International Papers: * corresponding author
Poompimol, S., Panjaburee, P.*, Sajjapanroj, S, Changpetch, C., Tapingkae, P. & Ingkavara, T. (2024). Ubiquitous game-based learning with a multimedia debriefing on cyberbullying during the COVID-19 pandemic. International Journal of Mobile Learning and Organisation, 18(2), 135-168. (SCOPUS, Q1)
Daungcharone, K., Thongkoo, K. & Panjaburee, P. (2024). Integrating Thinking Process Model Technique with Online Collaborative Learning to Promote Programming Logical Thinking. International Journal of Information and Education Technology, 14(3), 501-509. (SCOPUS, Q2)
Ingkavara, T., Panjaburee, P.* & Wongkia, W. (2024). Design and Assessment of a Personalized Online Mathematics Learning System with Self-Regulated Learning Features: An Educational Design Research. International Journal of Information and Education Technology, 14(3),2067, 464-475. (SCOPUS, Q2)
Thongkoo, K., Daungcharone, K. & Panjaburee, P. (2024). Effects of Collaborative Inquiry-Based Online Approach in Thai University Students’ Computing Program. International Journal of Information and Education Technology, 14(2), 302-309. (SCOPUS, Q2)
Ingkavara, T., Wongkia, W. & Panjaburee, P.* (2023). Trends of Adaptive/Personalized Learning and Intelligent Tutoring Systems in Mathematics: A Review of Academic Publications from 2010 to 2022. Engineering Proceedings, 55(1), 34. (SCOPUS, Q4)
Poompimol, S., Panjaburee, P.*, Yasri, P. & Buaraphan, K. (2023). Effects of Board Game with Different Debriefing Preferences on Cyberbullying Prevention. IAFOR Journal of Education, 11(3), 207–234. (SCOPUS, Q3)
Wongwatkit, C & Panjaburee, P. (in press). A duplex adaptation mechanism in the personalized learning environment. Journal of Computers in Education, https://doi.org/10.1007/s40692-023-00292-w (SCOPUS, Q1)
Zhao, J. H., Panjaburee, P.*, Hwang, G. J. & Wongkia, W. (in press). Effects of a self-regulated-based gamified virtual reality system on students’ English learning performance and affection. Interactive Learning Environments, https://doi.org/10.1080/10494820.2023.2219702 (SCOPUS, Q1)
Komalawardhana, N. & Panjaburee, P. (in press). Trends and development of technology-enhanced personalized learning in science education: a systematic review of publications from 2010 to 2022. Journal of Computers in Education, https://doi.org/10.1007/s40692-023-00276-w (SCOPUS, Q1)
Panjaburee, P.*, Komalawardhana, N., & Ingkavara, T. (2022). Acceptance of personalized e-learning systems: a case study of concept-effect relationship approach on science, technology, and mathematics courses. Journal of Computers in Education, 9(4), 681–705. (SCOPUS, Q1)
Ingkavara, T., Panjaburee, P.*, Srisawasdi, N., & Sajjapanroj, S. (2022). The use of a personalized learning approach to implementing self-regulated online learning. Computers and Education: Artificial Intelligence, 3, 100086. (SCOPUS, Q1)
Chookaew, S.* & Panjaburee, P. (2022). Implementation of a robotic-transformed five-phase inquiry learning to foster students computational thinking and engagement: a mobile learning perspective. International Journal of Mobile Learning and Organisation, 16(2), 198-220. (SCOPUS, Q2)
Bunyakul, N.*, Wiwatwattana, N., & Panjaburee, P. (2022). Effects of a mobile game on students learning achievements and motivations in a clinical chemistry course: Learning style differences. International Journal of Mobile Learning and Organisation, 16(2), 221-244. (SCOPUS, Q2)
