Journal of Information and Learning

Information Retrieval and Access Behaviors Related to Tham Khwan Nak Ceremony in Central Thailand

2026-02-07T13:32:05+07:00

This study aims to explore information retrieval and access behaviors related to Tham Khwan Nak ceremony (a traditional Thai pre-ordination ritual) in Central Thailand. A total of 40 key informants were recruited selected using snowball sampling and classified into two groups: 25 of the ceremony’s participants (four mothers of the ordinands, 15 relatives, and six colleagues) and 15 Tham Khwan Nak chanters. The study employed a qualitative research approach. Data were collected through semi-structured interviews and analyzed using content analysis. The findings revealed three main aspects of information behavior. With regard to information retrieval behaviors, the informants retrieved information differently. The ceremony participants focused on morals, grace (especially for parents), and entertainment, whereas the chanters paid attention to ritual content such as chanting techniques, rhythm, and chanting prayers. The two groups also showed different information retrieval frequencies; for example, the participants only retrieved the information when there was the ceremony, yet the chanters searched for the information more than once a month. In terms of information access behaviors the participants accessed the information through websites, but the chanters accessed it through various channels such as websites, the ceremony’s experts, self-learning, chanter communities, or related ceremonies. Keywording was the most frequently used method to access information through websites. The searched information was in videos, prayers, and contemporary lyrics, respectively. To evaluate the information, the users paid attention to up-to-date and easy-to-access information. To evaluate content after searching for the information, the participants considered using content based on chanters’ popularity, whereas the chanters would retrieve the information in response to their needs, up-to-date content, and titles. Regarding issues related to information retrieval and access behaviors, there were problems with reliability, duplication, references, and copyright infringement.

Factors Influencing Readiness for Integrating AR and VR in Distance Learning: An Application of the eTAM Model

2026-01-08T16:32:30+07:00

The objectives were 1) to validate an extended Technology Acceptance Model (eTAM) measurement model for augmented reality (AR)/virtual reality (VR) readiness of undergraduate distance-learning students and 2) to estimate the direct and indirect effects of institutional, social, and psychological factors on the students’ behavioral intention (BI). Data were collected from 384 undergraduate distance-learning students. A three-step sampling procedure was used: (1) the population was divided into 12 fields of study; (2) 384 participants were proportionally allocated across the fields; and (3) students were selected by simple random sampling within each field. An initial 36-item instrument was reduced to 22 indicators through confirmatory factor analysis (CFA). The measurement model was evaluated using CFA with robust maximum likelihood estimation. The construct validity was examined using composite reliability, average variance, the Fornell–Larcker, and HTMT criteria. Structural equation modeling (SEM) was used to test the proposed eTAM relationships. The model showed acceptable fit with CFI = .93, TLI = .92, robust CFI = .95, robust TLI = .94, SRMR = .048, and robust RMSEA = .066, satisfying the recommended criteria (CFI/TLI > .90, SRMR < .08, and RMSEA close to .06). It was found that self-efficacy (SE) strongly predicted perceived ease of use (PEOU; β = .899). Social interaction and sense of belonging (SI) was a strong predictor of SE (β = .837). Institutional technology and infrastructure support (TI_in; β = .099) contributed modestly. Behavioral intention (BI) was most strongly predicted by PU (β = .339), whereas TI_in influenced BI indirectly through PU rather than through a direct path. The model explained substantial variance in SE (R2 = .75), PEOU (R2 = .71), PU (R2 = .96), and BI (R2 = .81).

The Development of a Learning Model in the Metaverse Environment Using Scaffolding Techniques to Promote Collaborative Problem-Solving for Undergraduate Students

