The Effects of 4c/Id-Based Adaptive Procedural Simulation on Safety Awareness in Undergraduate Students Majoring in Gems and Jewelry

Researchers had developed 4C/ID-based Adaptive Procedural Simulation (4C/APS) Learning System, which was an adaptive learning system based on van Merriënboer's four-component instructional design with procedural simulation in jewelry production. The goal of the system was to promote learner’s safety awareness, which comprises of three aspects: 1) awareness of hazardous environment, 2) awareness of responsibility, and 3) awareness of rules and regulations. To test the effects of the learning system on learner’s safety awareness, an experiment was conducted on 26 undergraduate students majoring in gems and jewelry at Poh-Chang Academy of Arts. The 4C/APS learning system was implemented in “Metalware and Jewelry Making 2” course for the duration of 8 weeks. The result found that even though the average pretest score had been as high as 4.289 out of 5.000, the posttest mean score increased to 4.761. Paired samples t-test confirmed significant increases from pretest to posttest in safety awareness with p<.001

Identifying Gaps and Priority Needs of Insructional Design for Safety Awareness Learning System for Undergraduate Students Majoring in Gems and Jewelry

The gems and jewelry industry play a significant part in Thailand’s economic development. Yet, the concerns towards welfare and safety of the jewelry manufacturing workers have been neglected and remains unsolved. Reviews of literature suggest that developing the adaptive procedural simulated learning system based on four-component instructional design to promote safety awareness is an efficient approach to reduce safety risk.  The learning system could be implemented to undergraduate studies to equip them with safety awareness before they enter the workforce.  The purposes of this study were 1) to investigate the needs for developing safety awareness learning system, 2) to explore the students’ current and desirable state of perceived importance regarding instructional design and 3) to prioritize students’ needs and expectations to design a learning system that is motivating and interesting to them.  Validated questionnaires were collected from 355 undergraduate students majoring in gems and jewelry in Thailand.  The result shows that current state of student’s perceived importance of instructional design was at medium level (Mean = 2.96, SD = 0.69) while the desirable state was at the high level (Mean = 4.00, SD = 0.72).  The gaps between the current and desirable state were further analyzed using PNImodified and revealed the top five priority needs for system design as followed: 1) ability to evaluate and analyze learner’s prior knowledge before each topic, 2) flexibility in arranging learning topics, 3) flexibility in selecting activities that achieve same outcome, 4) ability to adapt difficulties according to student’s needs, and 5) ability to demonstrate necessary operating skills