Chang, C. Y., Panjaburee, P., Lin, H. C., Lai, C. L., & Hwang, G. H.* (2022). Effects of online strategies on students’ learning performance, self‐efficacy, self‐regulation and critical thinking in university online courses. Educational Technology Research and Development, 70(1), 185–204. (IF = 3.565, SSCI, SCOPUS, Q1)
Panjaburee, P*, Komalawardhana, N., & Ingkavara, T. (2022). Acceptance of personalized e-learning systems: a case study of concept-effect relationship approach on science, technology, and mathematics courses. Journal of Computers in Education, 9(4), 681-705. (SCOPUS, Q1)
Chaipidech, P., Kajonmanee, T., Chaipah, K., Panjaburee, P., & Srisawasdi, N. (2021). Implementation of an andragogical teacher professional development training program for boosting TPACK in STEM education: The essential role of a personalized learning system. Educational Technology & Society, 24(4), 220-239. (SSCI, SCOPUS, Q1)
Changpetch, C., Panjaburee, P.*, & Srisawasdi, N. 2022). A comparison of pre-service teachers’ variable misconceptions in various computer-programming preferences: Findings to teacher education course with TPACK. Journal of Computers in Education, 9(2), 149 – 172. (SCOPUS, Q1)
Phattaraporn, P., Panjaburee, P., & Srisawasdi, N.* (2021). Preservice science teachers’ emerging pedagogy of mobile game integration: a tale of two cohorts improvement study. Research and Practice in Technology Enhanced Learning, 16(16), 1-27. (SCOPUS, Q1)
J. S. Lederman, N. G. Lederman, S. Bartels, J. Jimenez, K. Acosta, M. Akubo, S. Aly, M. A. B. S. de Andrade, M. Atanasova, E. Blanquet, R. Blonder, P. Brown, R. Cardoso, P. Castillo-Urueta, P. Chaipidech, J. Concannon, O. K. Dogan, H. El-Deghaidy, A. Elzorkani, T. Ferdous, N. Fukuda, E. Gaigher, L. Galvis-Solano, Q. Gao, S. Guo, Y. Gwekwerere, J. Gyllenpalm, S. Hamed Al-Lal, C. Han-Tosunoglu, A. Hattingh, G. Holliday, X. Huang, S. Irez, J. Jiménez, G. Kay, A. Koumara, K. Kremer, P.-C. Kuo, J. Lavonen, J. S. C. Leung, Z. Liao, M. R. Librea-Carden, S.-F. Lin, C. Liu, E. Liu, S.-Y. Liu, R. Mamlok-Naaman, C. V. Mcdonald, A. Möller, M. Morales, B. K. Mulvey, I. Neumann, A.-L. Neurohr, Y. Pan, P. Panjaburee, M. Penn, K. Plakitsi, E. Picholle, U. Ramnarain, Z. Raykova, C.-J. Rundgren, S. Salonen, D. Santibáñez-Gómez, R. Schwartz, R. Sharma, N. Srisawasdi, S. Takiveikata, T. Urueta-Ortiz, K. Vitlarov, F. Voitle & J. Wishart. (2021). International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry: is progress Being made?. International Journal of Science Education, 43(7), 991-1016. (IF = 2.241, SSCI)
Wanichsan, D., Panjaburee, P.*, & Chookaew, S. (2021). Enhancing knowledge integration from multiple experts to guiding personalized learning paths for testing and diagnostic systems. Computers and Education: Artificial Intelligence, 2, 100013. (Elsevier)
Komalawardhana, N., Panjaburee, P*., & Srisawasdi, N. (2021). A mobile game-based learning system with personalised conceptual level and mastery learning approach to promoting students’ learning perceptions and achievements. International Journal of Mobile Learning and Organisation, 15(1), 29–49. (SCOPUS, Q1)
Tapingkae, P., Panjaburee, P.*, Hwang, G. J., & Srisawasdi, N. (2020). Effects of a formative assessment-based contextual gaming approach on students’ digital citizenship behaviours, learning motivations, and perceptions. Computers & Education, 159, 103998. (IF = 8.538, SCOPUS, Q1)
Srisuwan, C & Panjaburee, P.* (2020). Implementation of flipped classroom with personalised ubiquitous learning support system to promote the university student performance of information literacy. International Journal of Mobile Learning and Organisation, 14(3), 370 - 397. (SCOPUS, Q1)
