การพฒนารปแบบการเรยนรแบบรวมมอในการเขยนโปรแกรมควบคมหนยนต แบบสามบทบาท เพอสงเสรมผลสมฤทธทางการเรยน

This research aimed to: 1) develop a cooperative learning model for programming robotic control using a three-role approach to enhance learning achievement, 2) evaluate the quality of the developed instructional media and learning model, 3) study the learners’ academic achievement before and after instruction, and 4) investigate learners’ satisfaction with the learning model. The sample group consisted of students who participated in the training on robot programming using the ROS2 system. The development of training tools for this research was carried out based on the ADDIE model, which includes analysis, design, development, implementation, and evaluation. The learning of ROS2 coding was designed and developed by applying the Pair Programming technique (Driver and Navigator) in the learning activities. Instructional media on programming robot control using the ROS2 system were developed through Google Sites. The evaluation was conducted on two levels: the technical and content quality assessment by three experts, and the assessment of learning achievement before and after instruction, including a satisfaction questionnaire completed by seven students who enrolled in the training. The research results show that the development of a cooperative learning model for programming robotic control using a three-role approach to enhance learning achievement involved: 1) designing the model based on the ADDIE model, incorporating the concept of Pair Programming to promote role-sharing and role-switching among three members in a group: one Driver and two Navigators, with support for learning through a specifically developed website; 2) the evaluation results from experts indicated that the model and instructional media were of good quality with an average value of 4.11; 3) the analysis of pre- and post-test scores showed a t-test result of 3.28, which was higher than the critical value in the t-test table, indicating that the post-test scores were significantly higher than the pre-test scores at the .05 level; and 4) the learners reported the highest level of satisfaction with an average value of 4.82, indicating that the developed learning model effectively enhanced learning achievement in robotic control.