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p-Index From 2021 - 2026
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This Author published in this journals
All Journal International Journal of Learning Reformation in Elementary Education Buletin Edukasi Indonesia Advances in Psychological Sciences and Applications
Rungchatchadaporn Vehachart
Thaksin University
Religion Humanities Education Health Professions Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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A Literature Study on Science Learning Media in Elementary School Fika Ari Widyaningrum; Ika Maryani; Rungchatchadaporn Vehachart
International Journal of Learning Reformation in Elementary Education Vol. 1 No. 01 (2022): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (561.726 KB) | DOI: 10.56741/ijlree.v1i01.51

Abstract

This study aims to discover the development of research on elementary science learning media in 2017-2021 and find future research opportunities in elementary science learning media. The type of research used is descriptive quantitative using bibliometric analysis assisted by VOSviewer and Mendeley software. This research data is in the form of 111 research journal articles on elementary science learning media conducted in Indonesia and sourced from several SINTA 1-6 journals in the 2017-2021 timeframe. From the study results, the development of research on elementary science learning media was the highest in 2018. Opportunities for learning media research topics can still be done by selecting keywords rarely used by previous researchers, namely training, science abstract, learning independence, science process skills, cartoons, flashcards, index card matches, puzzles, mastery of concepts, and monopoly games. You can also choose topics with the latest discussion trends using articulate storyline keywords, media development, STEM-based science learning, 21st century, Canva, application of learning media, wonder share, software, mobile learning, monopoly games, mastery of concepts, en-alter source, animation, online, discovery learning, interest and learning outcomes, animated videos, and development models.
Literature Study on Self-Regulated Learning in Science Learning of Elementary School Students Aninda Wahyu Ramadhani; Ika Maryani; Rungchatchadaporn Vehachart
International Journal of Learning Reformation in Elementary Education Vol. 1 No. 02 (2022): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (989.287 KB) | DOI: 10.56741/ijlree.v1i02.71

Abstract

The study was conducted to determine the trend of research topics for self-regulated learning science for elementary school students in 2017-2021. This type of research is a descriptive quantitative research using literature study analysis and bibliometric methods. The data collection process is carried out by conducting observations and documentation on the Google Scholar online database. The data analysis phase was applied Mendeley, Publish or Perish, and VOSViewer. Based on the analysis of 102 research publications, 46 topics emerged. Relevant topics that arise relating to self-regulated learning do not all have a high occurrence rate. Topics with high emergence include Self-regulated learning, Learning Outcomes, Critical Thinking, Scientific Literacy, Motivation, Problem Based Learning, Inquiry, and Discovery Learning. Topics with low emergence and opportunities for further research are Strategy, Learning Media, Science Process Skills, Self-Efficacy, Emotional Intelligence, Metacognitive Skills, and Peer Learning.
Opportunities and Challenges of Generative AI in Shaping the Future of Education in Thailand: A Narrative Review Basel Abdulwahab; Suhairee Beungacha; Rungchatchadaporn Vehachart
Buletin Edukasi Indonesia Vol. 5 No. 01 (2026): Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.bei.001999

Abstract

This narrative review examines the emerging role of Generative Artificial Intelligence (GenAI) in shaping the future of education in Thailand. Drawing on scholarly literature published between 2020 and 2025, the review synthesizes current trends, empirical findings, and conceptual discussions related to the integration of GenAI in educational systems. The analysis highlights key opportunities offered by GenAI, including personalized and adaptive learning experiences, intelligent tutoring systems, automated feedback, and support for educational innovation aligned with national digital transformation agendas. At the same time, the review identifies significant challenges that may hinder effective adoption, such as digital inequality, data privacy and ethical concerns, limited institutional infrastructure, and varying levels of teacher readiness and digital competence. By critically discussing these opportunities and challenges, the review provides a balanced perspective on GenAI implementation in the Thai context. The study concludes by offering strategic recommendations for policymakers, educators, and researchers to promote responsible, inclusive, and sustainable use of GenAI in advancing the quality and equity of education in Thailand.
Cognitive Load and AI-Assisted Learning in Thai Higher Education: A Structural Model Approach Rungchatchadaporn Vehachart; Ratna Yunita Setiyani Subardjo
Advances in Psychological Sciences and Applications Vol. 2 No. 01 (2026): Advances in Psychological Sciences and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.apsa.002179

Abstract

The integration of artificial intelligence (AI) in higher education has significantly transformed teaching and learning processes. While AI-assisted learning tools offer personalized feedback and adaptive learning environments, their cognitive implications remain underexplored, particularly in non-Western contexts. This study investigates the impact of AI-assisted learning on cognitive load and learning outcomes in Thai higher education. Using Cognitive Load Theory (CLT) as a framework, a quantitative approach with PLS-SEM was applied to data from 312 students. The findings indicate that AI-assisted learning reduces extraneous cognitive load while enhancing germane cognitive load. Student engagement mediates the relationship between cognitive load and learning outcomes, while cultural factors moderate AI usage effects.
Co-Authors Aninda Wahyu Ramadhani Basel Abdulwahab Fika Ari Widyaningrum Ika Maryani Ratna Yunita Setiyani Subardjo Suhairee Beungacha