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.

Technological Pedagogical Content Knowledge (T PACK) is crucial for integrating content knowledge, pedagogy, and technology in chemistry education. Meanwhile, the concept of self-efficacy within this framework is essential for effective technology integration in teaching chemistry. However, many pre-service teachers in Indonesia need help in developing the self-efficacy needed to integrate technology into chemistry core competencies. Recognizing this need, this study investigates the development of TPACK self-efficacy among 32 pre-service chemistry teachers at a public university in Yogyakarta, Indonesia. The TPACK self-efficacy survey was employed to measure outcomes. The findings reveal the effectiveness of the intervention in enhancing pre-service teachers' self-efficacy in teaching chemistry with digital tools.

Digital citizenship has become an essential aspect of modern education. As technology becomes increasingly ubiquitous daily, there is a growing need to cultivate digital citizenship skills among students worldwide. Few studies have explored the potential of game-based learning using ubiquitous technologies to enhance digital citizenship education. Game-based learning has emerged as a promising approach to engage learners and promote the development of these crucial competencies. Moreover, ubiquitous learning approaches can provide seamless educational experiences across various contexts and devices. This paper proposes a comprehensive framework for designing and implementing a ubiquitous game-based learning system to foster digital citizenship in the Thai educational context. Drawing on existing research, this study analyzed the challenges and opportunities associated with this endeavor, addressing considerations around technology integration, pedagogical design, and implementation strategies. The study revealed that a ubiquitous game- based learning system could leverage AI-powered personalization to tailor learning experiences and provide real-time feedback to cultivate digital citizenship among Thai K-12 students. The findings also provide valuable insights for researchers, educators, and policymakers interested in leveraging innovative learning approaches to nurture digitally literate and responsible citizens in Thailand.

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.

Engaging young people in citizen inquiry could facilitate the process of constructing learning outcomes through investigation and reflection on their experiences. This study aimed to investigate the effects of using the citizen inquiry approach on students’ learning outcomes regarding environmental awareness, scientific explanation, and scientific communication. An intensive science camp regarding the citizen inquiry approach to plastic pollution has been developed and implemented for elementary school students. The results showed considerable improvement in their learning outcomes after interacting with the intervention. However, there is a challenge and opportunity to redesign the implemented approach with the support of mobile technology to improve their learning outcomes. This paper proposes how we could transform the citizen inquiry approach with digital devices to promote elementary school students’ environmental awareness, scientific explanation, and scientific communication.

Technological Pedagogical and Content Knowledge (TPACK ) is a framework for teacher professional development. In current teacher education research, pre-service teachers are targeted to improve their teaching competencies based on implementing TPACK as an integrative framework of instructional interventions. This study purposed to investigate an effect of a TPACK -oriented mobile game learning in science (MGLS ) module based on pre-service science teachers’ subject- specific teaching knowledge development. The researchers implemented the MGLS to 31 sophomore pre-service science teachers at a former university's public teacher in the northeastern region of Thailand. They were assigned to attend the MGLS within three weeks. They have been measured individual TPACK using a multiple -choice test before and after participating with the MGLS module. The findings illustrated that there was a significant difference between their TPACK scores of pre- and post-test. This result revealed that the MGLS could improve pre-service science teachers ’ TPACK. In addition, most pre-service science teachers in this study also intended to use the mobile game in nature of enhancement student learning with specific science content.

In recent years, flipped learning has received increasing emphasis because of its impact on learning enhancement. Nowadays, gamification plays an important role in promoting students’ motivation and attitude toward learning. A gamified flipped inquiry-oriented laboratory learning is proposed for promoting students’ science learning performance in this study. To examine the effectiveness of the proposed approach, an experiment was conducted in physics learning activity of a secondary school. The participants were two classes of 62 tenth graders, and they were assigned into one experimental group and one control group. Those learning in the experimental group used the proposed learning mode, while those in the control group learned with the conventional learning mode. The results indicated that the integration of gamification into flipped inquiry-oriented laboratory learning produced a better progression of students’ understanding of scientific concepts and process than without gamification. However, there was no significant difference on science motivation between students who learned through the proposed learning mode and who learned through the conventional learning mode. This finding suggests that the gamified flipped inquiry-oriented laboratory learning can be used to effectively support construction of comprehensive understanding of both science concepts and processes in the natural setting of school science learning.

