Author Information
Nitiphat Trirat, Khon Kaen University, ThailandParama Kwangmuang, Khon Kaen University, Thailand
Abstract
This study assessed the needs for developing a web-based learning environment integrating artificial intelligence (AI), constructivism, and gamification to enhance geometric reasoning skills among primary school students in Northeast Thailand. A mixed-methods approach was employed, involving 200 students, 20 mathematics teachers, 20 curriculum experts, and 30 parents, selected through stratified random sampling to ensure representativeness. Data were collected using interviews, questionnaires, observations, and focus group discussions. Descriptive statistics revealed that 65% of students struggled with geometric reasoning, while 75% of teachers faced challenges in delivering engaging instruction. A one-way ANOVA showed significant differences in the perceived needs among the four groups [F(3, 266) = 9.78, p < 0.001], with students having the lowest mean score (M = 4.12, SD = 0.78). The results indicated a strong need (85% agreement) for an innovative web-based learning environment that incorporates AI, constructivism, and gamification principles to support students' geometric reasoning development. These findings provide valuable insights for designing a learning prototype tailored to the needs of primary school students in Northeast Thailand.
Paper Information
Conference: ACE2025Stream: Design
This paper is part of the ACE2025 Conference Proceedings (View)
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To cite this article:
Trirat N., & Kwangmuang P. (2026) Needs Assessment for a Web-Based AI-Constructivist-Gamification Learning Environment to Enhance Geometric Reasoning in Northeast Thai Primary Students ISSN: 2186-5892 – The Asian Conference on Education 2025: Official Conference Proceedings (pp. 1231-1246) https://doi.org/10.22492/issn.2186-5892.2026.96
To link to this article: https://doi.org/10.22492/issn.2186-5892.2026.96
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