Effects of team-based Ubiquitous learning model on students’ achievement and creative problem-solving abilities

Abstract

Previously, we described a Team-Based Ubiquitous Learning Model on Cloud Platform Model (PITTA Model). In this paper, we aimed to demonstrate the value of this model by compare learning achievement and creative problem-solving ability using the PITTA model of learning, compare between experimental group and control group by The Randomized Posttest-Only Control Group Design. The sample group comprised students from Bunditpatanasilpa Institute of Fine Arts who were enrolled in the Innovation Information Technology and Communication in Education course during the second semester of Feb-Mar 2023. A total of 50 students from two classrooms were selected using cluster random sampling. The students were divided into two groups: one consisting of 25 students who participated in PITTA model learning activities, and another group of 25 students who engaged in conventional learning activities. The research employed two main instruments: the learning achievement test and the creative problem-solving ability assessment test. Statistical analyses included the use of measures such as mean (x¯) and standard deviation (SD), as well as One-way MANOVA. The research findings revealed that the group of students utilizing the PITTA Model in their learning activities exhibited higher levels of learning achievement compared to the group engaged in regular learning activities, with statistical significance observed at the .05 level. Furthermore, the students who participated in learning activities based on the PITTA Model demonstrated superior creative problem-solving abilities compared to those involved in conventional learning activities, again reaching a statistical significance level of 0.05.

Keywords:

• Team-Based ubiquitous learning
• cloud platform
• learning achievement
• creative Problem-Solving ability

REVIEWING EDITOR:

• Stephen Darwin
• Universidad Alberto Hurtado, Chile

SUBJECTS:

• Teaching Assistants
• Theory of Education
• Theories of Learning
• Higher Education

1. Introduction

Technology is changing rapidly. People who live in highly complex societies face a variety of issues every day and must find answers. One will succeed in surviving in society if they have the capacity to creative problem-solving abilities. Using team-based learning serves as the cornerstone for instruction and learning to practice problem solving through ubiquitous learning, which enables learning at anytime and anywhere while utilizing a range of technologies. This study aimed to develop the team-based ubiquitous learning model on cloud platform to enhance creative problem-solving abilities. Thus, we described a Team-Based Ubiquitous Learning Model on Cloud Platform Model (PITTA Model) (Wadtan et al., 2023), to enhance Creative problem-solving abilities and to enhance academic achievement. Step 1: Pre-class preparation is a step to prepare students before class through self-study. In this step, the teacher arranged a channel for the students to access the contents of online media and study the assigned contents before class. This step enhances the interactivity, accessibility, connectivity, and adaptability of students. Step 2: Individual readiness-assurance test, the students took a test in class to assess their understanding about the assignment for them to study the contents of the online media. Each student individually took the test in multiple choices, and the teacher announced the test results through a private e-mail. The test also assessed their creative problem-solving abilities. This step enhances the permanency, accessibility, interactivity, and connectivity of students. Step 3: Team readiness-assurance test, the students took the same test again but in groups. In this step, the test was meant to assess their creative problem-solving abilities by brainstorming on the case studies to solve the problem in a creative way as much as possible and discussing knowledge together in teams. After taking the TRAT, the test answers were given for the groups to discuss the answer one by one in order to build consensus on that answer. During the discussion, each group of students was allowed to search information from online sources. This step enhances the permanency, accessibility, interactivity, and connectivity of students. Step 4: Team application, each student group applied the principles, concepts, and theories of the course contents to expand workpiece creation. The teacher assigned group work to promote both learning and team development. Each group started from making scripts and story boards and were allowed to search information from online sources. The students submitted their work through an online assignment board. This step enhances the permanency, accessibility, interactivity, connectivity, and adaptability of students. Step 5: Appeals and feedback, the teacher gave suggestions and assessed and reflected the results of group work by assigning each student group to present their scripts and story boards. The teacher gave comments and suggestions to each group until the group work was satisfied. Each group could access online learning sources. They improved their work and submitted the work assignment through an online assignment board. Then the students were assigned to produce workpieces. This step enhances the permanency, accessibility, interactivity, connectivity, and adaptability of students.

