Author Information
Jiratchaya Sakhampee, Khon Kaen University, ThailandParama Kwangmuang, Khon Kaen University, Thailand
Abstract
This study investigates the needs and potential of interactive media in an AI-enhanced constructivist learning environment for English vocabulary acquisition among elementary school students. The research employs a mixed-methods approach, involving 120 fifth-grade students and 10 English language teachers selected through stratified random sampling from four schools in Lopburi Province, Thailand. Data collection includes surveys on students' learning needs, difficulties, and preferences, as well as interviews with teachers regarding their perceptions of current teaching practices and the potential of integrating AI and interactive media in vocabulary instruction. Quantitative data analysis reveals that 75% of students find vocabulary learning challenging, with 68% expressing a preference for interactive media. Qualitative findings indicate that 80% of teachers acknowledge the limitations of traditional teaching methods and 90% recognize the potential benefits of AI and interactive media in enhancing vocabulary acquisition. However, 60% of teachers express concerns about the lack of technological infrastructure and training. These findings serve as a foundation for designing and developing an innovative learning system that effectively addresses the identified needs and optimizes the potential of emerging technologies in language education. This research contributes to the advancement of technology-enhanced language learning and offers practical implications for educators and researchers in the field.
Paper Information
Conference: ACE2025Stream: Design
This paper is part of the ACE2025 Conference Proceedings (View)
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To cite this article:
Sakhampee J., & Kwangmuang P. (2026) Investigating the Needs and Potential of Interactive Media in an AI-Enhanced Constructivist Learning Environment for English Vocabulary Acquisition ISSN: 2186-5892 – The Asian Conference on Education 2025: Official Conference Proceedings (pp. 1185-1200) https://doi.org/10.22492/issn.2186-5892.2026.93
To link to this article: https://doi.org/10.22492/issn.2186-5892.2026.93
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