educational technology journal 15...
DESCRIPTION
วารสารเทคโนโลยีสื่อสารการศึกษาฉบับอิเล็กทรอนิคส์ หรือ Electronic journal ปีที่ 15 ฉบับที่ 1 เป็นของมูลนิธิศาสตราจารย์หม่อมหลวงปิ่น มาลากุล มีวัตถุประสงค์เพื่อส่งเสริมการเผยแพร่บทความวิชาการ สาระความรู้อันเป็นประโยชน์ทางอินเทอร์เน็ต เพื่อการพัฒนาสังคมแห่งการเรียนรู้และเพื่อเป็นแหล่งข้อมูลที่น่าเชื่อถือTRANSCRIPT
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‡®â“¢Õß¡Ÿ≈π‘∏‘»“ μ√“®“√¬åÀ¡àÕ¡À≈«ßªîòπ ¡“≈“°ÿ≈ „πæ√–√“™Ÿª∂—¡¿å ¡‡¥Á®æ√–‡∑æ√—μπ√“™ ÿ¥“œ
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”π—°ß“π¡Ÿ≈π‘∏‘»“ μ√“®“√¬åÀ¡àÕ¡À≈«ßªîòπ ¡“≈“°ÿ≈
‡≈¢∑’Ë 114 Õ“§“√ 14 ™—Èπ 2 ¡À“«‘∑¬“≈—¬»√’π§√‘π∑√«‘‚√≤ ‚∑√.0-2259-1919 ‚∑√ “√.0-2261-1777
¡Ÿ≈π‘∏‘»“ μ√“®“√¬åÀ¡àÕ¡À≈«ßªîòπ ¡“≈“°ÿ≈„πæ√–√“™Ÿª∂—¡¿å ¡‡¥Á®æ√–‡∑æ√—μπ√“™ ÿ¥“œ ¬“¡∫√¡√“™°ÿ¡“√’
‡∑§‚π‚≈¬’ ◊ËÕ “√°“√»÷°…“
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∫°.·∂≈ß .................................................................................................................................................................. 13
§≥–°√√¡°“√°≈—Ëπ°√Õß ..................................................................................................................................... 14
°√√¡°“√¡Ÿ≈π‘∏‘ ...................................................................................................................................................... 15
§«“¡‡ªìπ§√Ÿ„πæ√–∫“∑ ¡‡¥Á®æ√–‡®â“Õ¬ŸàÀ—« ............................................................................................... 17
‡®â“øÑ“π—°æ—≤π“°“√»÷°…“ .................................................................................................................................. 21
‡∑‘¥æ√–‡°’¬√μ‘æ√–∫“∑ ¡‡¥Á®æ√–‡®â“Õ¬ŸàÀ—« ................................................................................................ 33
𑬓¡Õ’‡≈‘√åππ‘Ëß ∑’Ë·∑â®√‘ß ”À√—∫Õπ“§μ ........................................................................................................ 37
»“ μ√“®“√¬å ¡≈.ªîòπ ¡“≈“°ÿ≈ π—°‡∑§‚π‚≈¬’ ◊ËÕ “√°“√»÷°…“ ............................................................. 44
Mobile Learning (mLearning) ...................................................................................................................... 67
‡°√Á¥‡≈Á°Ê πâÕ¬Ê ‡°’ˬ«°—∫™’«‘μ»“ μ√“®“√¬å ¡≈.ªîòπ ¡“≈“°ÿ≈ .............................................................. 91
Best Practice ...................................................................................................................................................... 96
¿“æ∑’Ë·∑â®√‘ߢÕ߇∑§‚π‚≈¬’°“√»÷°…“ ........................................................................................................... 101
§«“¡À¡“¬¢Õ߇∑§‚π‚≈¬’°“√»÷°…“ .............................................................................................................. 107
°“√ª√–‡¡‘𧫓¡‡ªìπ‡«Á∫‰´μå‡æ◊ËÕª«ß™π¢Õß‚Œ¡‡æ® 10 ¡À“«‘∑¬“≈—¬™—Èππ”¢Õß‚≈° .................. 116
Evaluating the Web Accessibility of Worldûs Top Ten Universitieûs Home Pages ......... 123
‡∑§‚π‚≈¬’°“√‡√’¬π°“√ Õπ ............................................................................................................................. 139
§”ª√“√¿ ................................................................................................................................................................ 147
»÷°…“¿“…‘μ ............................................................................................................................................................ 149
ª√–«—쑬àÕ »“ μ√“®“√¬å ¡≈.ªîòπ ¡“≈“°ÿ≈ ................................................................................................... 159
°“√Õà“πÕÕ°‡¢’¬π‰¥â‡™‘ß∑—»π“°“√ .................................................................................................................. 166
®√‘¬∏√√¡ ”À√—∫π—°‡∑§‚π‚≈¬’ ◊ËÕ “√°“√»÷°…“ ......................................................................................... 179