Encouraging learners to develop creative problem-solving abilities is a crucial objective in education management. Problem-solving is regarded as a cognitive skill that emerges through experience and practice, ultimately becoming a lifelong capability. However, to possess creative problem-solving skills, individuals must receive training in critical thinking and gain practical experience in problem-solving, some of which is acquired through academic training (Russell, 1956; Tegano et al., 1989). Consequently, it is necessary to assess the readiness for teaching, determine suitable learning media for team-based teaching and learning management, and investigate current issues, obstacles, and recommendations in teaching and learning. These endeavors aim to develop teaching and learning practices in accordance with 21st-century educational management, employing a team-based approach for undergraduate students at Bunditpatanasilpa Institute of Fine Arts. The study seeks to comprehend the format and gather students’ opinions and understanding of 21st-century education management, as it serves as the foundation for this format of teaching and learning, necessitating students’ preparedness (Sattrapruek, 2017, pp. 104–105). The findings will serve as a guide for the enhancement of team-based teaching and learning, facilitating effective learning outcomes and transforming the classroom into an authentic learning environment, characterized by active participation in generating ideas and pursuing knowledge autonomously. Most importantly, learners will be able to effectively apply the acquired knowledge in society, fostering their growth as quality-oriented citizens who continue to contribute to the betterment of the country.

According to Bloom (1956) theory of learning-to-practice, three domains were examined: the cognitive domain, the affective domain, and the psychomotor domain. Within the cognitive domain, there exist six levels of cognitive behavior, ranging from low to high: memory, comprehension, application, analysis, synthesis, and evaluation. This aligns with the perspective of Ritthicharoon (2016), who emphasized the significance of learning achievement tests in supporting teachers’ professional development, enabling them to deliver quality instruction in line with their objectives. Such tests can also contribute to improving their efficacy and productivity. Ultimately, teachers aim to pose performance-based questions that assess learners’ understanding of the subject matter and their ability to collaborate with others, thereby enhancing their overall comprehension and facilitating fruitful interactions with their peers.

For this study, the researcher implemented the Team-Based Ubiquitous Learning Model, specifically utilizing the cloud platform known as the PITTA Model (Wadtan et al., 2023). The participants in the study were undergraduate students from Bunditpatanasilpa Institute of Fine Arts. A comparison was made between the learning achievements and creative problem-solving abilities of students who engaged in learning activities based on the PITTA Model and those who followed the conventional learning approach at Bunditpatanasilpa Institute of Fine Arts. The participants were enrolled in the Innovation Information Technology and Communication in Education course.

Researchers are thus interested in study effects of using team-based ubiquitous learning model on cloud platform to enhance creative problem-solving abilities in order to improve education in Thai societies today and, eventually, expand to other global societies in the future. The study also attempts to respond to the following queries: Comparing the achievement and creative problem-solving ability between students learning with PITTA model and students who study using normal teaching methods.

2. Research hypothesis

Students who study with the PITTA Model have higher academic achievement or creative problem-solving ability at least one variable than students who study with Conventional learning activities.

3. Literature review

This section provides an overview of the following topics: the Team-Based Ubiquitous Learning Model on the cloud platform (PITTA Model), learning achievement, and creative problem-solving abilities.

3.1. Team-Based Ubiquitous learning model on cloud platform (PITTA model)

A Team-Based Ubiquitous Learning Model, designed to enhance creative problem-solving abilities (Wadtan et al., 2023), was specifically developed for higher education learners affiliated with Bunditpatanasilpa Institute of Fine Arts. This model integrates two key components: team learning and ubiquitous learning, while utilizing cloud-based learning processes to enhance creative problem-solving abilities. In the team learning component, students collaborate to achieve creative problem-solving outcomes. Simultaneously, they engage in ubiquitous learning, which provides a channel to expand their knowledge, skills, and experience in creative problem-solving. Through the utilization of cloud platforms, students access various resources, enabling them to increase their knowledge and enhance their creative problem-solving abilities. This, in turn, equips them with the skills necessary to solve problems and generate innovative solutions. PITTA model is divided into 2 parts (Figure 1) as follows:

Figure 1. PITTA Model (Wadtan et al., 2023).

