Augmented reality (AR) in education has gained much attention as an innovation that promotes tangible visualization and can therefore be applied in various fields of education, especially in enhancing students' conceptual understanding and visual and spatial abilities in mathematics. Geometry often poses challenges due to its abstract nature, but AR offers interactive visualizations that make learning more engaging and accessible. This study used a quasi-experimental design on second grade forty-six students' understanding of geometric shapes. The experimental group had twenty-three students engaged in AR-enhanced learning activities, while the control group had twenty-three students who followed traditional teaching methods. Results showed that the AR group significantly improved in both geometric understanding and visual-spatial skills. These findings highlight the potential of AR to make early mathematics education more effective and engaging.

The integration of technology in education enhanced student engagement and learning efficiency, particularly in challenging subjects like health education, where motivation often posed a barrier. Augmented reality (AR) was one such technology that created interactive learning experiences, allowing students to explore subjects dynamically and visually. By incorporating these tools, educators fostered a supportive learning environment that motivated students to approach their studies with greater enthusiasm. This study examined the impact of integrating AR with game-transformed inquiry-based learning (GTIBL) on primary-level students' conceptual understanding and learning motivation in health education, focusing on the bone and muscular systems. The research involved 23 fourth-grade students from a public primary school in northeastern Thailand and used a mixed-methods approach that included pre- and post-tests for conceptual understanding, learning motivation surveys, and interviews. The findings showed significant improvements in students' conceptual understanding and learning motivation, particularly in career motivation and self-efficacy. However, the study found no significant changes in intrinsic motivation, self-determination, and grade motivation, indicating that while AR and gamification were beneficial in some aspects of learning motivation, their impact was limited in cases where students already held strong pre-existing beliefs. These results suggested that integrating AR and gamification into health education could be a valuable tool for enhancing learning outcomes and motivation, especially in fields that require complex understanding and active engagement.

The integration of advanced technologies in education, such as Augmented Reality (AR) and gamification, has been recognized significant attention for its potential to improve student learning outcomes. However, there remains a gap in understanding how these technologies, particularly when combined, affect younger learners in primary education. This study addresses this gap by investigating the impact of Marker-Based Augmented Reality (MBAR) gamification on primary students' understanding of scientific concepts and their motivation to learn science. Conducted with 46 students aged 9-10 from a school in Northeastern Thailand, the study employed a pre-test post- test design to assess the effects of the MBAR intervention, which focused on teaching phase changes in matter through interactive and gamified activities. The results revealed a significant improvement in students' conceptual understanding. Additionally, the intervention revealed that intrinsic motivation, extrinsic motivation, and self-efficacy, demonstrating the effectiveness of gamified AR in enhancing both cognitive and motivational outcomes. These findings suggested that MBAR gamification can make abstract scientific concepts more accessible and learning experiences more engaging for young students.

One of the teaching approaches most used to enhance mathematics learning by educators is digital game-based learning. With advancements in technology, many games have been integrated into educational methods. This research employed a quasi-experimental design investigated students' conceptual understanding and their attitude toward mathematics learning using Minecraft. In this study, the forty-five of third grade students from primary school in the northeastem region of Thailand were divided into two groups. The findings of the study indicate that the control group scored higher than the experimental group on the pre-test. However, after the intervention, the experimental group, which utilized Minecraft as an educational tool, demonstrated significant progress, showed significant improvement, effectively decreasing the performance gap between the two groups. Furthermore, the results demonstrate that Minecraft effectively fosters positive attitudes and enhances academic achievement in mathematics. Regarding the limitation, the relatively small sample size in both groups may limit the generalizability of the findings, indicating a need for future studies with larger samples.