Àπâ“μà“߇∑§‚π‚≈¬’ .............................................................................................................................................. 195
ª√– ∫°“√≥宓°°“√ª√–™ÿ¡∑“ß«‘™“°“√√–¥—∫π“π“™“μ‘ ....................................................................... 207
¿“«–‚≈°√âÕπ°—∫ ‘Ëß·«¥≈âÕ¡»÷°…“ ................................................................................................................. 211
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Del.icio.us .......................................................................................................................................................................... 67
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10 Second Life ................................................................................................ 195
Thailand cyber University (TCU) ............................................................................................................. 208
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Àπ—ß ◊Õ‡∑§‚π‚≈¬’ ◊ËÕ “√°“√»÷°…“‡≈à¡π’È ‰¥â®—¥æ‘¡æ凪ìπªï∑’Ë15 ·≈â« ∫∑§«“¡∑’Ë≈ßμ’æ‘¡æå ‰¥â¬°¡“μ√∞“π‚¥¬∑ÿ°∫∑§«“¡μâÕߺà“π§≥–°√√¡°“√√à«¡°≈—Ëπ°√Õß (PEER REVIEWS) ‰¥âÕà“π∑ÿ°∫∑§«“¡·≈â«®÷ßπ”≈ßμ’æ‘¡æå ‡æ◊ËÕ¬°¡“μ√∞“π¢ÕßÀπ—ß ◊Õ„À⇢â“À≈—° “°≈
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3. √Õß»“ μ√“®“√¬å ¥√. ÿπ∑√ ‚§μ√∫√√‡∑“
4. »“ μ√“®“√¬å ¥√.º¥ÿß Õ“√¬–«‘≠êŸ
5. √Õß»“ μ√“®“√¬å ¥√.«’√– ‰∑¬æ“π‘™
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7. √Õß»“ μ√“®“√¬å ¥√.ª√–À¬—¥ ®‘√–«√æß»å
8. √Õß»“ μ√“®“√¬å ¥√. “π‘μ¬å °“¬“º“¥
9. √Õß»“ μ√“®“√¬å ¥√.‡º™‘≠ °‘®√–°“√
10. √Õß»“ μ√“®“√¬å ¥√.«‘π—¬ «’√–«—≤π“ππ∑å
11. √Õß»“ μ√“®“√¬å ¥√.æß…åª√–‡ √‘∞ À° ÿ«√√≥
12. ºŸâ™à«¬»“ μ√“®“√¬å ¥√.æ‘μ√ ∑Õß™—Èπ
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·≈–„Àâª√–∏“π¡Ÿ≈π‘∏‘ √√À“∫ÿ§§≈‡ªìπ°√√¡°“√
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1. √Õß»“ μ√“®“√¬å™¡ ¿Ÿ¡‘¿“§ ª√–∏“π°√√¡°“√
2. ºŸâ™à«¬»“ μ√“®“√¬å‡≈‘» ™Ÿπ“§ √Õߪ√–∏“π°√√¡°“√·≈–‡≈¢“πÿ°“√
3. √Õß»“ μ√“®“√¬å ¡»—°¥‘Ï · π ÿ¢ √Õߪ√–∏“π°√√¡°“√
4. √Õß»“ μ√“®“√¬å ¥√.§ÿ≥À≠‘ß ÿ¡≥±“ æ√À¡∫ÿ≠ °√√¡°“√
5. √Õß»“ μ√“®“√¬å∑à“πÀ≠‘ߪ√–¿“æ—π∏ÿå °√‚° ’¬°“® °√√¡°“√
6. »“ μ√“®“√¬å ¥√.«‘√ÿ≥ μ—È߇®√‘≠ °√√¡°“√
7. √Õß»“ μ√“®“√¬å ¥√. ÿ√™—¬ ‘°¢“∫—≥±‘μ °√√¡°“√
8. ºŸâ™à«¬»“ μ√“®“√¬å ¥√.‰æ‚√®πå ‡∫“„® °√√¡°“√
9. π“ß “«æ—π∑‘æ“ ÿ∑∏‘≈—°…≥å °√√¡°“√
10. π“¬∑Õß„∫ ∫ÿ≠∑«’ °√√¡°“√
11. √Õß»“ μ√“®“√¬åª√‘≠≠“ À≈«ßæ‘∑—°…å™ÿ¡æ≈ °√√¡°“√
12. ¥√.¡πŸ≠»√’ ‚™μ‘‡∑«—≠ °√√¡°“√
13. Õ“®“√¬å ÿ™“μ‘ ‰™¬¡–‚π °√√¡°“√
14. √Õß»“ μ√“®“√¬å ¥√.‡ “«≥’¬å ‘°¢“∫—≥±‘μ °√√¡°“√·≈–‡À√—≠≠‘°
15. ¥√.æ’√–æß…å ‘∑∏‘Õ¡√ °√√¡°“√·≈–ºŸâ™à«¬‡≈¢“πÿ°“√
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¡Ÿ≈π‘∏‘»“ μ√“®“√¬å À¡àÕ¡À≈«ßªîòπ ¡“≈“°ÿ≈PROFESSOR MOMLUANG PIN MALAKUL FOUNDATION¡À“«‘∑¬“≈—¬»√’π§√‘π∑√«‘‚√≤ ª√– “π¡‘μ√
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(√Õß»“ μ√“®“√¬å™¡ ¿Ÿ¡‘¿“§)
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Nations
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tion ∑’Ë Cambridge
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laborator ¢Õß —ππ‘∫“μ‘™“μ‘∑’Ë GENEVA
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on Education and Economic Planning ‡√’¬°¬àÕÊ «à“ MINEDAS)
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Commission on the Role of Higher Education in the
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36
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æ.».2507 Grand Cordon Leopod (‡∫≈‡¬’ˬ¡)
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37
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.
1980 1990
1980
4
4
1. (behaviorism)
2. (cognitive con-
structivism)
3. (social con-
structivism)
4. (critical theory)
.
(information processing theory)
20 1970
1980
(programmed instruction)
48
(frames)
(feedback)
(teaching machine) BF Skinner
Skinner
1.
2.
3.
1970
1)
2)
3)
4)
5)
1972 2 - 3
1975
Word Gallery
(integrated
learning systems = ILS)
(Maddux & Willis. 1993)
1.
2.
3.
4
(ILS)
49
(software and hardware)
(Shore & Johnson. 1992)
1.
2.
3.
1.
2.