3.1.1. Team based learning

Team-based learning is a teaching and learning approach that fosters interaction and collaboration within a group or team, as well as between different groups or peer teams. This method instills enthusiasm for learning among students or team members, resulting in in-depth comprehension and critical thinking. Additionally, team learning cultivates students’ adaptive, collaborative, assertive, and communicative skills (Mennenga, 2012). According to Beatty et al., (2012), team-based learning is a process that encourages students to participate in group or small group activities, promoting the development of their mindsets and fostering acceptance of others. Based on Figure 1, team learning encompasses five steps, as described by Michaelsen et al. (2014), Michaelsen and Sweet (2008), Palsole and Awalt (2008), Wutti et al. (2016), and Thaipisuttikul (2016):

1. Pre-class preparation: Students are assigned pre-reading and relevant tasks to help them comprehend the unit and prepare for the upcoming class.

2. Individual readiness-assurance test: Students undergo an individual test to assess their readiness, which covers the material assigned before class. This test evaluates their knowledge, readiness based on prepared data, and completion of assigned tasks.

3. Team readiness-assurance test: Instructors assess the team’s readiness through a collective test, which examines their shared knowledge and the information prepared by each member. This test evaluates the team’s readiness and their ability to work together in completing assigned tasks.

4. Team application: This step requires the most time. Students apply the knowledge acquired during the mentoring phase to solve problems and engage in team activities.

5. Appeals and feedback: In this step, students tackle problems or engage in tasks that require the application of their acquired knowledge. Following this, there is a discussion and conclusion phase where teachers provide suggestions, evaluate student work, and reflect on the learning outcomes.

3.1.2. Ubiquitous learning

Ubiquitous learning refers to a learning approach that allows students to engage in learning activities anytime and anywhere using portable computer technology and wireless communication as learning tools. In this form of learning, teaching, and learning processes must consider the learner’s context within their surrounding environment, facilitating learning opportunities that align with the learner’s interests. The instructional content is integrated into the learning objects that capture the learner’s attention and curiosity. When learners express interest in specific objects, relevant lesson content pertaining to those objects is automatically delivered to their portable computing devices, such as tablets or smartphones, through wireless communication technology. This enables students to interact with one another in the learning process. Constructivist learning theory is well-suited for application in a ubiquitous learning environment. This theory aligns with contemporary teaching approaches that emphasize students’ active involvement in knowledge creation. It supports students in developing their problem-solving abilities and encourages them to engage in creative problem-solving activities.

The key characteristic of ubiquitous learning is its wireless communication capability, providing a comprehensive learning experience that can be accessed synchronously (at the same time) or asynchronously (at different times) within the real environment. Information is available at any time, and learner data is retained permanently unless deleted by the learner. The retrieval of information yields rapid results. Ubiquitous learning fosters active learning through interactions between learners, between learners and teachers or experts, and between learners and instructional materials. Additionally, it embraces adaptive learning principles to cater to the diverse needs and differences among learners. Figure 1 illustrates the components of ubiquitous learning, drawing upon the works of Weiser (1993), Jones (2004), Rogers et al. (2005), Li et al. (2005), Bomsdorf (2005), Ley (2007), Liu (2009), Dede (2010), Yahya et al. (2010), Nawapat & Prachyanan (2010), Phuma (2010), Mahachat & Saroj (2015), Phumeechanya and Wannapiroon (2015), and Bruce (2016):

1. Pe: Permanency in learning: This refers to the ability of learners to retain knowledge or recall what they have learned or experienced after a certain period of time.

2. In: Interactivity and feedback: This aspect relates to the learning style of learners, characterized by their interactions with teachers, peers, and course content. It encompasses collaborative work and the sharing of experiences among learners.

3. Ac: Accessibility and retrieval of information: This learning style enables learners to access lesson content or information as and when needed, regardless of time and location. Learners can browse through lesson materials, receive, and access information promptly whenever required.

4. Co: Connectivity of information: This aspect involves students connecting with one another using wireless technology and various devices. It enables communication and the utilization of sensors to obtain accurate information.

5. Ad: Adaptability in learning according to the environment: This aspect focuses on learners’ ability to adapt their learning approach to different environments. Students can employ various learning devices based on their learning conditions. This adaptability allows students to acquire knowledge from real-life situations and solve problems within those contexts effectively.

