การพัฒนารูปแบบสิ่งแวดล้อมการเรียนรู้แบบเสมือนด้วยกระบวนการออกแบบวิศวกรรมที่ส่งเสริมทักษะความคิดสร้างสรรค์ สำหรับนักเรียนชั้นมัธยมศึกษาปีที่ 3

Abstract

The objectives of this research were 1) to develop a virtual learning environment model with engineering design process to enhance creative thinking skills for ninth grade students and 2) to examine the outcomes of utilizing the virtual learning environment model with engineering design process to enhance creative thinking skills for ninth grade students. The sample group for this research consisted of one classroom comprising 39 students from the ninth grade at Benjamarachutit Pattani School. The selection of the classroom was done using cluster random sampling, with a total of 10 classrooms considered and the classroom serving as the sampling unit. The research instruments included a virtual learning environment model with engineering design process, a virtual learning environment with engineering design process, and a lesson plan. Data were gathered through a suitability assessment of the virtual learning environment model with engineering design process, a quality assessment of the virtual learning environment with engineering design process, a quality assessment of the lesson plan, and an assessment of creative thinking skills. Subsequently, the collected data were analyzed using descriptive statistics, including mean, standard deviation, and percentage, as well as one-way repeated measure ANOVA and pairwise comparison using the Bonferroni method. The findings revealed that a virtual learning environment with engineering design process consisted of two core components: a virtual learning environment and an engineering design process. Each component contained specific sub-elements. The virtual learning environment encompassed five sub-elements: 1) communication, 2) collaboration, 3) resource sharing, 4) creative reflection, and 5) learner support. The engineering design process involved five steps: 1) problem definition, 2) design, 3) development, 4) evaluation, and 5) presentation. An evaluation indicated that the suitability of the virtual learning environment model with engineering design process to enhance creative thinking skills was at a high level. Furthermore, the results showed that the utilization of the virtual learning environment with engineering design process significantly improved students' creative thinking skills. The average score increased from 64.76 in the first assessment to 75.14 in the second assessment and further rose to 91.19 in the third assessment. This improvement was statistically significant at the significance level of .01.