Journal of Industrial Education

The THE APPLICATION OF MIXED REALITY TECHNOLOGY TO ENHANCE CRAFTMANSHIP LEARNING IN THE METAVERSE

Wijidtra Thanmikaphong — 2025-12-25

In the metaverse era, people can interact with objects in the virtual world, Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR) technologies are used to create these virtual worlds. Currently, they are being widely used in education. In developing the management of learning in craftsmanship learning, as a subject focused on hands-on learning and the advancement of physical skills that is related to creativity. MR technology is unique in its ability to blend the real and virtual worlds, that allows the learners to see real hands, tools, and materials while also receiving the real-time visual guidance through the virtual elements. This also promotes practice of skills which requires precision, accuracy, and hand-eye synchronization, which the traditional VR technology cannot fully support. Using MR technology in craftsmanship learning can help alleviate some of limitations such as: cost, safety, and facility. It also outlines a four-step approach to hands-on learning activities: preparation, practice in an MR environment, reflection and knowledge sharing, and application in real-world situations. It also provides examples of MR utilization on its craftsmanship activities such as: pottery, woodcarving, and tailoring to enhance tool-use, design thinking, and problem-solving skills in the digital age. This concludes that MR technology in the Metaverse is an approach that can bridge its virtual experiences and real-world learning, refining the quality of its craftsmanship teaching and learning, fostering realism, flexibility, and effectively addressing the development of learners' competencies in the digital age.

CLASSROOM TO VIRTUAL WORLD: APPLYING THE METAVERSE IN RESEARCH TO IMPROVE THE QUALITY OF TEACHING AND LEARNING

Pastraporn Thipayasothorn — 2025-11-28

Classroom to the Virtual World: Applying Virtual Universes to Research to Enhance Teaching Quality article describes approaches to integrating virtual world technology with classroom research processes to enhance the quality of learning in the 21st century. Technological transitions, particularly virtual reality (VR), augmented reality (AR), and Web 3.0, have opened the door for Thai education to enter the "virtual classroom." Connecting learners with real-world experiences through digital environments, virtual worlds enable teachers to design highly interactive learning practices, simulate real situations, and record learning behavioral data for in-depth analysis. Classroom research can thus apply data from virtual worlds to systematically reflect teaching outcomes. It also promotes "co-creational learning" and learners' intrinsic motivation. Developments across the dimensions of learners, teachers, and learning systems result in "virtual learning communities" that connect learners from diverse backgrounds. This article proposes that integrating virtual worlds with classroom research involves not just a change in media formats but also a shift in educational paradigms toward experiential learning and collaborative knowledge creation. This is to propel the quality of Thai teaching and learning to keep pace with the changes in the digital age.

PROMOTING GAMIFICATION-BASED MARKETING COMMUNICATION STRATEGIES TO ENHANCE CONSUMERS’ IMMERSIVE EXPERIENCE THROUGH HYBRID DIGITAL MEDIA INTEGRATING AUGMENTED REALITY AND 3D ANIMATION

Wera Supa — 2025-11-07

The develop hybrid digital media integrating augmented reality (AR) and three-dimensional (3D) animation to support gamification-based marketing communication strategies that enhance consumers’ immersive experience. A four-phase research design was employed: Phase 1 investigated the process for promoting gamification-based marketing communication to strengthen immersive consumer experience using AR- and 3D-enabled hybrid media; Phase 2 developed the hybrid digital media; Phase 3 evaluated consumers’ immersive experience when using the media; and Phase 4 derived practical guidelines for strategy promotion. The sample comprised 400 consumers with experience using digital media, selected via multistage sampling from five regions of Thailand. Research instruments included the AR- and 3D-based hybrid digital media and an immersive experience assessment scale. Data were analyzed using the mean and standard deviation. Results indicate that the promotion process consists of six steps: (1) defining marketing and consumer experience objectives; (2) analyzing the target audience and user context; (3) designing gamification mechanics; (4) developing hybrid digital media (AR & 3D); (5) implementing communication and experience; and (6) monitoring, evaluation, and improvement. The developed process was rated as highly appropriate (M=4.60, SD=0.59). The hybrid media achieved very high content quality (M=4.75, SD=0.44) and very high technical presentation quality (M=4.80, SD=0.40). Consumers’ overall immersive experience while using the media was at a very high level (M=4.67, SD=0.65), consistent with the study hypothesis. The resulting guidelines comprise four dimensions: (1) consumer and market context analysis; (2) gamification strategy design; (3) hybrid digital media production; and (4) optimization and strategic scaling.

