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All Journal International Journal of Evaluation and Research in Education (IJERE)
Sivapirunthep, Panneepa
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Education

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Design-thinking integration in cultural project planning: bridging theory and practice Zhang, Shiyong; Vate-U-Lan, Poonsri; Sivapirunthep, Panneepa
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.33730

Abstract

This qualitative study aimed to bridge the gap between theoretical knowledge and practical skills by developing a design thinking-based innovative pedagogy for creative planning of cultural projects at Shanxi University of Finance and Economics (SUFE). The discover, define, design, develop, and deploy (5Ds) model, an innovative pedagogy grounded in design thinking, was designed with five phases. After evaluation by five cultural project planning experts, the model was refined to align closely with pedagogical objectives. Three primary research instruments were employed: a theoretically derived framework, a meticulously designed lesson plan, and an achievement test. Contextually tailored to Chinese culture, each phase was symbolized by a Chinese lantern, signifying prosperity and the intended positive outcomes of the pedagogy. The phases comprised: i) discover, where consumer needs were analyzed; ii) define, identifying problems and setting objectives; iii) design, focusing on idea generation; iv) develop, involving prototyping, implementation, and revisions; and v) deploy, for final product testing and market introduction. This culturally resonant pedagogical framework supports a comprehensive approach to teaching cultural project planning, fostering innovation, and practical application. Through symbolic integration, the 5Ds model aligns with educational goals while encouraging Chinese students to embrace innovation. Outcomes indicate enhanced teaching quality and instructional effectiveness, addressing existing educational challenges.
Autism virtual reality education media integration in applied behavior analysis training Nie, Yunxia; Vate-U-Lan, Poonsri; Sivapirunthep, Panneepa
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.34093

Abstract

This study examined the impact of autism virtual reality education (autism VR-Ed) media in enhancing college student teachers’ skills in applied behavior analysis (ABA) for children with autism spectrum disorder (ASD). A total of 40 student teachers from Guangxi College for Preschool Education, China, participated in a three-month experiment using a 9-task autism VR-Ed media. Pre- and post-tests showed significant improvement in ABA skills, with scores rising from 18.05 (SD=3.00) to 41.10 (SD=2.25), t(39)=-48.394, p<.05. All participants achieved over 60 points, confirming effective skill acquisition. A perception survey revealed positive attitudes toward the media, highlighting its ease of use, engagement, and relevance to future professional needs. These results demonstrated the potential of VR technology to bridge the gap between theory and practice in special education by offering immersive learning experiences. Autism VR-Ed media enhanced ABA training beyond traditional methods, supporting the professional growth of special education teachers. This study contributed to integrating VR technology into special education curricula and improving teacher training quality, thereby effectively supporting the rehabilitation of children with ASD. Future research should explore the long-term benefits of VR-based training and its broader applications and assess its impact on the learning outcomes of children with ASD.
Enhancing quality education with 5Ds design thinking-innovative pedagogy for creative planning in cultural projects Zhang, Shiyong; Vate-U-Lan, Poonsri; Sivapirunthep, Panneepa
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.33858

Abstract

This quantitative study addressed the declining interest of young people in traditional culture and the lack of empirical evidence on innovative pedagogies to enhance student engagement and academic achievement. The research examined the efficacy of a novel 5Ds design thinking-based pedagogy—discover, define, design, develop, and deploy—in enhancing students’ design thinking mindsets and academic performance in cultural project planning. The study was conducted at Shanxi University of Finance and Economics and compared the average scores of an experimental group with 42 students (EG, n=42) and a control group (CG, n=37) from five classrooms with 194 students. The EG actively engaged with the 5Ds pedagogy, progressing through each stage to collaboratively develop cultural projects, while the CG received traditional instruction. Utilizing a 30-item design thinking mindset measurement (DTMM) scale and an 88-question achievement test, the study revealed significant improvements in the EG’s human-centeredness and mindfulness. Post-intervention academic achievement scores were substantially higher in the EG (M=60.09) compared to the CG (M=47.54), with a significant difference (t=-12.114, p<0.001). These findings demonstrated the effectiveness of the 5Ds pedagogy in enhancing critical thinking, adaptability, and creativity, providing compelling evidence for integrating design thinking methodologies into higher education curricula to reinvigorate cultural education and improve student engagement.
Co-Authors Nie, Yunxia Vate-U-Lan, Poonsri Zhang, Shiyong