DEVELOPMENT OF INTERACTIVE MULTIMEDIA FOR SELF-LEARNING ON COMPUTER AND TECHNOLOGY FOR STUDENTS IN PRIMARY EDUCATIONAL SERVICE AREA 3 OF UBON RATCHATHANI

This study develops and evaluates the quality of interactive multimedia for self-learning on computers and technology for students in the Ubon Ratchathani Primary Educational Service Area 3. The study compares students' learning outcomes before and after using the multimedia, examines the retention of knowledge, and evaluates student satisfaction with the learning experience facilitated by the interactive multimedia by using the ADDIE model. The ADDIE model, consisting of five steps in Analysis, Design, Development, Implementation, and Evaluation, was employed in the creation of the interactive multimedia which features a combination of cartoons, still images, animations, videos, narration, and interactive elements such as matching games, drag-and-drop exercises, and multiple-choice questions. Interactive multimedia can verify accuracy and provide immediate feedback to learners by displaying numerical scores. Interactive multimedia can verify accuracy and provide immediate feedback to learners by displaying numerical scores. The sample consisted of 30 upper primary school students, selected through stratified random sampling, and then further divided by simple random sampling into three groups: 10 fourth graders, 10 fifth graders, and 10 sixth graders. The research instruments included the interactive multimedia, a quality assessment form for the multimedia, and a student satisfaction questionnaire. Data were analyzed using mean, standard deviation, and t-tests. The results indicated that the quality of the interactive multimedia for self-directed learning on computers and technology was rated as the highest level, with an average score of 4.53 and a standard deviation of 0.55. The effectiveness of the interactive multimedia for self-directed learning was found to be 83.07/82.06, exceeding the established criteria. The students' learning outcomes after using the multimedia were significantly higher than before at the .05 significance level. Additionally, the retention of knowledge after two weeks was significantly higher than immediately post-learning at the .05 significance level. Student satisfaction with the learning experience using the interactive multimedia was also rated as the highest level, with an average score of 4.55 and a standard deviation of 0.53.