The integration of artificial intelligence (AI) into educational methods is gaining traction within the evolving landscape of modern education. This study examined the impact of integrating AI into a flipped classroom model to enhance creative writing skills and student perception at the secondary school level. Ninety-eight grade 10 students were divided into three groups: a control group (CG) that received traditional instruction, an experimental group 1 (EGI) that utilized the flipped classroom model, and another experimental group 2 (EG2) that used an AI-enhanced flipped classroom incorporating ChatGPT. Data collection consisted of pre-test and post-test evaluations to evaluate the development of students' creative writing skills and their perceptions of the learning environment. The findings revealed that students in the AI-enhanced flipped classroom demonstrated significant improvements in creative writing skills compared to both the control group and the non-AI flipped classroom group. Additionally, students' perceptions of the learning experience were more positive in the AI-enhanced setting, suggesting that AI tools such as ChatGPT can significantly enhance creativity and engagement in the learning process. These results highlighted the potential of integrating AI into instructional strategies to foster creativity and enhance students' learning experiences.

Augmented reality (AR) is increasingly recognized as an essential tool in science education by providing interactive and immersive experiences that make complex concepts more concrete and tangible. This is particularly important for primary students, who must establish precise mental models in order to understand science concepts including the states of matter. To accomplish meaningful learning, this is essential to understand both the macroscopic properties and the microscopic structures. Consequently, this study examines the effect of AR in guided inquiry-based learning on the conceptual understanding and mental models of primary school students who are studying the states of matter. The study was conducted with 46 fourth-grade students, utilizing AR to facilitate interactive learning in science classroom settings. A paired samples t-test was performed to analyze students' conceptual understanding. In addition, mental models of states of matter were analyzed by inter-rater reliability techniques. The findings suggested that when effectively integrated AR into inquiry-based learning frameworks, this learning can play a crucial role in enhancing students' conceptual understanding and their mental models, bridging the gap between observable and molecular level in the state of matter concept. Lastly, this study provided suggestions for future research and implementation of AR in guided inquiry-based learning science education.

Technology in education is essential for both teaching and learning. The purpose of this study is to correct mathematical misconception about the addition and subtraction of fractions, as well as explore students' attitudes toward using technology to learn mathematics. In this study, blended learning activity was used with PhET simulation. Both hands-on and digital technology activities were implemented. The findings of this study revealed better comprehension in students who learned with a blended learning activity with PhET simulation. In addition, there was a general improvement in students' attitudes toward using technology for learning mathematics. The results implied that using blended learning activity with technologies in mathematics classrooms could correct learners' misconception as well as fostering positive attitudes towards learning mathematics in primary level.

One of the teaching approaches most used by educators is the inquiry-based learning, and with the development of technology, students have access to more games. Therefore, many researchers have integrated investigative learning methods with mobile-supported board games. The purpose of this research is to investigate students’ conceptual understanding and their attitude toward mathematics learning using inquiry-based learning methods and mobile-supported board games. In this study, the participants were primary school students in the northeastern region of Thailand. The finding demonstrated that students have better conceptual understanding after using an inquiry learning with mobile-supported mathematical board game. Moreover, students had a positive attitude toward mathematics learning. Specifically, it allowed students to gain confidence and motivated them to study mathematics. Consequently, this study revealed that an inquiry-based learning combined with mobile-supported board game has the potential to foster positive attitudes towards mathematics learning with technology and may develop into other content in future primary mathematics learning.

The Circular Economy (CE) has emerged as an essential idea in the worldwide response to unsustainable resource consumption and waste management, and educators have incorporated this scenario into the theme in classroom. At the same time, STEM (Science, Technology, Engineering, and Mathematics) education is an essential approach for educating students with the necessary skills for a competitive workforce in the twenty-first century. Several academics are currently attempting to integrate inquiry-based learning, which is one such technique whose efficacy is higher in science-based education. Furthermore, technological integration has been used in scientific courses. This research examined the implementation of combining inquiry- based learning with STEM education using ICT technology in citizen science activities to promote the circular economy for fourth-grade students in a university-based demonstration school located in the northeastern part of Thailand. The results of this study include aspects of students' conceptual understanding about types of plastic and their awareness of the environment. We found that students had a significantly increased conceptual understanding regarding types of plastic. Moreover, the students expressed positive attitude towards plastic waste management awareness. These findings support the notion that ICT technology could assist students in better understanding science concepts and attitudes, especially when integrated with a STEM inquiry-based learning method in the citizen science activity.