Niwat Srisawasdi
Biographic Data
| ID | 8374342 |
|---|---|
| NAME | Niwat Srisawasdi |
| GIVEN NAMES | Niwat |
| FAMILY NAME | Srisawasdi |
| SIGNATURE | SRISAWASDI N |
| AFFILIATIONS | Khon Kaen University |
| ORCID | 0000-0002-2042-2601 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Understanding students’ adoption of a web-enhanced inquiry learning common for science literacy: An affordance-based PLS-SEM analysis
Persistent inequities in access to high-quality science instruction continue to limit students' learning opportunities in rural and underserved communities worldwide. Digital inquiry-based learning environments offer a promising pathway for addressing such disparities. However, limited research has examined how learners in marginalized contexts perceive and adopt these systems, particularly regarding the role of design affordances, technology acc…
Digital learning platforms for classroom teaching: Perceptions of teachers and students in Thailand's smart learning initiative
Digital learning platforms (DLPs) are increasingly integrated into classroom teaching; however, empirical evidence examining how different educational stakeholders perceive platform quality within the same implementation context remains limited, particularly in public-sector and non-Western settings. This study investigates teachers' and students' perceptions of key DLP quality dimensions within Thailand's Smart Learning Project, a localized digi…
Digital Play in the Lab: How Pre-service Teachers View Game-transformed Inquiry Laboratory Learning
This study aims to explore pre-service biology teachers’ perceptions of digital game integration within inquiry-based learning environment. Twenty participants engaged in a 7-hr learning intervention that combined a digital game with hands-on inquiry laboratory activities. Pre- and post-intervention drawings were analyzed to assess shifts in their perceptions. Results indicated a conceptual shift toward viewing game and laboratory learning as com…
Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to us…
Digital Learning Ecosystem for Classroom Teaching in Thailand High Schools
Digital learning ecosystem plays important roles for transforming teaching classroom into learning community. This article used a mixed method to (1) explore the teaching and learning activities and components of a digital learning ecosystem through eighteen in-depth interviews and six observation classroom teachings of three subjects (English, Mathematics, and Science), and (2) measure the factors influencing the success of the ecosystem from a …
International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry: Is progress Being made
Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students f…
Effects of a formative assessment-based contextual gaming approach on students’ digital citizenship behaviours, learning motivations, and perceptions
No prominent works on this page.
Effects of a formative assessment-based contextual gaming approach on students’ digital citizenship behaviours, learning motivations, and perceptions
International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry: Is progress Being made
Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students f…
Digital Learning Ecosystem for Classroom Teaching in Thailand High Schools
Digital learning ecosystem plays important roles for transforming teaching classroom into learning community. This article used a mixed method to (1) explore the teaching and learning activities and components of a digital learning ecosystem through eighteen in-depth interviews and six observation classroom teachings of three subjects (English, Mathematics, and Science), and (2) measure the factors influencing the success of the ecosystem from a …
Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to us…
Digital Play in the Lab: How Pre-service Teachers View Game-transformed Inquiry Laboratory Learning
This study aims to explore pre-service biology teachers’ perceptions of digital game integration within inquiry-based learning environment. Twenty participants engaged in a 7-hr learning intervention that combined a digital game with hands-on inquiry laboratory activities. Pre- and post-intervention drawings were analyzed to assess shifts in their perceptions. Results indicated a conceptual shift toward viewing game and laboratory learning as com…
Understanding students’ adoption of a web-enhanced inquiry learning common for science literacy: An affordance-based PLS-SEM analysis
Persistent inequities in access to high-quality science instruction continue to limit students' learning opportunities in rural and underserved communities worldwide. Digital inquiry-based learning environments offer a promising pathway for addressing such disparities. However, limited research has examined how learners in marginalized contexts perceive and adopt these systems, particularly regarding the role of design affordances, technology acc…
Digital learning platforms for classroom teaching: Perceptions of teachers and students in Thailand's smart learning initiative
Digital learning platforms (DLPs) are increasingly integrated into classroom teaching; however, empirical evidence examining how different educational stakeholders perceive platform quality within the same implementation context remains limited, particularly in public-sector and non-Western settings. This study investigates teachers' and students' perceptions of key DLP quality dimensions within Thailand's Smart Learning Project, a localized digi…
Pedagogy (4 works) · Science Education and Pedagogy (4 works) · Computer Science (3 works) · Digital Learning (3 works) · Experiential learning (3 works) · Mathematics education (3 works) · Online and Blended Learning (3 works) · Perception (3 works) · Psychology (3 works) · Education and Critical Thinking Development (2 works)