3.
4.
3
.
1980
(constructivism)
(linear instruction) 1980
(nonlinear instruction)
The
Jasper Woodbury Series
(simulation
of real situation)
Jerome Bruner, Jean Piaget
Lev Vygotsky 2
(cognitive construc-
tivism)
(epistemology) Piaget
(assimulation)
(accommodation)
Seymour
Papert (1993)
(clean
teaching)
(dirty teaching)
50
(clean
learning)
(dirty learning)
(wholistic and integrative)
Pepert
(steps)
Copley (1992)
(didactic)
8 (Jonassen. 1994)
1.
2.
3.
(Knowledge
Reproduction)
4.
5.
6.
7.
8.
8
51
.
Lev
Vygotsky Piaget
Piaget
(discovery learning)
Lev Vygotsky
Piaget
Vygotsky
Vygotsky
Jasper Woodbury
programs
(Zone of prox imal
development)
3
Vygotsky
(situated
learning)
Seely, Brown Collins Duguid (1989)
(cognitive
apprenticeship)
(coaching)
3.
52
4.
.
1923
Frankfurt School
Harkheimer
Traditional and Critical Theory 1937
School of critical theory
(radical social theory)
.
4
53
2
Piaget
Lev Vygotsky
4
(inert learning)
(situated learning)
(problembased
learning) (anchored
instruction) (cognitive
apprenticeship)
(inert learning)
(coaching) (monitoring)
55
( ) ( )
“
”
(Message)
(Signs)
(Cognitive)
(Affective)
(Psychomotor)
(Media)
(Design)
1.
2. (Perception Principles)
3. (Memory Principles)
4.
5.
6. (Concept
learning Principles)
7.
(Attitude change Principles)
1.
?
.
(Instructional Message Design)
56
(Stimuli)
(Condition)
(Novelty )
(Response) (Results)
(Reinforcement)
(Pavlov)
(Condition)
( )
(Formative)
(Sum-
mative)
2.
“ ”
83%
(1)
(Berelson
and Steiner, 1964)
(2)
(3)
(Hochberg,1966)
.
(Perception is more relative
rather than absolute)
57
( )
(Normal exposure)
(Over exposure)
(Under exposure)
( )
(
)
. (Per-
ception is very selection)
(Dynamic)
(Static)
Selective exposure
( )
. (Percep-
tion is organized)
( )
(Need)
.
(Perception is influenced by set)
1
58
A
4 1
6 3
Fleming, malcolm and Levie
W.Howard (1978) Instructional Message
Design.
Educational Technology Publication,
Englewood Cliffes,New Jersey. USA.
Berelson, B.and Steiner, A (1964)
Human Behavior: An Inventory of Scientific
Findings. New York, Harcourt, Brace, and
world,Inc.
Hochberg, J.E.(1966) Perception .
Englewood cliffs,New Jersey:Prentice-Hall,
Inc
67
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71
.
3
1. (age of
instructional design)
2. (age of mes
sage design)
3. (age of
environmental design)
(task analysis)
(structional
formats)
(cognitive constructivism)
.
Wittrock (1974a, 1974b)
(generative learning)
Cognitive
72
(learning through
the person)
.
4
1. (motivational
processes)
2. (learning processes)
3. (knowledge
creation processes)
4. (Process
of generation)
4
2 1)
2)
4
4
Luria (1973)
3
1
73
2
(understandship and compre
hension) (cognitive theory)
3
2
(generative activities)
(organization relationships)
2
(intergrative relation-
ships)
.
Wittrock (1991, 1992)
(schema theory)
(information processing)
(constructivism)
74
(Skinner. 1990)
(connec-
tionism) (Witrock. 1992)
(schema theory
(Rummelhart. 1981)
(information
processing theory) (Bell - Gredler. 1986)
(constructivism)
(Jonassen. 1990)
.
75
.
4
(passive)
1. (motivation
processes)
2
(attribution)
-
-
-
-
-
-
2.
76
-
-
-
-
-
3.
(Wittrock.1990,
1991)
-
-
-
4.
(organizational
relationship)
(organizers)
77
.
(active)
! !
(preconception)
79
4
14 1
2550 13
5
2474
2
.
2
2
( )
2
2
2
2
2
2
2
“
?”
80
“
?”
“
“ ”
“
2 2
”
2
2 2535
2
2536
. (
)
. (
“
”
2 18
2531
100
“
”
“ .
”
.
“ ”
.
“ ”
( 2 )
1.
2.
81
3.
2
.
- -
2543
.
“ .
”
104 24
2550 .
.
“
”
( )
83
(information society)
Schwier (2001)
McLcllan (1998)
(Virtual Learning Community)
. . *
84
Soren (2006)
2
1. (e-Learn ing
Communities)
2
1.1
(e-Training Communities)
1
(Web Conference)
(Computer based Training)
1.2
(Online Conference Communities)
(live
web conferencing) (streaming video)
(narrated PowerPoint
presentat ion)
(facilitated discussions)
2.
(Blended Learning Communities)
2
2.1
2.2
Bellah (1985)
4
1.
(Virtual Learning of Relationship)
85
2.
(Virtual Learning Communities of
Place)
Marathon
(real
time)
Marathon
3.
(Virtual Learning Communities of Mind)
2
(Sharing)
(Idea)
4.
(Virtual Learning Communities of
Memory)
86
Soren (2006)
1.
1.1
1.2
1.3
2.
2.1
(Online)
(Off line)
3
(discussion board) 1
2.2
2.3 (Buddy)
3.