2025-11-24T14:24:18+07:00

This study aimed to 1) develop a learning model in the metaverse environment using scaffolding techniques to promote collaborative problem-solving for undergraduate students; 2) compare collaborative problem-solving skills between a control group and an experimental group using the developed learning model; and 3) compare the learning achievement between the two groups. The samples were second-year undergradu-ate students in the Bachelor of Education program enrolled in Learning Management Methodology 2. The study included 35 students whose major is computer education in the experimental group and the other 35 students from general science in control group. All of them were selected by cluster random sampling. The research instruments used were the developed learning model, lesson plans, a collaborative problem-solving skills test, and a learning achievement test. Data were analyzed using mean, standard deviation, and an independent t-test. The findings revealed that 1) the developed learning model consisted of four com-ponents: (1) the metaverse learning environment, (2) scaffolding, (3) collaborative problem-solving learning, and (4) evaluation. Students utilized five distinct steps: (1) shared understanding, (2) collaborative planning, (3) knowledge communication and sharing, (4) co-ordination and execution, and (5) monitoring and reflec-tion while conducting the activities. The model achieved an efficiency of 82.32/80.36. 2) The collaborative problem-solving skills of the experimental group were significantly higher than those of the control group at the .01 level. 3) The learning achievement of the experimental group was also significantly higher than that of the control group at the .01 level.

Evaluating the Effectiveness of a Digital Workload Management Information System in Enhancing Organizational Management Efficiency: A Case Study of the Faculty of Engineering, Mahasarakham University

2026-04-04T08:02:11+07:00

The management of IT infrastructure and audiovisual workloads in educational organizations are often hindered by fragmented data and a lack of systematic tracking, which limits the use of information for managerial decision-making. This study aims to 1) evaluate the effectiveness of the digital workload management system (DWMS) based on real usage data, 2) analyze the role of the system role in managing workload and tracking, and 3) examine the use of system-generated data to support managerial decision-making. This research utilizes an information system development approach integrated with empirical evaluation from actual usage. The sample includes 65 faculty members and 38 support staff. The research instrument is the DWMS, consisting of a service request system, a database, a workload calculation module, a data analytics dashboard, and task-tracking system. The workload model was developed based on task frequency, duration, and task complexity. Data were analyzed using descriptive statistics. The results from eight months of implementation revealed that the system processed 319 service tasks, with a total workload of 1,132.4 units and a success rate of 99.4%. The system reduced total processing time by 14,355 minutes and decreased paper consumption by 638 sheets, while facilitating real-time task tracking and enhancing dashboard-based analytics.The findings indicate that DWMS functions as a data infrastructure that integrates workload management, process tracking, and data-driven decision-making, thereby enhancing organizational management efficiency in educational institutions.

The Effectiveness of an Information Literacy Training Program at the Faculty of Science, Mahidol University

2026-04-03T23:36:06+07:00

This mixed-methods research aimed to investigate 1) perceived learning achievements, 2) training effectiveness, 3) participants’ attitudes, and 4) congruence between training subject areas and participant roles within the Information Literacy Training Program at the Faculty of Science, Mahidol University, conducted through an online learning format. The sample consisted of 700 satisfaction survey responses collected during the fiscal years 2023–2025, with a response rate of 24.60%. Quantitative data were analyzed using frequency, percentage, mean, standard deviation, paired t-test, one-way analysis of variance (One-way ANOVA), and Tukey HSD post hoc comparison, while qualitative data were analyzed using content analysis. The research findings revealed that 1) participants’ perceived post-training knowledge was at a high level (M = 4.39, SD = 0.61), which was significantly higher than their low-level pre-training knowledge (M = 2.09, SD = 1.00), with statistical significance at the .001 level. The student group and Academic Databases and Journal Selection subject areas showed the highest mean scores, whereas the staff group and Data Visualization and Generative AI subject areas showed the lowest mean scores. 2) Overall training effectiveness regarding the instructors’ capabilities and the practical benefits for work performance was rated at the highest level (mean exceeding 4.50). Perceived benefits for work performance differed significantly depending on the alignment between the content and the role context of the target groups. 3) The majority of the 137 responses (74.45%) expressed positive attitudes, finding the activities interesting and wishing to participate in future sessions, while 25.55% suggested an extended training duration, supporting documents, in-depth content, and basic knowledge provision. 4) The comparative analysis revealed two patterns of alignment between subject areas and participant roles, leading to recommendations for curriculum development categorized into three levels (Basic, Intermediate, and Advanced) based on Bloom’s Taxonomy.

