Preface - kmutt

KMUTT Annual Research Abstracts 2005
2005), April 18-22, 2005, King Mongkut’s
University of Technology Thonburi, Bangkok,
Thailand, pp. 261-265
Playing games was developed and
applied for entertainment, education and
relaxing activities. Playing games now could be
joined or single playing via Internet called
online game. Teenagers loved and played game
in daily lives; they mostly played in planning
and adventure games.
Today game online, some concerning
sex. More than half of Thai male teenagers had
sex and more than 30% had sex with their
friends, with no protection. The sex inflections
disease could be wild and also had pregnant
before appropriate age. The sex of teenagers was
occurred because of the intimate including their
lack of knowledge through media in their daily
life, Protection by using condom was one of the
resolutions to solve the problems from sex, but
teenagers were rarely use condom. Moreover,
the girls’ attitude that learning about sex and
buying condom were disgraceful and
inappropriate. The first sex of teenagers found
with unintended mistake without planning to
protect when they had sex. Therefore, the sex
education for teenagers was very important and
must be encouraged to be guideline for teenagers
to learn how to protect themselves and others.
Applying games to the sex education for
teenagers to prevent the problem from having
sex in teenagers would be aimed to study and
develop game, the content was to build creative
direction. The players could use situation and
reason for making decision and could be adapted
to their lives and being advantage for themselves
and society. The content of game was enjoyable
for teenagers’ age around 13-18 years; it related
to changing girls’ attitudes toward male using
condom.
IC-176 COMPARATIVE STUDY OF
ACHIEVEMENT AND RETENTION
BETWEEN PROBLEM BASED LEARNING
AND CONVENTIONAL LEARNING
Saranya Chuathong, Surapon Boonlue
The 20 th International Conference of AIAER
(EDUCON 2005), December 28-30, 2005,
Punjabi University, Patiala, India, p. 22
The purpose of this research was to
compare the achievement of study by using the
problem based learning and the conventional
135
learning in the course of Technology for
Education. Samples were KMUTT students in
Technology for Education course on the first
semester in 2005. Simple random sampling was
employed to select 2 of 4 classrooms. Sample
sizes were 80 students divided into 2 groups.
The experiment and the control group consisted
of 40 students each. The experiment group was
taught by using the problem based learning. The
control group was taught by the conventional
learning. Research design was the randomized
control group pre-test-post-test design.
Statistical analysis of data was the student's t-
test. The research instruments were: 1) the
problem was posted in the question forms, 2) the
study achievement test, 3) learning resources
and communication from internet. After students
finished the lesson, they must do the study
achievement test. The results of the study were
found as follows: 1) The pre-learning and the
post-learning results of the students under the
experiment and the control group were
statistically differents at the .01 level. 2) The
achievement scores of the students between the
problem based learning and the conventional
learning were also significantly different at the
.01 level.
IC-177 AN INSTRUCTIONAL COMPUTER
MULTIMEDIA PACKAGE MULTIMEDIA
DESIGN FOR COMPUTER ASSISTED
INSTRUCTION
Sopon Meejaleurn, Sangdeun Taweesin,
Sakesun Yampinij
The 20 th International Conference of AIAER
(EDUCON 2005), December 28-30, 2005,
Punjabi University, Patiala, India, p. 18
Learning anywhere anytime has an
important role in education at present because it
can increase the opportunity of learning. An
instructional computer multimedia can be used
as a tool for such learning. This research is,
therefore, aimed to construct an Instructional
Computer Multimedia Package, Multimedia
Design for Computer Assisted Instruction. The
objective of this research was to evaluate the
quality of the package, evaluate the satisfaction
and compare achievement of the learner. The
Interactive Instructional Computer Multimedia
Package was constructed by presenting the
content, reviewing an exercise and evaluating by
the test. The quality evaluation of the package
was done by 3 experts in media and 3 experts in
International Conference