3.1
87
(Social Interaction)
3
- Audio Conferencing
(Synchronous Tools) - Web Conferencing
- Video Conferencing
- Chat
- Instant Messaging
- White Boarding
- Discussion Boards
(Asynchronous Tools) - Calendar
- Website Links
- Group Announcements
- Messaging/E-mail
- Surveys&Polls
- Decision Support Tools
- Interactive CBTs
(Content Integration) - Streaming Audio & Video
- Narrated Slideshows
- Web books
- Resource Library
(Document Management) - Document Collaboration
- Version Tracking & Control
- Permission Based Access
88
1. (Organization)
1.1
1.2
(face to face)
(Time Zone)
(Boettcher, 1999)
1.3
(Boettcher, 1999; McLellan, 1998)
2. (Intent)
Schwier
“ ”
(Sense of ownership)
(Cooperative Learning)
(Taget Gold)
3. (Structure)
89
6-12
Schwier(2001)
2
1. (Facilitator)
2. (Participant)
1. (Facilitator)
1.1
1.2
1.3 e-mail
2. (Participant)
2.1
2.2
1.
(Usage rate)
2.
(Participant rate)
3.
(User good back)
90
1.
2.
3.
4.
5.
(Knowledge sharing)
6.
(knowledge management)
Bellah, R.N. 1985. Habits of the Heart :Individualism and commitment inAmerican life. New York: Harper Collins.
Boettcher, S., Duggan, H., & White, N. 1999.What is a virtual learning communityand why would you ever need one?.Online Available: www.fullcire.com/community/communitywhatwhy.htm
J. Preece. 2000. Online communities:Designing usabi l i ty , support ingsociability. Chichester, UK: John Wiley& Sons.
McLellan, H. 1998. The internet at a virtuallearning community. Journal of Computingin Higher Education. 9(2): 92-112.
Schwier, R.A. 2001. Catalyst, emphases, andelements of virtual learning communities:Implications for research and practice. Inpress: The Quarterly Review of DistanceEducation.
Soren Kaplan. 2006. Strategies forCollaborative Learning: Building e-Learningand Blended Learning Communities.(online) Available: http://www.icohere.com/Collaborative Learning.htm.
91
. (Khan Badrul)
.
(Khan, 2001, 2004, 2005, 2007)
Managing e-learning Strategies:
design, delivery, implementation and
evaluation . . 2005
(Open, Flexible, and
Distributed Learning Environment)
Program Evaluation
in E-Learning . .
2007
(Khan, 2004)
3
(People-Process-
Product Continuum P3 Model
2 3 P3
P “ ” )
3
(Khan, 2005)
.
College of Internet Distance Education,
Assumption University of Thailand
http://thaimlearning.blogspot.com
http://thaielearning.multiply.com
92
8
(2002) (Khan, 2007)
(Khan, 2004)
3 (P3
model) (the E-
Learning Framework)
(a Comprehensive
Approach to Program Evaluation in Open
and Distributed Learning) (CAPEODL
“KA-POO-DUL” model
)
3
1)
(the E-Learning Framework)
2) 3 (P3 model) 3)
1. (the E-
Learning Framework)
1
8
8
1. (Pedagogical)
1
(the E-Learning Framework): http://tojde.anadolu.edu.tr/tojde4/drbadrul.htm
93
2. (Technological)
3.
(Interface Design)
4. (Evaluation)
5. (Management)
6.
(Resource Support)
7. (Ethical)
8. (Institutional)
8
9
2. 3 (P3 model)
3
2 3
(eLearning P3 model)
: http://badrulkhan.com/p3.htm
94
3
2
1) 2)
2
3.
3
95
1.
2.
3.
4.
5.
6.
3 :http://asianvu.com/bk/elearning_evaluation_article.pdf
96
1
1
1.
?
2.
?
3.
?
4.
?
5.
( ) ?
6.
?
7.
?
8.
?
7 1
(The
George Washington University Graduate Students) .
6
8
97
“
”
1)
(the E-Learning Framework) 2)
3 (P3 model) 3)
Khan, B. H. (2001). Dimensions of E-Learning. Retrieved June 8, 2008, from http://
tojde.anadolu.edu.tr/tojde4/drbadrul.htm
Khan, B. H. (2004). People, process and product continuum in e-learning: The e-learning
P3 model. Educational Technology., 44(5), 33-40.
Khan, B. H. (2005). Managing e-learning Strategies: design, delivery, implementation and
evaluation. USA: Information Science Publising.
Khan, B. H. (2007). Program Evaluation in E-Learning. Retrieved June 8, 2008, from http:/
/asianvu.com/bk/elearning_evaluation_article.pdf
107
.
(ergonomics)
”
2
Ergos Nomos
Natural law
(human factors engineering)
.
16
1950 12
1949
Human
Research Group
108
(Murrell , 1980 , Edholm and
Murrell , 1973)
16
1950
Ergonomics
2 ergon Work
nomos natural law
Ergonomics
Seminara (1979)
Wojiech
Listrzebowski
1857 Ergonomics
Human factors
human factors engineering
Ergonomics
1
1915
The Health of Munition Workers Committee
Industrial Fatigue Research Board
1929 Industrial
Health Research Board
2
12
1949
3 1.
2.
3
109
.
1940 1950
Council of Educational Facility Plannes
International National Council on
Schoolhouse Construction
1921
1950
“
”
(Gardner , 1971)
2 Educational Facility Planner
1940
Building Performance Research Unit
Architectural
Research Laboratory
1970 , 1980 1990
Human factor
engineering ergonomics environmental design
architectural research applied ergonomics
The Human
Factors Society The Human
Factors and Ergonomics society
Environmental design Research Association
The Human Factors and
Ergonomics society
Chapanis (1965)
5 (1)
(2) (artificial
situation) (3) (4)
(5)
3
James MacConnell
Education Speci-
fications School of Education
Dr. Gene Faris Dr.
