Improving Problem‑Solving Skills and Learning Retention in a Thai Electrical Circuit Laboratory Using Flipped Classroom, Augmented Reality, and Microlearning

Authors

DOI:

https://doi.org/10.3991/ijep.v16i5.62187

Keywords:

augmented reality, electrical circuit laboratory, flipped classroom, learning achievement, microlearning, problem solving skills, Thailand

Abstract


This study aimed to develop and evaluate a flipped, microlearning, and augmented reality model to enhance undergraduate engineering students’ conceptual understanding and problem‑solving skills in an electrical circuit laboratory course. The participants consisted of 43 first‑year engi‑ neering students, divided into an experimental group (n = 21) and a control group (n = 22). The experimental group was instructed using the integrated model, while the control group received traditional instruction. Research instruments included a learning achievement test, a problem‑solving skills rubric, and a satisfaction questionnaire, all of which demonstrated acceptable validity and reliability. Data were analyzed using multivariate analysis of variance (MANOVA) and mixed ANOVA. The findings indicated that students in the experimental group significantly outperformed those in the control group in both learning achievement (p < .05) and problem‑solving skills (p < .01). In addition, the experimental group demonstrated greater learn‑ ing retention at two weeks after instruction. These results suggest that integrating augmented reality and microlearning within a flipped classroom framework effectively supports conceptual understanding and enhances problem‑solving skills in engineering education. The integrated model provides a practical instructional approach for improving laboratory‑based learning in science and engineering contexts. This study extends existing research by providing an instruc‑ tional framework that supports both cognitive and experiential learning in higher education.

Author Biographies

Cherisa Nantha, Rajamangala University of Technology Thanyaburi, Pathum Thani, Thailand

Cherisa Nantha is an Assistant Professor in the Department of Educational Technology and Communications, Faculty of Technical Education, RMUTT, Pathum Thani, Thailand. Her research focuses on flipped classrooms, active learning, educational technology, adaptive learning, and problem-based learning (ORCID no. 0000-0002-3225-3155, e-mail: cherisa_n@rmutt.ac.th).

Aekkarat Lorphichian, Rajamangala University of Technology Thanyaburi, Pathum Thani, Thailand

Aekkarat Lorphichian is a Ph.D. in the Information Technology Program, King Mongkut’s Institute of Technology North Bangkok (KMITNB), Bangkok, Thailand. His research focuses on Robotic Programming, IoT, Embedded System, Educational Technology, AI Learning, Cloud Computing, Data Mining, and Computer Education. He can be contacted at
e-mail: aekkarat@rmutt.ac.th; ORCID no. 0009-0005-9896-5197

Kanitphan Boonsomchuae, Rajamangala University of Technology Thanyaburi, Pathum Thani, Thailand

Kanitphan Boonsomchuae is a lecturer in the Department of Technical Education, Faculty of Technical Education, RMUTT, Pathum Thani, Thailand. He graduated with a D.Eng. in Electrical Engineering. He specializes in educational technology, power electronics, IoTs and artificial intelligence. He can be contacted at email: kanitphan_b@rmutt.ac.th ORCID no. 0000-0002-9310-3046

Winai Jaikla, King Mongkut’s Institute of Technology Ladkrabang, Bangkok, Thailand

Winai Jaikla serve as an Associate Professor at the Department of Engineering Education, School of Industrial Education and technology, King Mongkut’s Institute of Technology Ladkrabang, Bangkok, Thailand. His research interests include electronic communications, analog signal processing and analog integrated circuits. He is a member of IEEE (USA) and ECTI (Thailand). He can be contacted at winai.ja@kmitl.ac.th ORCID: 0000-0003-1261-0917

Sumeth Theskul, Rajamangala University of Technology Thanyaburi, Pathum Thani, Thailand

Sumeth Theskul is currently an Assistant Professor specializing in the integration of Electrical Engineering and Educational Research. His research expertise encompasses Electrical Power Systems, Energy Management, and Modern Learning Process Management in engineering education. His work focuses on developing innovative instructional strategies to enhance technical competencies in the field of electrical engineering. ORCID no. 0009-0009-9881-1699, sumeth_t@rmutt.ac.th

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Cover iJEP – Vol 16, No 5 (2026)

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Published

2026-09-04

How to Cite

Nantha, C., Lorphichian, A., Boonsomchuae, K., Jaikla, W., & Theskul, S. (2026). Improving Problem‑Solving Skills and Learning Retention in a Thai Electrical Circuit Laboratory Using Flipped Classroom, Augmented Reality, and Microlearning. International Journal of Engineering Pedagogy (iJEP), 16(5), pp. 112–124. https://doi.org/10.3991/ijep.v16i5.62187

Issue

Vol. 16 No. 5 (2026)

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Papers

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Copyright (c) 2026 Cherisa Nantha, Aekkarat Lorphichian, Kanitphan Boonsomchuae, Winai Jaikla, Sumeth Theskul

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This work is licensed under a Creative Commons Attribution 4.0 International License.