Wongwatkit, C., Panjaburee, P.*, Srisawasdi, N., & Seprum, P. (2020). Moderating effects of gender differences on the relationships between perceived learning support, intention to use, and learning performance in a personalized e‑learning. Journal of Computers in Education, 7(2), 229-255. (SCOPUS)
Daungcharone, K., Panjaburee, P.*, & Thongkoo, K. (2020). Implementation of mobile game-transformed lecture-based approach to promoting C programming language learning. International Journal of Mobile Learning and Organisation, 14(2), 236-254. (SCOPUS, Q1)
Thongkoo, K., Panjaburee, P.*, & Daungcharone, K. (2019). Integrating inquiry learning and knowledge management into a flipped classroom to improve students’ web programming performance in higher education. Knowledge Management & E-Learning, 11(3), 304–324. (SCOPUS, Q2)
Thanyaphongphat, J., & Panjaburee, P.* (2019). Effects of a Personalized Ubiquitous Learning Support System based on Learning Style-Preferred Technology Type Decision Model on University Students’ SQL Learning Performance. International Journal of Mobile Learning and Organisation, 13(3), 233 - 254 (SCOPUS, Q1)
Thongkoo, K., Panjaburee, P.*, & Daungcharone, K. (2019). A development of ubiquitous learning support system based on an enhanced inquiry-based learning approach. International Journal of Mobile Learning and Organisation, 13(2), 129-151. (SCOPUS, Q1)
Daungcharone, K., Panjaburee, P.*, & Thongkoo, K. (2019). A mobile game-based C programming language learning: Results of university students’ achievement and motivations. International Journal of Mobile Learning and Organisation, 13(2), 171-192. (SCOPUS, Q1)
Srisawasdi, N., & Panjaburee, P.* (2019) Implementation of Game-transformed Inquiry-based Learning to Promote the Understanding of and Motivation to Learn Chemistry. Journal of Science Education and Technology, 28(2), 152-164. (IF=1.375, SSCI)
Panjaburee, P., & Srisawasdi, N.* (2018). The opportunities and challenges of mobile and ubiquitous learning for future schools: A context of Thailand. Knowledge Management & E-Learning, 10, 485-506.(SCOPUS, Q2)
Komalawardhana, N., Panjaburee, P.* (2018). Proposal of personalised mobile game from inquiry-based learning activities perspective: relationships among genders, learning styles, perceptions, and learning interest. International Journal of Mobile Learning and Organisation, 12(1), 55-76. (SCOPUS, Q1)
Wongwatkit, C., Srisawasdi, N., Hwang, G.J., & Panjaburee, P.* (2017). Influence of an integrated learning diagnosis and formative assessment-based personalized web learning approach on students learning performances and perceptions. Interactive Learning Environments, 25(7), 889–903. (IF=1.674, SSCI, Q1)
Wongwatkit, C., Panjaburee, P.*, & Srisawasdi, N. (2017). A proposal to develop a guided-inquiry mobile learning with a mastery learning mechanism for improving students’ learning performance and attitudes in Physics. International Journal of Mobile Learning and Organisation, 11(1), 63-86. (SCOPUS, Q2)
Srisawasdi, N.*, Fwungchan, W., Meuansechai, K, Kongpet, K., & Panjaburee, P. (2016). The study on integrating visualised simulation into
context-aware ubiquitous learning activities for elementary science education. International Journal of Mobile Learning and Organisation, 10(4), 263-291. (SCOPUS, Q2)
Panjaburee, P. & Srisawasdi, N.* (2016). An integrated learning styles and scientific investigation-based personalized web approach: a result on conceptual learning achievements and perceptions of high school students. Journal of Computers in Education, 3(3), 253–272.