A Needs Assessment and Confirmatory Factor Analysis of the ACRL Framework for Enhancing Information Literacy Skills Among Undergraduate Students in Thai Higher Education in the Digital Era

2026-04-05T15:25:23+07:00

Information literacy (IL) in the digital era has evolved beyond basic search strategies to encompass more complex conceptual frameworks. The purposes of this mixed-methods study were 1) to determine the pri-ority IL competencies that digital-era learners perceived as needing improvement, and 2) to test the struc-tural validity of the Association of College and Research Libraries (ACRL) Framework within the Thai higher education context. In the quantitative phase, a sample of 436 undergraduate students from Thai public and private universities completed an online survey. Participants were recruited using stratified random sampling across five geographic regions of Thailand (Northern, Central, Eastern, Northeastern, and Southern). The reliability and validity of the 32-item, five-point Likert-scale questionnaire were rigorously evaluated to demonstrate strong internal consistency (Cronbach's Alpha) and construct validity confirmed through Con-firmatory Factor Analysis. In addition to the quantitative component of the study, the qualitative aspect was included in semi-structured interviews where there were 15 experts participating. The data were ana-lyzed using the Modified Priority Needs Index (PNI_modified) and Confirmatory Factor Analysis (CFA). The results showed that while students felt that they needed to improve many of their IL competencies, par-ticularly developing a conceptual framework (PNI_modified = .320), applying search strategies effectively (PNI_modified = .289), those skills were used relatively infrequently. Insights gained from the qualitative component of this study revealed several key reasons why that disparity existed. Today's students have difficulty with ethics-related aspects of information literacy, rely heavily on Generative AI tools, and do not possess the physical stamina to engage in extended periods of critical thinking and analysis. While those difficulties are concerned with learners’ behaviors, the CFA supported the structural validity of the theoret-ical model proposed by the ACRL Framework, providing evidence that supports the notion that the ACRL Framework represents a good fit for empirically based data regarding IL (X²/df = 2.99, RMSEA = .06, SRMR = .03, CFI = .95). These findings offer practical guidance for universities to redesign information literacy curricu-la targeting specific behavioral gaps identified in the digital era, particularly in developing research frame-works and applying effective search strategies.

A Participatory Information Resources Development Model for Users at Chiang Mai University Library

2026-04-03T23:38:03+07:00

This research aimed 1) to examine users’ needs for participation in information resources development, and 2) to develop a participatory model for information resources development for users at Chiang Mai University Library. A quantitative survey research design was employed. The sample consisted of 783 users of Chiang Mai University Library during the 2023 academic year. Participants were divided into two groups: academic and support staff (n = 387), and undergraduate and graduate students (n = 396). Data were collected using a questionnaire and analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation. The results revealed that the appropriate participatory model for information resources development at Chiang Mai University Library comprises three key components. First, the library enhances users' awareness of their roles and rights in information resource development through systematic, continuous, and proactive communication. Second, the library implements a hybrid participation approach that enables users to participate in information resource selection during the CMU Book Fair and via the library website during non-event periods. Third, the library employs the CMU Mobile Application as the university's centralized platform for purchase requests, acquisition status updates, and item availability notifications. Through this platform, users receive updates on the status of their requests at each stage, including acquisition decisions, unavailable or out-of-print items, duplicate titles, and notifications when requested resources become available for service.

Analysis and Data Visualization of the Settlement Patterns of Ethnic Groups in Lanna

2026-05-28T16:10:29+07:00

This research, focusing on the analysis and visualization of ethnic settlements in Lanna, aims to: 1) analyze and categorize settlement patterns, and 2) develop a visual data presentation of these settlements. Adopting a research and development (R&D) methodology, the study utilized a structured analysis form as the primary data collection instrument. The sample comprised 311 information resources retrieved from 17 specialized repositories. The findings revealed a multi-level knowledge taxonomy consisting of 17 major categories, 65 subcategories, 175 primary sub-groups, 352 secondary sub-groups, and 59 tertiary sub-groups. Regarding the visualization component, the MapHub platform was employed as the core developmental tool. The web-based interface is categorized into three interactive modules: 1) classification by 25 ethnic groups; 2) chronological display across 7 historical eras of Lanna; and 3) thematic visualization of 17 knowledge domains, namely: settlement, occupations, linguistics, traditional attire, housing and architecture, family structures, belief systems, religion, way of life and traditions, religious rites and rituals, traditional medicine and healing, culinary culture, governance and social control, education, behavioral traits, musical heritage, and folk games and recreation.

