Jirarat Sitthiworachart
Biographic Data
| ID | 5791413 |
|---|---|
| NAME | Jirarat Sitthiworachart |
| GIVEN NAMES | Jirarat |
| FAMILY NAME | Sitthiworachart |
| SIGNATURE | SITTHIWORACHART J |
| AFFILIATIONS | King Mongkut's Institute of Technology Ladkrabang |
| ORCID | 0000-0002-5750-6702 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Keeping Scholarly Papers Simple
Many published papers are difficult to read because their authors overuse words that are not widely understood or use new ‘invented’ terms that we could manage without. The first category includes many words that, although they have been used for centuries, are now uncommon and cause readers to pause and search dictionaries to continue. The second contains words that were invented to elevate the significance of claimed new approaches: they common…
Design-Based Learning and Students’ Study Engagement and Design Thinking Competence
Despite many design-based learning (DBL) studies, longitudinal evidence on how course demands and resources shape design thinking competence (DTC) via study engagement remains scarce. Building on the job demands–resources (JD–R) theory, this study aims to examine whether program demands (project characteristics) and program resources (the role of the teacher, assessment, and social context) promote study engagement, which in turn predicts DTC. We…
Demographic analysis of adult learners’ autonomous learning in the context of lifelong learning
Enhancing problem-solving and autonomous learning in mature students through Tech-Blended PBL
Cloze tests as retrieval practice activities
Interactive Learning with Student Response System to Encourage Students to Provide Peer Feedback
This study analyzed anonymous peer feedback among two groups of university students—a lower-performing class and a higher-performing class. Students used an audience response system to anonymously comment on each other’s work. Each peer feedback or comment was categorized into one of seven types: Praise+, Praise−, Criticism+, Criticism−, Combined Praise and Criticism, Opinion, and Irrelevant. The plus (+) and minus (−) signs were used to categori…
Technology-Supported Active Learning in a Flexible Teaching Space
Active learning is increasingly of interest within Higher Education. The use of technology provides, in theory, the opportunity for more effective active learning, but in practice the majority of learning technology usage is still for “traditional” approaches. Conventional staff training is failing to address this. The authors’ university has provided an experimental technology-rich teaching space (the Teaching Grid) for supporting teachers as th…
Blended Learning Activities in an e-Business Course
The objectives of this study were threefold: to understand students’ perceptions of activities in a blended learning environment; to determine their preferred learning activities in this context, paralleling the four stages of Kolb’s learning cycle; and to determine the effectiveness of the blended learning used, based on scores achieved in an e-business course supported by the BLearning assessment system, a custom-designed reflective assessment …
Effects on response time and accuracy of technology-enhanced cloze tests
The impact of computer‐mediated immediate feedback on developing oral presentation skills
Feedback plays a central role in learning. Crucial to this is the nature and timing of the feedback. This experimental study explores the efficacy of immediate computer‐mediated feedback within a virtual reality environment designed to facilitate the development of pre‐university students' presentation skills. Two conditions were established to assess the efficacy: immediate computer‐mediated feedback; a control condition of delayed expert‐mediat…
No prominent works on this page.
Effects on response time and accuracy of technology-enhanced cloze tests
The impact of computer‐mediated immediate feedback on developing oral presentation skills
Feedback plays a central role in learning. Crucial to this is the nature and timing of the feedback. This experimental study explores the efficacy of immediate computer‐mediated feedback within a virtual reality environment designed to facilitate the development of pre‐university students' presentation skills. Two conditions were established to assess the efficacy: immediate computer‐mediated feedback; a control condition of delayed expert‐mediat…
Blended Learning Activities in an e-Business Course
The objectives of this study were threefold: to understand students’ perceptions of activities in a blended learning environment; to determine their preferred learning activities in this context, paralleling the four stages of Kolb’s learning cycle; and to determine the effectiveness of the blended learning used, based on scores achieved in an e-business course supported by the BLearning assessment system, a custom-designed reflective assessment …
Technology-Supported Active Learning in a Flexible Teaching Space
Active learning is increasingly of interest within Higher Education. The use of technology provides, in theory, the opportunity for more effective active learning, but in practice the majority of learning technology usage is still for “traditional” approaches. Conventional staff training is failing to address this. The authors’ university has provided an experimental technology-rich teaching space (the Teaching Grid) for supporting teachers as th…
Interactive Learning with Student Response System to Encourage Students to Provide Peer Feedback
This study analyzed anonymous peer feedback among two groups of university students—a lower-performing class and a higher-performing class. Students used an audience response system to anonymously comment on each other’s work. Each peer feedback or comment was categorized into one of seven types: Praise+, Praise−, Criticism+, Criticism−, Combined Praise and Criticism, Opinion, and Irrelevant. The plus (+) and minus (−) signs were used to categori…
Demographic analysis of adult learners’ autonomous learning in the context of lifelong learning
Enhancing problem-solving and autonomous learning in mature students through Tech-Blended PBL
Cloze tests as retrieval practice activities
Keeping Scholarly Papers Simple
Many published papers are difficult to read because their authors overuse words that are not widely understood or use new ‘invented’ terms that we could manage without. The first category includes many words that, although they have been used for centuries, are now uncommon and cause readers to pause and search dictionaries to continue. The second contains words that were invented to elevate the significance of claimed new approaches: they common…
Design-Based Learning and Students’ Study Engagement and Design Thinking Competence
Despite many design-based learning (DBL) studies, longitudinal evidence on how course demands and resources shape design thinking competence (DTC) via study engagement remains scarce. Building on the job demands–resources (JD–R) theory, this study aims to examine whether program demands (project characteristics) and program resources (the role of the teacher, assessment, and social context) promote study engagement, which in turn predicts DTC. We…
Psychology (7 works) · Computer Science (6 works) · Mathematics education (6 works) · Educational technology (3 works) · Innovative Teaching and Learning Methods (3 works) · Innovative Teaching Methods (3 works) · Pedagogy (3 works) · Student Assessment and Feedback (3 works) · Blended Learning (2 works) · Education and Critical Thinking Development (2 works)