To improve meaningful learning for today’s students, Content and Language Integrated Learning (CLIL) approach has been adopted to design positive learning environments in which both content and foreign language can be taught and learned together. This study presents an examination of students’ learning motivations, and their perceptions toward the teaching English with Science in Content and Language Integrated Learning (CLIL) approach and Mobile-assisted Inquiry pedagogy through pre-test and post-test design. The study was conducted with 20 eighth grade students in northeastern region of Thailand. They were recruited to participate in the teaching English with Science in Content and Language Integrated Learning (CLIL) approach and Mobile-assisted Inquiry pedagogy. Students were examined their learning motivations and perceptions using 25 and 21 items of 5-points Likert-scales questionnaires. The results revealed that the students increased their learning motivations and perceptions toward the teaching English with Science in Content and Language Integrated Learning (CLIL) approach and Mobile-assisted Inquiry pedagogy. This finding implied that the teaching English with Science toward Content and Language Integrated Learning (CLIL) approach and Mobile-assisted Inquiry pedagogy had an influence on students’ learning motivations and their perceptions. This finding suggest that teaching English with Science in Content and Language Integrated Learning (CLIL) approach and Mobile-assisted Inquiry pedagogy could be a promising way of enhancing secondary school students’ learning motivations and their perceptions in English with Science class.

Most existing personalized learning support systems facilitate students' learning by providing learning suggestions or learning content to individual students based on their background or profiles. It is difficult to adapt learning activities to respond to students' ongoing learning performances and status, leading to the limitation in enhancing online personal learning performance and learning attitudes. To address this issue, a mastery learning mechanism was proposed to monitor individual students ongoing learning situations, moreover, students' conceptual learning problems, learning styles and current understanding status were considered for providing effective personalized learning activities. An online personalized learning support system was developed basing on the novel mastery learning mechanism. The experimental results show that the students who learned with our proposed system had better learning attitudes toward the learning activities, better understanding and higher perception of the usefulness of the learning system, and better learning performance of Simple Electricity on Physics course than those who learned with the conventional system.

In recent years, researchers have attempted to develop adaptive web-based learning system to help and facilitate students' improvement of learning performance. Moreover, learning environment that involves physical hands-on experimentation and/or virtual computer-simulated experimentation related to pedagogical aspects is extremely important. Consequently, it becomes an interesting issue to develop an adaptive web-based learning system which provides suitable learning environment for individual students. In this study, we propose a set of personal learning activity rules to elicit and integrate the learning styles and learning experience provided by individual students. Based on the proposed approach, an adaptive web-based learning system was implemented on a physics lesson to investigate the effectiveness of this innovative approach. The empirical findings suggest that students who learned in adaptive web-based learning system based on the proposed approach had better learning performance than those who learned in conventional web-based learning environment.

One of the challenges of promoting students constructing knowledge on abstract topic as energy is helping them make the relationship between the theoretical-world and their life outside the classroom, through inquiry of the elements of energy consumption by daily used household electrical appliances in the digital game. Factors that increase students’ conceptual learning progression in the digital game-based inquiry learning are challenged to be investigated. In this study, factors of Enjoyment, Inquiry, and Intention to Use were selected as important attitudes in learning game and promoting conceptual learning progression. To verify the effectiveness of the game, sixty-six secondary school students participated in the digital game-based inquiry learning for energy education. The results showed that the game impacted moderately on improving the students’ conceptual understanding progression on energy consumption topic, students’ inquiry of the game has a significant relation with their learning progression, and students’ enjoyment and intention to use with the game do not significantly have a relation with their learning progression. Our results suggest that there are attitudinal factors affecting conceptual learning progression gained by the digital game-based inquiry learning.

Science-based education in 21st century needs qualified and innovative science teachers who are expertise in using information and communication technology as pedagogical tool for their work and as cognitive tool for student learning. As such, a framework of Technological Pedagogical and Content Knowledge (TPACK) has been recognized as a theoretical basis for development of professional science teacher. This paper reported a pilot study result of implementing TPACK-focused preservice science teacher program for science degree-graduated students. The study participants were 54 preservice science teachers in a master degree of education at Khon Kaen University, Thailand. The alignment of 2-year courses has been particularly designed based on TPACK for students who graduated in 4-year bachelor degree of science. The results showed that the preservice science teachers have been cultivated their technological pedagogical knowledge (TPK) and technological content knowledge (TCK) during enrollment in the program. This could be implied that the TPACK-based approach should be used as a basis to create well-designed coursework in teacher education program.

Abstract. Introducing student to the culture of science research for developing conceptual understanding of scientific concepts, scientific inquiry, and nature of science has been so widely discussed in the recent reforms of science education, and technology-enhanced learning environments have been recognized as a vital approach in order to foster student scientific literacy. The purpose of this paper is to demonstrate how to design computer-based laboratory tool to support student practices of scientific inquiry. An interactive computer-based laboratory tool, called Nose Simulator, is illustrated on an example electronic nose application. In the end, the paper puts forward to the design consideration of a computer-based laboratory environment platform, which could provide references for developing computerized inquiry tool in school science education.