การพัฒนารูปแบบการจัดการเรียนรู้ตามแนวคิดกระบวนการออกแบบเชิงวิศวกรรม ร่วมกับเทคโนโลยีปัญญาประดิษฐ์เพื่อส่งเสริมความคิดสร้างสรรค์และความสามารถในการแก้ปัญหาของนักเรียนชั้นมัธยมศึกษาปีที่ 2

Atthaphol Klomrak; Siwanit Autthawuttikul

doi:10.65205/jcct.2026.e4205

Authors

Atthaphol Klomrak Department of Educational Technology, Faculty of Education, Silpakorn University, Nakhon Pathom 73000, Thailand https://orcid.org/0009-0008-9136-127X
Siwanit Autthawuttikul Department of Educational Technology, Faculty of Education, Silpakorn University, Nakhon Pathom 73000, Thailand

DOI:

https://doi.org/10.65205/jcct.2026.e4205

Keywords:

SUTLUM Learning Management Model, Engineering Design Process, Artificial Intelligence, Creativity, Problem-Solving Ability

Abstract

This research aimed to (1) investigate guidelines for developing a learning management model based on the engineering design process integrated with artificial intelligence technology, (2) develop the learning management model, and (3) examine the effects of implementing the model. The sample consisted of 30 Grade 8 students, selected through purposive sampling. The research instruments included an expert interview form, lesson plans, a learning management model, learning support tools, a creativity assessment form, a problem-solving ability assessment form, a learning achievement test, and a satisfaction questionnaire. Data were analyzed using mean, standard deviation, reliability coefficients, and t-tests. The findings indicated that (1) the development of the learning management model should integrate the engineering design process with artificial intelligence to support students’ thinking, analysis, design, and product development through project-based learning and authentic problem-solving situations with ethical considerations. (2) The developed SUTLUM Model comprised six stages: Survey, Understand, Think, Launch, Upgrade, and Manifesto, along with four key components: teachers, learners, AI tools, and learning modules. The model demonstrated a very high level of Quality (M = 4.65, S.D. = 0.47). (3) The implementation results showed that students’ creativity was at a very high level (M = 31.90 out of 36), and their problem-solving ability was also at a very high level (M = 21.60 out of 24). In addition, students’ post-test achievement scores were significantly higher than their pre-test scores at the .05 level, and their satisfaction with the learning management was at the highest level (M = 4.68, S.D. = 0.46).

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