DEVELOPMENT OF GAME-BASED METAVERSE LEARNING MEDIA TO PROMOTE CYBERSECURITY AWARENESS SKILLS FOR JUNIOR HIGH SCHOOL

Siraphop Komol — 2025-12-25

The development of Game-based Metaverse learning media, aims to enhance cybersecurity awareness skills among junior high school students. This development follows the ADDIE model, consisting of five steps: analysis, design, development, implementation, and evaluation. The study involved a sample of 35 junior high school volunteers from Thanarat School in Pathum Thani Province, all of whom were in the second semester of the 2024 academic year. Research instruments included the Game-based Metaverse learning media in CoSpaces Edu platform, an achievement test, and a satisfaction assessment form. Three experts evaluated all research instruments. The validity of the achievement test questions was measured using the Item Objective Congruence (IOC) index, with values ranging from 0.80 to 1.00. When tested with a tryout group, the achievement test demonstrated a difficulty value (p) ranging from 0.27 to 0.67 and discrimination power (r) ranging from 0.27 to 0.80. The reliability, calculated using the KR-20 formula, was found to be high at 0.903. The satisfaction assessment form also showed an IOC index from 0.81 to 1.00. This R&D research employed an experimental design using a one-group pretest-posttest approach, and the experiment lasted for a total of 8 hours. Descriptive statistics, including the mean, standard deviation, and dependent t-test, were used to analyze the basic data. The results indicated that the game-based Metaverse learning media had excellent quality ( = 4.67, SD = 0.28). The academic achievement after learning ( = 16.56, SD = 1.04) was significantly higher than before learning ( = 15.37, SD = 1.09), with statistical significance at the 0.05 level. Furthermore, students expressed high satisfaction with the learning media ( = 4.81, SD = 0.46). Therefore, this result indicated that Metaverse-integrated learning can effectively enhance digital awareness, a foundational element for responsible digital citizenship within secondary schooling. The study's primary contribution is the proposal of a Metaverse-based framework for the development of future immersive educational environments.

THE DEVELOPMENT OF AUGMENTED REALITY MEDIA TO HELP TEACH ABOUT “KNOWING THE MEDIA”

Phattaraphum Khunboonchan — 2025-12-22

In the contemporary digital landscape, characterized by rapid technological advancements and an overwhelming influx of information, media literacy skills have become imperative for the modern citizenry. This research focused on the development and efficacy evaluation of an instructional medium using Augmented Reality (AR), a foundational technology for the emerging Metaverse. The primary objective was to enhance learners’ media literacy skills. The instructional content was systematically developed using the ADDIE model. The curriculum specifically targeted pertinent digital threats relevant to university students, namely propaganda and online gambling. The study employed a one-group pretest-posttest experimental research design. The sample group consisted of 40 undergraduate students, selected through purposive sampling techniques. Data collection instruments utilized in this research included: a quality assessment questionnaire administered to content and technical experts; pre- and post-test achievement tests to measure learning outcomes; and a satisfaction survey to gauge learners' experience. The research findings indicated several positive outcomes. First, the developed AR instructional medium received an overall quality evaluation of 'Good' from both content and technical experts. Second, the implementation of the AR media led to a statistically significant increase in students' learning achievement, as evidenced by post-test scores (t=2.0227, p<.05). Finally, the learners reported a 'High' level of satisfaction with their learning experience using the AR medium. This study confirms the potential of Augmented reality as an effective and engaging pedagogical tool. It successfully presents a functional prototype that fosters the critical thinking skills essential for robust media literacy. These skills represent a critical foundation, preparing learners to analyze and navigate the complexities of the digital information ecosystem. Furthermore, this foundation is vital for promoting responsible media consumption and interaction, particularly as they prepare to engage with emerging platforms such as the forthcoming Metaverse.

INTERACTIVE PERCEPTION DESIGN FOR RATCHABURI NATIONAL MUSEUM

Atithep Chaetnalao — 2025-12-22

This research aims to develop museum media that reflect the current Thai social context. The concept focuses on combining and connecting media to enhance the liveliness of viewing. It allows viewers to participate, gain awareness, and search for knowledge within the same space and exhibitions, even with a limited budget. Design principles that emphasize fun are used to deliver learning experiences. These connected with modern life and use media that can interact with visitors. The research used both quantitative and qualitative methods to collect data from visitors, tourists, executives, staff, and experts. The results of the research are as follows: 1) an interactive media exhibition, "Perception of Ratchaburi National Museum," was developed, guided by the "Journey to Revive the Museum" concept; 2) visitors reported high satisfaction, with strong average ratings for interactive displays (4.21), content clarity (4.14), engagement (4.13), knowledge (4.12), connection (4.12), and vibrancy (4.09); and 3) a prototype model was established, featuring six steps for interactive media development and three media components: "Museum Storytelling" (storytelling), "Museum Play" (activities during and after visits), and "Museum Reminder" (activities or souvenirs to recall the museum). All three components involve the five senses: hearing, sight, smell, taste, and touch. This model provides small museums and local learning centers with a guide for creating engaging and memorable visitor experiences.