John moldstad
110
Improving the Learning Environment
.
1.
Woodson (1987) Woodson and Conover
(1973) Bennett (1977) Van cott and Kinkade
(1972) Grandjean (1978) David J.
Oborne (1987)
2.
3.
4.
111
5.
6.
11 16
(CCSE, 1938)
7.
1)
(Year-
ges , 1978 ; Doelle , 1972)
2)
(Doelle ,
1972. Packard , 1988)
8.
-
30 - 50 -
100 - 150 -
(Kaufman , 1981)
- 30 - 50%
- 30 - 50%
- 20%
- 40 - 60%
- 70 - 90%
9.
(Burch, 1993)
(Kwallek & Lewis ,1990)
112
G.F. MCVey (1971)
1)
(visual field)
2)
10.
Aliciem (1989)
11.
(Display
systems)
(Meister et
al ., 1969)
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
12.
Woodson
(1981)
1)
113
2)
3)
4)
5)
6)
.
Federick Knirk (1992)
“
”
(Mc Vey, 1979)
1) (area)
2)
3)
?
4)
5)
?
6)
7)
8)
?
9)
10)
11)
114
1. Auleciems, A. (1989). Thermal comfort. In N.M.Ruck. ed. Building design and human Performance. New York: Van Nostrand.
2. Bensnett, C. (1977). Spaces for people. Englewood Cliffs, N.J. Prentice Hall.3. Burch, L. (1993). Architects and educators : The total is greater than parts. Educational Facility Planners.
CEFPT, 32 No.3, 5 - 6.4. CCSE. (1938). Report of the Consultative Committee on Secondary Education. London : CCSE. HMSO.5. Chapanis, A. (1965). Research techniques in human engineering. Baltimore, MD : John Hopkins.6. Doelle, Leslie L. (1972). Environmental acoustcs. New York : McGraw-Hill.7. Edholm, O.G., and Murrell, L.F.H. (1973). The Ergonomics Society : A History 1949 - 1970. London :
Ergonomics Research Society.8. Gardner, D.E. (1971). Guide for planning educational facilities. Columbus, OH : Council of Educational
Facility Planness.9. Grandyean, E. (1987). Ergonomics in computerized offices. London : Taylor & Francis.10. Kaufman, J.E. ed. (1981). 1981 lighting handbook vols 1, 2. New York : Illuminating Engineering Society.11. Knirk F.G. (1992, September). Facility requirements for integrated learning systems. Educational Technology.
33(9) : 26 - 32.12. Kwallek, N. and Lewis, C.M. (1990). Effect of environmental colour on males and females. Applied Ergonomics.
21(12) : 275 - 78.13. McYey, G.F. (1971). Sensory factors in the classroom learning environment. Washington, D.C. : NEA.14. Murrell, K.F.H. (1990). Occupational Psychology Through autobiography : Hywell Munell, Journal of
Occupational Psychology. 53 : 281 - 90.15. Oborne, D.J. (1987). Ergonomics at Work. John Wiley & Sons.16. Packard, R. ed. (1988). Ramsey and Sleeper architectural graphic standards. New York : Wiley.17. Semunard, J.L. (1979). A survey of ergonomics in Poland. Ergonomics. 22 : 479 - 505.18. Van Cott, D. and Kinkade, R. (1972). Human engineering guide to equipment design. New York : McGraw-Hill.19. Woodson, W.E. (1987). Human factors design handbook. New York : McGraw-Hill.20. Woodson, W.E. and Conover, D. (1973). Human engineering guide for equipment designers Berkeley. CA
: University of California Press.21. Yerges, L. (1978). Sound, noise and vibration control. New York : Van Nostrand.
12)
13)
14)
15)
115
85/85
4 / 2548
16 8
8
1)
2) 4
20
0.20 – 0.80
0.20
.81 3)
87.82/89.00
t-test
.05
Abstract
This current research aimed to
develop Computer Assisted Instruction (CAI)
on interval to match effective criteria at 85/
85 and compare achievement of students
who used CAI and studied with a traditional
method. The sampling group of this research
was derived from short course students at
Thonburi Polytechnic who were studying at
the fourth batch in 2005. The total sample
size for this study consisted of 16 students.
The students were organized into
experimental and control groups with each
having 8 participants. The instruments used
A COMPARISON OF LEARNING ACHIEVEMENT BETWEEN
COMPUTER ASSISTED INSTRUCTION AND TRADITIONAL
INSTRUCTION ON INTERVAL FOR SHORT COURSE STUDENTS
116
in the experimental stage included 1) CAI
on Interval 2) a 4-choice achievement test
included 20-item that prescribed with
difficulty levels ranging from 0.20 to 0.80,
discriminating power ranging over 0.20 and
reliability was 0.81, and 3) a CAI usability
appraisal.
The results of the study were
following. The CAI of this current study was
developed to reach the effective criteria at
87.82/89.00 which was higher than the
established requirement. Data were analyzed
through a t-test. The students who used
CAI were gather higher achievement rather
than students who studies in traditional
method significant statistically at 0.05 levels. (
. 2539 : 4
. 2537 : 1
- 2)
(
. 2536 : 7)
117
150
30 120
1 4
( . 2543 : 2)
(
. 2541 : 15)
–
4 ” ”
(Computer Assisted Instruction: CAI)
5
(
. 2547 : 2)
( . 2547 : 68)
118
-
( .
2540 : 3)
( . 2547 : 3)
( . 2543:2)
1.
85/85
2.