Srisawasdi, N. & Panjaburee, P. (2016). Emerging pedagogies for computer-based learning. Journal of Computers in Education, 3(3), 247–251.
Chookaew, S., Wanichsan, D., Hwang, G.J., & Panjaburee, P.* (2015). Effects of a personalised ubiquitous learning support system on university students’ learning performance and attitudes in computer-programming courses. International Journal of Mobile Learning and Organisation, 9(3), 240-257. (SCOPUS, Q2)
Srisawasdi, N. & Panjaburee, P. (2015). Exploring effectiveness of simulation-based inquiry learning in science with integration of formative assessment. Journal of Computers in Education, 2(3), 323–352.
Dorji, U., Panjaburee, P.*, & Srisawasdi, N. (2015). Gender differences in students’ learning achievements and awareness through residence energy saving game-based inquiry playing. Journal of Computers in Education, 2(2), 227-243.
Dorji, U., Panjaburee, P.*, & Srisawasdi, N. (2015). A Learning Cycle Approach to Developing Educational Computer Game for Improving Students’ Learning and Awareness in Electric Energy Consumption and Conservation. Educational Technology & Society, 18(1), 91–105. (IF=1.104, SSCI, Q2)
Chookaew, S., Panjaburee, P.*, Wanichsan, D., & Laosinchai, P. (2014). A Personalized e-Learning Environment to Promote Student's Conceptual Learning on Basic Computer Programming. Procedia - Social and Behavioral Sciences, 116(21), 815-819.
Srisawasdi, N. & Panjaburee, P.* (2014). Technology-enhanced Learning in Science, Technology, and Mathematics Education: Results on Supporting Student Learning. Procedia - Social and Behavioral Sciences, 116(21), 946-950.
Sheikh, S. S., Panjaburee, P.*, Laosinchai, P., Srisawasdi, N. (2013). Developing Learning Activity Based on the Learning Cycle Approach to Promote Students’ Understanding of Square Root. The International Journal of Science, Mathematics, and Technology Learning, 19(4), 71-81.
Piyayodilokchai, H., Panjaburee, P.*, Laosinchai, P., Ketpichainarong, W., & Ruenwongsa, P. (2013). A 5E Learning Cycle Approach–Based, Multimedia- Supplemented Instructional Unit for Structured Query Language. Educational Technology & Society, 16(4), 146–159. (IF=0.824, SSCI, Q2)
Sinthsirimana, S. & Panjaburee, P.* (2013). A Development of Computer Programming Analyzer: A Case Study on PHP Programming Language. Journal of Industrial and Intelligent Information, 1(3), 160-164.
Hwang, G. J.*, Panjaburee, P., Shih, B. Y., Triampo, W. (2013). A group decision approach to developing concept effect models for diagnosing student learning problems. British Journal of Educational Technology, 44(3), 453–468. (IF=1.313, ISI, Q1)
Panjaburee, P., Triampo, W., Hwang*, G. J., Chuedoung, M., & Triampo, D. (2013). Development of a diagnostic and remedial learning system based on an enhanced concept effect model. Innovations in Education and Teaching International, 50(1), 72-84. (IF=0.676, SSCI, Q1)
Wanichsan, D., Panjaburee, P.*, Laosinchai, P., Triampo, W., & Chookaew, S. (2012). A majority-density approach to developing testing and diagnostic systems with the cooperation of multiple experts based on an enhanced concept–effect relationship model. Expert Systems with Applications, 39(9), 8380-8388. (IF=1.854, SCI, SSCI, Q1)
Piyayodilokchai H., Ruenwongsa, P., Ketpichainarong W., Laosinchai, P., Panjaburee, P*. (2011). Promoting students’ understanding of SQL in a database management course: a learning cycle approach. International Journal of Learning, 17(11), 325-337.
Panjaburee, P., Hwang, G. J., Triampo, W.*, & Shih, B. Y. (2010). A multi-expert approach for developing testing and diagnostic systems based on the concept effect model. Computers & Education, 55(2), 510-540. (IF=2.775, SSCI, Q1)