Augmented Reality Learning Media Using PWIM Technique to Enhance Thai Reading Ability of the Southern Border Patrol Police School Students
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Abstract
The objectives of this study were: 1) to develop augmented reality (AR) instructional media using the Picture Word Inductive Model (PWIM) technique to enhance the Thai reading ability of students at Border Patrol Police Schools in the southern border provinces of Thailand, ensuring that the media met the established efficiency criteria; 2) to compare the Thai reading ability of Grade 2 students at Border Patrol Police Schools in the southern border provinces before and after learning through the AR instructional media with the PWIM technique; and 3) to evaluate the opinions of Grade 2 students at Border Patrol Police Schools in the southern border provinces toward learning with the AR instructional media using the PWIM technique for improving their Thai reading ability. The sample group consisted of 36 Grade 2 students from Border Patrol Police Schools in the southern border provinces. The research instruments included the AR instructional media, a content and design quality evaluation form, lesson plans, a Thai reading ability test, and an opinion questionnaire. The statistical methods employed were the determination of media efficiency based on the E1/E2 criterion of 75/75, a t-test, mean, and standard deviation. The findings revealed that: 1) the instructional media achieved an efficiency score of 75.45/76.80, meeting the established criterion; 2) students’ Thai reading ability scores after learning were significantly higher than before learning at the 0.05 level of statistical significance; and 3) the mean score of students’ opinions toward learning with the instructional media was 4.63, which is considered at the highest level. It is recommended that future studies investigate the long-term impact of the media, compare its effectiveness with traditional teaching methods using larger sample sizes, explore the integration of the media with other teaching techniques, and examine key factors influencing success - such as teachers’ attitudes, infrastructure, and administrative support - to ensure the sustainable implementation of educational technology in remote areas.
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