ผลของการใช้วีดิทัศน์สถานการณ์แบบมีปฏิสัมพันธ์ภายในและภายนอกวีดิทัศน์ที่มีผลต่อความสามารถในการแก้ปัญหาในรายวิชาวิทยาศาสตร์ของนักเรียนชั้นมัธยมศึกษาปีที่ 3

Dissaya Kamonchai; Udom Homkhum; Kajohnsak Sanguansat

doi:10.65205/jcct.2026.e3585

Authors

Dissaya Kamonchai Program in Information and Communications Technology, Faculty of Education, Surindra Rajabhat University, Surin 32000, Thailand https://orcid.org/0009-0001-0877-4532
Udom Homkhum Program in Information and Communications Technology, Faculty of Education, Surindra Rajabhat University, Surin 32000, Thailand
Kajohnsak Sanguansat Program in Information and Communications Technology, Faculty of Education, Surindra Rajabhat University, Surin 32000, Thailand https://orcid.org/0009-0003-2629-3454

DOI:

https://doi.org/10.65205/jcct.2026.e3585

Keywords:

Video Scenarios, Interactive VDO, Problem-Solving Ability

Abstract

The purposes of this research were: 1) to compare Students’ Problem-Solving Abilities Before and After Learning Through Internal Interactive Scenarios Video; 2) to compare students’ Problem-Solving Abilities Before and After Learning Through External Interactive Scenarios Video; and 3) to Compare Students’ Problem-Solving Abilities After Learning Through Internal and External Interactive Scenarios Video. The research sample consisted of 52 Grade 9 students from the Chom Phra 1 Integrated Educational Network, Chom Phra District, Surin Province. The participants were selected using the matched-pair sampling method. The research instruments included: 1) Internal and External Interactive Scenarios Video, 2) science lesson plans, and 3) a science problem-solving ability assessment test. Data were analyzed using mean, standard deviation (S.D.), and t-test for hypothesis testing. The research findings revealed that: 1) Students who learned using the Internal Interactive Scenarios Video achieved significantly higher post-learning problem-solving scores than their pre-learning scores at the .05 significance level. 2) Students who learned using the External Interactive Scenarios Video achieved significantly higher post-learning problem-solving scores than their pre-learning scores at the .05 significance level. 3) Students using the Internal Interactive Scenarios Video demonstrated significantly higher problem-solving abilities than those using the External Interactive Scenarios Video at the .05 significance level.

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