2 2548 39
2
3/2548
2 18
125 5
3
3
( 3/2548 )
5
( 125 )
15
( 3/2548 )
119
4/2548 2 16
8
8
(Research and
Development) 3
1.
2.
2.1
4
50
50
(p)
(r)
0.20 – 0.80
0.20 20
.80
2.2
Borg, Gall
and Morrish (Borg, Gall and Morrish
. 2547 : 45)
11
1
2
3
4
5 1
6 1
7 2
8 2
9 3
10 3
11
Borg
85/85
2.3
2
2.3.1
120
4
(1)
(2)
(3)
(4)
(5)
2.3.2
3
(1)
(2)
(3)
4.50 - 5.00
3.50 - 4.49
2.50 - 3.49
1.50 - 2.49
1.00 - 1.49
3.50
3.
2
1.
3
15
85/85
X E1 X E2
15 50.93 87.82 17.80 89.00
58
50.93
87.82
20
17.80
121
89.00
87.82/
89.00 85/85
2.
4/2548
2
t - test
85/
85
4 / 2548 16
8 8
1)
2)
4
20
0.20 – 0.80 0.20
.81 3)
87.82/89.00
t-test
.05
N X SD t sig
8 20 17.25 1.28
8 20 15.75 1.04 3.240* .014
.05
122
1.
1.1
1.2
1.3
2.
2.1 (Fonts)
UPC
Adobe
Photoshop 7 (.jpg)
Macromedia Authorware Professional Version
6.5
2.2
Sound
Forge 7.0
2.3 (Animation)
2.4
Macromedia Authorware
Macromedia Flash
3.
3.1
123
3.2
3.3
3.4
. (2543).
6 .
.
. (2543).
.
.
. (2547). “Let’s go 2 “
1.
.
. ( 2547). “ ( 1)” , 1(10) :
68 - 70.
. (2539).
.
.
. (2547). “ ” , 11(1) :
45 - 50.
. (2540).
.
.
. (2541). . ( 1). :
, . ( 2537).
. ,18 - 20.
125
4
85/85
0.60
i4i
i1i 2549i
2
85.83 / 86.67 0.72
4
A Development of Computer Assisted Instruction on “The Universal
and Space” in Science for Prathomsuksa 4 Students.
Abstract
The objectives of this research were to
develop computer assisted instruction on
universal and space, to evaluate the efficiency
according to the set of 85/85 criterion
standard and to find the effectiveness index
to the set of at least 0.60. The samples
group is Prathomsuksa 4 from Phettanom
School during the first semester of academic
year 2006. This is an experimental research.
The contents of the lesson consisted of new
words and exercises on universal and space.
The samples group was divided into 2
groups. The first group was to find the
efficiency and the second was to find the
effectiveness index.
The results of this research were as
follows : The efficiency of computer assisted
instruction on universal and space was 85.83
/ 86.67 and the effectiveness index of
computer assisted instruction was 0.72
according to the criterion.
126
(Inquiry)
(Investigation)
( . 2544 :
1)
( . 2542 : 66)
4
, ,
( . 2549)
(Computer Assisted
Instruction) CAI
“
...” ( . 2543:89)
127
CAI
(Multimedia)
(Text) (Image)
(Animation) (Digital video)
(Sound)
(Interactive)
(Feedback)
(
. 2546 : 11-12)
( Individualization )
1.
4
85/85
2.
128
1.
4
1 2549
5 190
2
(1)
4 1 2549
2
1
4/3 40 3
1 3
,
, 1
1
2 7
3 ,
2 , 2 7
2
3 30
3
85/85
(2)
4 1
2549
1 4/1 30
2.
4
4 6 2
2544
3.
(1)
4
(2)
4
(Research and
Development)
3
1.
2544
2.
2.1
129
4
50
0.20 - 0.80
0.20
0.60
2.2
Borg, Gall and
Morrish (Borg, Gall and Morrish
. 2547 : 45)
85/85
2.3
2
2.3.1
3
(1)
(2)
(3)
2.3.2
(
) 5
(1)
(2)
(3)
(4)
(5)
4.51 - 5.00
3.51 - 4.50
2.51 - 3.50
1.51 - 2.50
1.00 - 1.50
3.50
3.
2
130
1.
1.1
3
4.22
3.81
2
1.2
1 3
3
E1/E2
85.83/86.67
2.
0.72
4
85/85
0.6
1.
1.1
1.2
(Head Set)
1.3
Intranet
Internet
2.
131
3.
3.1
,
,
. (2544). .
: .
. (2543). . - ( 2). :
.
. (2546). “ ”. , 1(22) : 11-12.
. (2549).
4. : .
. (2547). “ ”. , 11(1) :
45 - 50.
. ( - 2542). “
1
”. , 27(106) : 66
3.2
, ,
133
2
A Development of Multimedia Computer Assisted Instruction on Politics
and Ruling of Ayutthaya Kingdom for Mattayomsuksa 2 Students
2
85 / 85
2 2550
73
2
85.66 / 86.22
0.60
.01
Abstract
This is a development and
experimental research. The objectives of this
research were to develop a multimedia lesson
on politics and ruling of Ayutthaya Kingdom
for Mathayomsuksa 2, to find the Efficiency
of lesson as the criterion standard set at
85/85 , and to find the Effectiveness Index
and to compare learning achievement
between Pre-test and Post-test .
The samples were 73 Matthayom-
suksa 2 students at Thungsong school during
the first semaster of academic year 2007.
The multimedia lesson consisted of contents,
134
pictures, sound and exercises. The
achievement tests were given to the samples
to f ind the eff ic iency and learning
achievement.