INTERACTIVE VIDEO MICRO-DEMONSTRATION LEARNING TO ENHANCE SPORT SKILLS

Patipol Sanguansat — 2025-12-25

This research aimed to investigate the enhancement of sports performance skills through the application of microlearning supported by interactive video integrated with demonstration-based learning. The population consists of 480 Mathayom Suksa 3 (Grade 9) students from Wisutkasatree School, Samut Prakan, in the academic year 2024. The sample group comprises 25 students from the same school and academic year, selected by using Cluster random sampling. The data were analyzed using percentage, mean, standard deviation, pre- and post-learning score comparisons, and dependent sample t-test. As The research findings revealed that, (1) the synthesized microlearning process using interactive video integrated with demonstration-based learning to enhance sports performance skills consisted of six instructional steps; (2) the instructional design was rated at the highest level; (3) the development of the learning system was rated at the highest level; (4) the Learning achievement after instruction was significantly higher than before instruction at the .05 level of statistical significance; and (5) the students’ sports skills after using the system were at a very good level.

DEVELOPMENT OF ONLINE INTERACTIVE SIMULATION MEDIA ON POLYMERS TO PROMOTE SCIENTIFIC EXPLANATION SKILLS OF GRADE 12 STUDENTS

Thanaphat Tabthaisong — 2025-12-25

The development of online interactive simulation media on polymers is to promote scientific explanation skills of grade 12 students. This research was to develop an online interactive simulation learning media that enables students to collaboratively access and participate through the Internet by applying Open AI and Canva AI to promote scientific explanation skills on the topic of polymers, with instructional efficiency meeting; to compare the scientific explanation skills of grade 12 students after learning through the online interactive simulation; to investigate the learning progress of grade 12 students who learned through the online interactive simulation; and to examine students’ satisfaction toward learning through the online interactive simulation learning media. The participants were 72 Grade 12 students, selected using a cluster random sampling method. The research instruments consisted of: (1) the online interactive simulation media comprising four learning scenarios, (2) a scientific explanation skills assessment consisting of five situational tasks, each containing three open-ended questions aligned with the components of scientific explanation skills, totaling 15 items with a maximum score of 45 points, and (3) a satisfaction questionnaire using a five-point Likert scale with 15 items. The data were analyzed using mean, percentage, standard deviation, normalized gain (<g>), and One-sample t-test statistics. The findings revealed that the online interactive simulation media on polymers demonstrated an effectiveness index (E₁/E₂) of 83.72/89.97, meeting the established criteria. After participating in the learning activities, students’ overall and component-based scientific explanation skills were significantly higher than the 80% benchmark. The students’ overall learning progress was at a high level, with two scenarios classified as high and two as moderate. Moreover, students expressed the highest level of satisfaction with learning through the online interactive simulation media on polymers, both overall and across individual scenarios.

DESIGNING A LEARNING ACTIIVITY USING VISUAL COGNITIVE STRATEGIES THROUGH A WRITING SKILLS TRAINING PROGRAM FOR CHILDREN WITH AUTISM

Suphakrit Suwannasri — 2025-12-25

This research developed the Writing Skills Training Program for Children with Autism, an innovation grounded in the Visual Cognitive Strategy. The program was systematically developed and subjected to a comprehensive evaluation of its effectiveness. The population for this study consisted of learners with moderate autism in special education settings. The target group comprised three learners with moderate autism, selected through purposive sampling from the Udon Thani Special Education Center during the 2025 academic year.The inclusion criteria were: (1) official certification of moderate-level autism from experts/institutions, (2) the ability to perform screen-based activities or line-drawing, (3) informed consent from parents and the institution, and (4) no health contraindications regarding the use of digital media. The findings indicated a high level of program efficacy, assessed using customized research instruments: (1) an appropriateness evaluation form for experts, (2) a satisfaction questionnaire for teachers, and (3) a writing skills assessment for the children. Data analysis, utilizing descriptive statistics (percentage, mean, and standard deviation), yielded consistently positive outcomes. Regarding the quality of the innovation, experts evaluated the program's content and multimedia components, rating their appropriateness at a high level ( = 4.23, SD = 0.30). This affirms the program's academic rigor and engagement capacity. In terms of practitioner acceptance, teachers reported a high level of satisfaction ( = 4.38, SD = 0.32), underscoring the program's practicality for classroom implementation. The most significant outcome was the impact on learners; all three participants demonstrated clear improvement in their writing skills following the intervention,

LEARNING IN THE METAVERSE: THE FUTURE OF VIRTUAL CLASSROOMS

Pitsini Mano — 2025-12-17

This review article aims to analyze the key concepts presented in learning in the metaverse: The future of virtual classrooms by Alex C. Techworth, which discusses the transformation of education in the digital era through the integration of metaverse-related technologies, including Virtual Reality (VR), Augmented Reality (AR), Artificial Intelligence (AI), Blockchain, the Internet of Things (IoT), and high-speed internet connectivity such as 5G. Rather than focusing solely on technological tools, the book proposes a conceptual framework for designing learning experiences that emphasize learner engagement, interaction, and active participation within virtual environments. This review highlights the potential of the metaverse to support experiential learning, adaptive learning tailored to learners’ abilities and needs, and collaborative learning across geographical boundaries. It also discusses key challenges associated with real-world implementation, including inequality in access to technology, data privacy concerns, increased teacher workload, and potential impacts on mental health. Overall, the book offers significant intellectual value and serves as an inspiring framework for educators, researchers, and educational leaders seeking to understand and advance future-oriented learning in contemporary digital societies.