Development of a Learning Management Model Using the Design Thinking Process to Enhance Electronic Teaching Media Production for Pre-Service Teachers at Lampang Rajabhat University

2026-01-08T15:55:29+07:00

This research aimed 1) to develop a learning management model using the design thinking process to enhance electronic teaching media production for pre-service teachers at Lampang Rajabhat University, 2) to examine the effects of the model, including comparing learning achievement before and after implementation and evaluating students’ media production skills against the 80% criterion, and 3) to validate the developed model. The target group consisted of 14 fourth-year pre-service teachers. The research instruments comprised: a learning management model using the design thinking process, a learning achievement test, an electronic teaching media production skills assessment form, and a model validation assessment form. Data were analyzed using mean and standard deviation. The findings revealed that the developed design thinking–based learning management model was rated at the highest quality level (M = 4.64, SD = 0.52). The dimension receiving the highest mean score was the learning management process (M = 4.70, SD = 0.51), followed by outcomes (M = 4.63, SD = 0.50) and input (M = 4.60, SD = 0.55). Following implementation, pre-service teachers’ learning achievement increased from 17.43 (SD = 0.85) to 25.50 (SD = 1.45). Their electronic instructional media production skills reached a high level (M = 4.52, SD = 0.48), equivalent to 90.37%, exceeding the 80% criterion. Expert validation of the learning management model using the design thinking process indicated the highest quality level (M = 4.63, SD = 0.49).

Active Learning Management Using Game-Based Learning With Board Games to Enhance Awareness of Financial Behavior for Upper Elementary Students

2026-04-12T17:13:19+07:00

The purposes of this research were: 1) to compare the financial behavior awareness of the experimental group before and after the implementation of board game-based active learning, and 2) to compare the post-implementation awareness of financial behavior between the experimental group taught through board game-based active learning and the control group taught through conventional learning. The sample, consisting of 60 fifth-grade students from Chulalongkorn University Demonstration Elementary School, divided into two classrooms of 30 students each. The research instruments included active learning lesson plans using board games designed to enhance financial behavior awareness in upper elementary school students, board games, and financial behavior awareness assessment tools. The quantitative data were analyzed using descriptive statistics (mean and standard deviation), paired samples t-test, and independent samples t-test, while the qualitative data were analyzed using thematic analysis. The results of this research revealed that 1) the implementation of board games-based active learning significantly increased students' financial behavior awareness at the .05 level of statistical significance, and 2) the experimental group demonstrated a higher level of financial behavior awareness than the control group at the .05 level of statistical significance. These findings were supported by the thematic analysis of the interview data.

A User-Centered Information Website for First-Year Students: Design and Performance Evaluation

2026-05-21T21:20:22+07:00

This research aimed to develop and evaluate the performance of an information website for first-year students at Nakhon Si Thammarat Rajabhat University by integrating the user-centered design (UCD) approach with modern web development standards. The website was evaluated using Google Lighthouse, Google PageSpeed Insights, Google Analytics, and a user satisfaction questionnaire administered to 440 first-year students. The findings revealed that the developed website achieved a very high level of quality in design and usability, as assessed by experts (M = 4.65, SD = 0.32). The website also met the core web vitals performance standards and was primarily accessed through mobile devices, indicating that its structure and design effectively aligned with users' information-seeking behavior. In addition, overall user satisfaction was at a high level (M = 4.43, SD = 0.93), with the highest ratings in terms of usefulness and practical application. These findings indicate that integrating the user-centered design approach with modern web development standards enhances website performance and supports effective dissemination of institutional information to the target audience.