The results of the research were as
follows : The Efficiency of a multimedia lesson
on politics and ruling of Ayutthaya Kingdom
was 85.66 / 86.22 ,the Effectiveness Index
of computer assisted instruction Multimedia
was 0.60 according to the criterion and the
post-test learning achievement was higher
than pre-test significantly at the 0.01 level .
( )
(
)
(
.2541 : 123)
( . 2532 : 11)
2
2544
135
/
1.
2
85/85
2.
2
0.60
3.
1.
2 1
2550
13 650
4 73
1.)
2
1 2550
3
1
2.)
2
1 2550
10
3.)
2
1 2550
30
4.)
2 1 2550
30
2.
1.)
2
2.)
2.1
2
2.2
136
3.
3
3
1
2
3
4.
1
2550
/
1.
2.
3.
4.
5.
2
73
4
3
10
30
30
6.
/
E1/E2
85.83/86.22 85/
85
E.I 0.60
0.60
137
t-test
0.01
2
2
2
85.83/86.22
0.60
0.01
1.
2.
3.
.)
. (2531 , - ). .
.15(78) : 16-19.
. (2537). . : .
. ( 2549).
. http://www.thapra.lib.su.ac.th
139
1
85/85
0.60
1
2 2548
2
85.40/86.00
0.61
1
A Development of Computer Assisted Instruction on WordSpelling in
Thai Language
Abstract
The objectives of this research were
to develop computer assisted instruction
on word spelling in Thai language, to evaluate
the efficiency according to the set of 85/85
cri ter ion standard and to f ind the
effectiveness index to the set of at least
0.60 .
The samples group in Prathomsuksa
1 from Udomsuksa school during the second
semester of academic year 2005.
This is an experimental research. The
contents of the lesson consisted of new
words and exercises. The samples group
was divided into 2 groups. The first group
was to find the efficiency and the second
was to find the effectiveness index.
The results of this research were as
follows : The efficiency of computer assisted
instruction on word spelling in Thai language
was 85.40/86.00 and the effectiveness index
of computer assisted instruction was 0.61
according to the criterion.
140
( . 2548 : 54)
29 2542 (
. 2547 : 52)
. .
2544
3 ( 1)
(
. 2546 : 139)
(Hardware)
(Software)
141
(Supplements)
(
. 2547 : 68 )
(Compu-
ter assisted instruction program)
CAI
(Multimedia)
(Text)
(Image) (Animation)
(Digital video) (Sound)
(Interactive)
(Feedback)
( . 2546 :
11-12)
(Child centered)
142
1.
1
85/85
2.
1
2 2548
7 315
1.
1 2
2548
2
1 43
3
1 3
1
2 10
2
3 30
2.
1 1
30
(Research and
Development) 3
1.
2544
2.
2.1
3
20
0.20 - 0.80
0.20
2.2
Borg, Gall and Morrish
(Borg, Gall and Morrish
. 2547 : 45)
85/85
2.3
2
143
2.3.1
4
(1)
(2)
(3)
(4)
2.3.2
3
(1)
(2)
(3)
4.51 - 5.00
3.51 - 4.50
2.51 - 3.50
1.51 - 2.50
1.00 - 1.50
3.50
3.
2
1.
1.1
3
4.61
4.01
2
1.2
1 3
3
E1/E2
85.40/86.00
2.
144
85.60
0.61
1
85/85
0.6
1.
1.1
1.2
2.
2.1
2.2
3.
3.1
3.2
. (2546). “ ”. , 1(22) : 11-12.
. ( 2547). “ ”. , 1(10) : 69-70.
. (2547). “ ”. , 11(1) : 45-46.
. ( 2547). “ ( ) ”. , 1(9) : 52-53.
. ( 2548). “ ”. , 2(13) : 54.
. (2546). “ ”., 10(1) : 139.
145
(2550).
. . (
). :
:
. ,
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A DEVELOPMENT OF AN e-BOOK ON BUDDHIST HOLY DAYS
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1 2550
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Abstract
Phramaha Amarin Khienchainat.
(2007). A Development of e-Book on
Buddhist holy days. Master thesis, M.Ed,
(Educational Technology and commu
nications)
Graduate school Chandrakasem
Rajabhat University. Advisory Committee:
Assistant Professor Dr.Boonlert
Glangjai and Assistant Professor Dr.Pitr
Thongchan.
The objectives of this study were
to develop an e-Book on Buddhist holy
days for Mathayomsuksa 1 students to
meet the efficiencly standard of 85/85
and to find out the effectiveness index
146
at 0.60 up level.
The instruments used in this study
were 1) an e-Book on buddhist holy days
created by the researcher and 2) a test
to find out the effectiveness index of this
e-Book.
The samples were 30 randomly
sampling students of mathayomesuksa 1
at Wat Ladpraw school, studying in the
first semester of the academic year 2007
The results of this study showed
that the efficiency of the e-Book was
85.00/88.66 and the effectiveness index
was at 0.60 level.
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Abstract
This article presents game learning
in the space of the existing instruction and
situation. The current issues of challenger
computerized, learning from games,
educational game, relationship between
games and simulations and research games.
The influence of computer games make sure
the main participations in the g- learning
process parents, educator, students and
games designers and developers are also
reconsidering.
Keyword : g - learning, game, simulations
à¡Á¡ÒÃàÃÕ¹Ì٠: ÊÔ觷ŒÒ·Ò·Õè¤ÇþÔ̈ ÒóÒ(g - Learning: Challenger to Reconsidering on Games)
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(Computer games)
(Digital age)
(e-World) 2548
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340,000,000,000 ($US
10,000,000,000), (R.E.Clark, 2007)
(Serious games) 2547
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1 -
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(happy to learn) (Fun)
(Work)
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(Support)
Serious game
Xbox
Play Station2 – Bogost2007, R.E. Clark 2007)
Clark (2007)
(g-Learning)
(series)
(competencies)
172
(edutainment)
(Enjoy)
-
(joy)
(vistual world)
(e-world) 21
( )
(Duffy,
McDonald and Mizell. 2005).
