การส่งเสริมการเรียนรู้เชิงรุกของผู้เรียนในการศึกษาตัวแบบมาร์คอฟ ด้วยโปรแกรม QM for Windows V5  กรณีศึกษา ผู้เรียนสาขาวิชานวัตกรรมและการจัดการข้อมูลธุรกิจอุตสาหกรรม

Wasukree Sangpom; Narongsak   Sangpom

Authors

Wasukree Sangpom -Faculty of Science and Technology, Rajamangala University of Technology Suvarnabhumi, Suphanburi Campus
Narongsak Sangpom

Keywords:

Active Learning, Markov Model, Mathematical Learning, QM for Windows V5 Software

Abstract

A learner-centered approach that promotes active engagement through analytical thinking, experimentation, and real-world application, supported by technological tools, plays a crucial role in developing higher-order cognitive skills, particularly in complex mathematical domains such as Markov models. This study aimed (1) to explore students’ learning experiences in studying Markov models using QM for Windows V5, and (2) to propose guidelines for enhancing technology-supported active learning processes in higher education. This qualitative study adopted
a phenomenological research design to capture in-depth learning experiences. The participants were three third-year undergraduate students in Innovation and Industrial Business Information Management, selected through purposive selection. Data were collected through unstructured interviews, field notes, and reflective learning records, and were analyzed concurrently using content and interpretative analysis. The trustworthiness of the data was ensured through triangulation and member checking.

The findings revealed that students were able to effectively perform fundamental operations using QM for Windows V5, including data input, parameter configuration, and initial state setting for Markov model analysis. Through self-directed learning, peer collaboration, and instructor support, students developed the ability to construct, analyze, and predict state transitions, leading to a deeper conceptual understanding of Markov processes. The software also facilitated meaningful connections between theoretical knowledge and real-world applications. Furthermore, the study proposes key approaches to enhancing active learning through technology, including problem-based learning design, collaborative discussion, conceptual synthesis, multimedia integration, and the development of learning communities. These findings provide both pedagogical and practical implications for improving technology-enhanced learning in higher education contexts.

Author Biographies

Wasukree Sangpom, -Faculty of Science and Technology, Rajamangala University of Technology Suvarnabhumi, Suphanburi Campus

Faculty of Science and Technology, Rajamangala University of Technology Suvarnabhumi, Suphanburi Campus

Narongsak Sangpom

Faculty of Industrial Education, Rajamangala University of Technology Suvarnabhumi

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