrepreneurship curricula in Thailand. The study involved interviewing experts, including educators and practitioners in social entrepreneurship, to gain insights into the future direction of these curricula. Semi-structured interviews were utilized as the primary research tool. The data were analyzed using content analysis, where information from interviews with experts was interpreted and categorized into key components. The findings are summarized as follows:

The results identified seven key aspects: (1) Challenges and obstacles in business operations, where most social entrepreneurs lacked knowledge and expertise in business management; (2) Solutions to business challenges, with most social entrepreneurs opting to enroll in short-term training courses to enhance their knowledge; (3) Content for teaching, which was divided into two parts: core business administration and social entrepreneurship-specific subjects; (4) Teaching and learning methods, which predominantly used an active learning approach, emphasizing hands-on practices; (5) Teaching materials, including visual aids from both domestic and international sources, such as static images, video clips, or guest lecturers by social entrepreneurs; (6) Assessment and evaluation using tools such as tests, business plan design for social enterprises, and portfolio creation, with a higher weight placed on practical skills in designing and solving social business issues than on cognitive knowledge assessments; and (7) Curriculum development for social entrepreneurship in Thailand, which was proposed in three formats: 1) short-term courses and bachelor’s degree programs, 2) short-term courses only, and 3) bachelor’s degree programs.

Organizing learning activities for Basic English using 3(E)TAS techniques to enhance listening and speaking skills for Mathayom 3 students at Mae Moh Witthaya School

2025-02-21T15:22:48+07:00

This research aimed to 1) learning activities in Basic English with 3(E)TAS technique for Mathayom 3 students at Mae Moh Wittaya School, 2) compare students’ academic achievement before and after participating in these activities, and 3) assess or examine students’ satisfaction with the developed learning approach. The sample was 30 Mathayom 3/6 students studying English subject, code อ23101, during the semester 1, of the 2024 academic year selected by simple random sampling. The research instruments included 1) learning management plan, 2) test and 3) satisfaction questionnaire. The statistics used in data analysis were: Basic statistics and hypothesis testing with t-test Dependent.

The research results found that (1) The efficiency of organizing learning activities in Basic English with 3(E)TAS techniques to enhance listening and speaking skills for Mathayom 3 students at Mae Moh Wittaya School found that the efficiency of the learning process (E₁/E₂) = 81.50/81.33 (2) The learning achievement of the sample group showed that the post-learning scores were significantly higher than the pre-learning scores at the .05 level and (3) The satisfaction of the sample group towards organizing learning activities in Basic English with 3(E)TAS techniques that were developed was at the highest level (= 4.63, S.D. = 0.77).

A Development of a Guidance Activity Model Using an Activity-Based Learning Process Combined with a Five-Steps Collaborative Learning Process to Enhance Emotional and Social Learning Skills for High School Students

2025-03-12T09:22:58+07:00

This study investigated fundamental information, existing problems, and essential needs, and proposed guidelines for developing emotional and social learning (ESL) skills in high school students. It also developed and tested a guidance activity model that integrates activity-based learning with a 5-step collaborative learning process to improve ESL skills. 38 eleventh-graders participated in the R&D study. The guidance activity model, questionnaires, interviews, skill evaluations, evaluation forms, exercises, and reflection forms collected data. Data analysis included descriptive statistics (percentages, means, standard deviations), t-tests, one-way repeated measures ANOVA, paired samples t-tests, and content analysis.

The findings revealed the following: 1) High school students need to develop emotional and social learning skills because their current skill levels are below what they should be. The approach to developing these skills in a quality and sustainable manner should be implemented in four areas: (1) lesson organization, (2) content, (3) media and technology learning resources, and (4) activity organization formats. 2) The guided activity framework for high school students combines action-based learning with a five-step collaborative learning approach to improve emotional and social skills. The six parts are principles, objectives, content, activity steps, measurement and assessment, and success factors. Eight guide action steps were created: collaborative process: joyful engagement, thought-provoking questions, data analysis, group discussions, collaborative communication, appreciation of outcomes, knowledge integration, and community contribution. The model's efficiency (E1/E2) was 83.12/83.05, exceeding the standard criterion of 80/80. 3) The implementation of the model yielded significant results. It was found that students had higher emotional and social learning skills after using the guidance activity model compared to before its implementation, with statistical significance.