1. (action games)
-
Blaster Series
( ) Davidson, Jump 2 -3
173
Start Series Vivendi
shoot-em-
up
SimCity,
Mamis, Biology Explorer, River deep
2. (adventure games)
Carmen
Sandiego Series Broaderbund, Magic School
Bus series Scholastic
(mystery)
3.
(Strategy/simulation games)
4. (Puzzles
& Classic Game)
Scrabble,
Hasbro Interaction Zillions of Games, Zillions
Development Corp.
174
(Tobias and Fletcher, 2007)
1. (entertain-
ment)
(reality)
2. (story-
lines)
(scenerios)
(task)
3. (Completion)
4. (interaction)
5.
(games)
(simulation)
:
(mind)
(games-based techno-
logy)
(tools)
(aggressive
content)
(pro-social content)
(maximize motivation)
175
(games view replace direct
instruction)
(play)
(scenarios)
(receptacle)
(formal & informal)
176
(build in) (play)
(edutainment) (work)
(fun)
(happy to learn)
(designers&developers)
.(2549).
. .
Aderson, C.A., & Bushman, B.J. (2001).
Effects of violent video games on
aggressive behavior, aggressive
cognit ional aggressive affect ,
physiological arousal, and prosocial
behavior: A meta-analytic review
of the scient i f ic l i terature.
Psychological Science, 12, 353-359.
Becker, K, & Parker, J. R. (2006). Digital
games as simulatons. The 2006
SCS International Conference on
Modeling and Simulation-
methodology, Tools, Software
Applications-Calgry.
Clark, R.E. (2007,May-June). Learning from
serious games? Arguments, evidence,
and research suggestions. Educa-
tional Technology, 47(3) , 56-59.
Duffy,J.D. McDonald,J.B. and Mizell, A.P.
( 2005).Teaching and Learning
with Technology. 2nd ed.USA : Pearson
Education,Inc.
O’Neil, H.F., wainess,R., & baker, E.L. (2005).
Classification of learning outcomes
: Evidence form the computer
games literature. The Curriculum
Journal,16, 455-474
.
177
Second Life . (2003) . Publ ished
by Linden Lab: Game Site: http://
wwwsecondlife.com
Tobias, S, & Flectcher, J.D. (2007, Sept-Oct.).
What research has to say about
designing computer games for
learning. Educational Technology,
47(5) , 20-29.
195
Second Life (secondlife.com)
Second Life
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196
Linden Lab Second Life
Real Network
Second Life Cyberpunk Snow Crash
Second Life ?
Second Life (SL) 3
"Avatar"
Second Life
Second Life
197
copy
2. Second Life Second Life Linden Dollars
(L$) US Dollars ($USD)
Second Life Second Life
L$ L$200-300 $1 USD (
)
Second Life 3
Second Life Open source
, ,
(Second Life 18
)
Second Life 10
Second Life
Second Life
3 Second Life
1. Second Life
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Second Life
Second Life
198
Basic Account Second Life
Second Life
(Morgan, 2008) Second Life
2551 http://slurls.blogspot.com/2008/03/top-ten-
education-site-in-second-life.html
Browser Second
Life
1. IVORY TOWER LIBRARY OF PRIMITIVES
Second Life textures
http://slurl.com/secondlife/Livingtree/135/105/25
199
200
2. TUI UNIVERSITY
201
3. New Citizens Plaza (NCI) Second Life
202
4. ACADEMY FOR SECOND LEARNING (ASL)
203
5. INFO ISLAND
Second Life
6. CITTADELLA UNIVERSITY
Second Life
Second Life
script Second Life
204
7. INTERNATIONAL SPACE FLIGHT MUSEUM
NASA
205
8. New Media Consortium (NMC)
Second Life
206
9. ROCKCLIFFE UNIVERSITY
Second Life
207
10. National Oceanographic & Atmospheric Administration (NOAA)
(Aimee Weber)
Morgan. (2008, March 3). Top ten Education site in Second Life. Retrieved
July 16, 2008, from http://slurls.blogspot.com/2008/03/top-ten-education-site-in-second-life.html
208
Thailand Cyber University
TCU (http://www.thaicyberu.go.th/)
2548
E-
Learning TCU
online
/
online
online
(Inter-University Network : UniNet)
/
TCU /
1.
e-Learning
2.
Learning Object
Share Learning
Resource
3.
e-Courseware
Online Course Self-pace Course,
Collaborative Course Supplement
Course
4. Virtual Library e-
Library , e-Book, e-Journal, e-Thesis
5.
Learning Resources
6.
Online Course
(Content Management System : CMS)
(Learning Management System : LMS)
7.
(Student Management System
: SMS)
8. Facilities soft-
...
Thailand Cyber University (TCU)(TCU)(TCU)(TCU)(TCU)
209
ware
/ Learning Object
e-Courseware
9. Network Infrastruc-
ture
TCU
TCU
E-Learning
1. 2.
3.
4. E-Learning
5.
E-Learning
( . 2548 : 38 - 41)
(Formal Education)
(Non Formal Education)
(In-Formal Education)
TCU
. TCU eLearning
Hi-ed. 1 6.
15 - 15 2548.
http://lms.thaicyberu.go.th/OfficialTCU/main/
main2.asp
(Learning Management
Systems: LMS)
online (Content Management
Systems: CMS)
(Student
Management Systems: SMS)
TCU
210
2550 104
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2. 5,000
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