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The Impact of Multimedia-enhanced Web-based Learning on Knowledge Acquisition and Motivation in Generative AI Education |
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| รหัสดีโอไอ | |
| Creator | Patcharin Panjaburee |
| Title | The Impact of Multimedia-enhanced Web-based Learning on Knowledge Acquisition and Motivation in Generative AI Education |
| Contributor | Konkanok Srilasopha, Patcharin Panjaburee |
| Publisher | Digital Education and Learning Engineering Association |
| Publication Year | 2568 |
| Journal Title | Journal of Digital Education and Learning Engineering |
| Journal Vol. | 1 |
| Journal No. | 2 |
| Page no. | 87-96 |
| Keyword | Web-based learning, artificial intelligence, educational innovation, educational technology, knowledge construction |
| URL Website | https://so18.tci-thaijo.org/index.php/delethailand |
| Website title | Journal of Digital Education and Learning Engineering Association |
| ISSN | 3088-1552 |
| Abstract | The increasing significance of Generative AI education requires more effective teaching approaches beyond traditional PowerPoint-based instruction, which often limits student engagement and accessibility, thereby hindering knowledge acquisition. Multimedia-enhanced web-based learning offers several advantages, including interactivity, flexibility, content simplification, and dynamic learning experiences accessible anytime and anywhere. Therefore, this study developed a multimedia-enhanced web-based learning approach designed to facilitate primary school students’ acquisition of Generative AI concepts. A quasi-experimental study was conducted with 47 fourth-grade students from two classes. Using random allocation, one class with 22 students was assigned to the experimental group, which received instruction through the multimedia-enhanced web-based learning approach, while the other class with 25 students formed the control group, receiving traditional PowerPoint-based instruction. Data were analyzed using t-tests on pre- and post-achievement tests and motivation questionnaires, resulting in three key findings. First, the experimental group demonstrated significantly higher knowledge comprehension than the control group. Second, an analysis of knowledge progression indicated that the experimental group exhibited significantly greater improvement in understanding. Finally, the motivation assessment revealed that the experimental group achieved significantly higher scores across all dimensions, including attention, relevance, confidence, and satisfaction, compared to the control group. These findings suggest the effectiveness of multimedia-enhanced web-based learning in both knowledge construction and motivation in Generative AI education, highlighting its potential as an innovative approach to modern educational practices. |