Needs Assessment for Developing a Personal Learning Environment Application Based on Self-Determined Learning and Learning Contract to Enhance Lifelong Learning Skills of Student Teachers

2026-06-26T21:09:45+07:00

This study aimed to 1) assess the needs for developing a personal learning environment application based on self-determined learning and learning contract to enhance student teachers’ lifelong learning skills, and 2) examine the student teachers’ current and desired states of lifelong learning skills. The sample consisted of 745 student teachers selected through multi-stage sampling. The research instrument was a questionnaire with a reliability coefficient of 0.98, which included sections on demographic information, personal learning environments based on self-determined learning and learning contract and lifelong learning skills requirements. The data were analyzed using descriptive statistics and the Modified Priority Needs Index (PNImodified). The findings revealed that the highest-priority need in the personal learning environment domain was communication tools between students and teachers and among students (PNI_modified = 0.32). In the self-determined learning and learning contract domain, the highest-priority needs were participation in goal setting, learning plans, learning supports, self-regulation, and evaluation between teachers and students (PNI_modified = 0.33), together with self-reflection of online learning and activities (PNI_modified = 0.33) Regarding lifelong learning skills, the highest-priority need was fundamental skills for learning and daily life activities (PNI_modified = 0.33), followed by personal, social, and emotional skills (PNI_modified = 0.31), and personal skills for professional development (PNI_modified = 0.31). The findings of this study will serve as a basis for the development of a personal learning environment application to foster student teachers’ lifelong learning skills.

Virtual English Language Learning With AI, AR, and Gamification: Enhancing English Skills and Speaking Confidence for Beginner Learners

2026-04-01T15:54:13+07:00

This research aimed to: 1) to develop and evaluate the quality of a virtual English language learning system integrating AI speech recognition, augmented reality (AR), and gamification for beginner learners; 2) to compare students' English language learning achievements in vocabulary, grammar, and conversation before and after using the developed system; 3) to study students' English speaking confidence after using the system; and 4) to study students' satisfaction with the developed system. The study employed a one-group pretest-posttest design. The sample consisted of 30 undergraduate students, selected through purposive sampling. The research instruments included the virtual English language learning system and lesson plans, an English achievement test, an English speaking confidence assessment, and a satisfaction questionnaire. Data were analyzed using descriptive statistics (mean, standard deviation, and percentage) and inferential statistics (Paired samples t-test). The results revealed that: 1) the quality of the developed learning system was evaluated by experts at the highest level of appropriateness; 2) the learners' posttest English achievement scores were significantly higher than their pretest scores (t = 12.35, p < .001), with conversation skills showing the highest improvement, followed by grammar and vocabulary; 3) the learners' English speaking confidence increased to a high level (M = 4.18); and 4) their overall satisfaction with the system was at a high level (M = 4.32).

Latent Profile Analysis of Digital Disruption Learning Environment and Artificial Intelligence Platform to Identify the Digital Identities of Teacher Professional Students

2026-06-11T17:30:39+07:00

This research aimed to: 1) analyze the latent profiles of learning outcomes among teacher professional students based on indicators of digital disruption environment perception and artificial intelligence platform utilization; 2) compare differences in learning outcomes across students with distinct latent digital identities; and 3) examine the relationship between personal characteristics and these latent digital identity groups. The sample consisted of 528 teacher professional students from higher education institutions in Bangkok and its vicinity, selected through multi-stage random sampling. The research instrument was a 6-point rating scale questionnaire with content validity verified by the index of item-objective congruence (IOC) and reliability confirmed by Cronbach’s alpha coefficient. Data were analyzed using latent profile analysis (LPA), one-way analysis of variance (One-way ANOVA), and chi-square test. The findings revealed that: 1) The 3-class latent profile model demonstrated the best fit with the empirical data, classifying students into the basic digital learner group (24.10%), intermediate digital developer group (44.90%), and advanced digital leader group (31.00%). 2) Learning outcomes significantly differed among the groups, with the advanced digital leader group achieving the highest mean score, followed by the Intermediate digital developer and basic digital learner groups, respectively. 3) Year of study and major were significantly associated with the latent digital identity groups. Specifically, the basic digital learner group primarily comprised 1st-to-3rd-year students, regardless of gender, majoring in general education and curriculum and instruction. The intermediate digital developer group constituted the largest baseline across all factors, with the highest density in elementary and early childhood education majors. Meanwhile, the advanced digital leader group predominantly consisted of 4th-year students majoring in technology, computer science, and science.