3.2 Learning achievements

Learning achievement serves as a measure of learners’ knowledge, assessed through questioning or testing to determine the extent of knowledge acquisition. Learners’ success in achieving their goals depends on their specific abilities, knowledge, and experiences. Bloom’s Taxonomy (Bloom, 1956; Bloom et al., 1971) provides a framework for understanding learning theory, classifying learning into three domains: cognitive, affective, and psychomotor. Each domain encompasses different skill levels, ranging from the lowest to the highest. For instance, in the cognitive domain, the skill levels progress from knowledge and understanding to application, analysis, synthesis, and evaluation. Anderson and Krathwohl (2001) introduced an updated conceptualization, which includes the levels of remembering, understanding, applying, analyzing, evaluating, and creating. The affective domain encompasses stages such as receiving, responding, valuing, organization, and characterization based on a set of personal values. The psychomotor domain includes skills related to body movement, coordinating multiple body parts, communication using gestures, and speaking behaviors. Learning within these domains is categorized into six levels: knowledge (the lowest level), comprehension, application, analysis (the ability to solve verifiable problems), synthesis (the ability to combine parts into new forms), and evaluation (the ability to assess and make decisions based on clear criteria and reasoning). Learning is described as the process of modifying behavior through practice and experience (Hilgard and Bower). It is characterized by observable changes in behavior resulting from an individual’s experiences (Cronbach). Furthermore, learning can be viewed as the process by which individuals adapt their behavior to suit various circumstances and contexts in order to achieve their personal goals (Pressey et al., 1959).

3.3. Creative problem-solving abilities

Guilford (1967) asserted that similar ways of thinking lead to both creativity and problem solving. We will include creativity into all stages of the thought process. However, the answer lies in the last phase of thought. It is an outcome of creativity and can help solve problems. According to Anderson (1975), creativity and problem solving go hand in hand. A person must utilize their creativity and mental faculties to come up with solutions to problems as soon as they arise. After the issue is resolved, the concepts will be combined to create experiences and address other issues along the road. It will select the most effective problem-solving idea based on experience. If it can’t be resolved, it will come up with fresh concepts via inventiveness. In addition, Lumsdaine and Lumsdaine (1998) explores the connection between creativity and problem solving. The foundation that enables people to reason and solve issues is creativity. It is not the same as a computer or calculator. to assist in modifying the procedure or each problem’s approach so that it is suitable for the circumstances. Since the solution is logical, adaptable, and unique to each situation, it is not a predetermined or prefabricated formula that’s referred to as ‘Creative problem solving.’

Problem-solving and creativity are closely intertwined. Creativity serves as the foundation for individuals to address problems, utilizing innovative thinking to generate solutions. The process of problem-solving involves leveraging creativity to arrive at suitable and effective solutions. In this context, problem solvers are required to draw upon their existing knowledge and experiences, seeking new and diverse solutions while making rational decisions regarding the problem-solving approach. They must adapt their problem-solving strategies to different situations and real-life scenarios. The search for solutions involves exploring alternatives beyond conventional and complex methods. (Olson, 1996) Moreover, the multitude of problem-solving techniques available provides a range of options to identify the most appropriate and precise solutions that align with the specific circumstances and environmental factors at hand.

Creative problem-solving involves the exploration of diverse and complex solutions, aiming to identify the most suitable and feasible approaches within the given environment. Torrance (1962) presented the process of creative problem-solving as follows: (1) searching for information to gain clarity on the problem, (2) comprehending the problem, (3) generating solution ideas, (4) formulating a solution, and (5) accepting the solutions, leading to discoveries that generate new ideas or innovative outcomes known as the ‘New Challenge.’ Wadtan et al. (2023) extended Torrance’s (1962) theory and incorporated it into their research to evaluate creative problem-solving abilities. The components and procedures of this extended creative problem-solving process, as identified by various researchers (Torrance, 1962; Anderson, 1975; Davis, 1983; Malakul Na Ayutthaya, 1994; Olson, 1996), are as follows.

4. Research method

4.1. Population and sample

The population of this study consists of 3750 undergraduate students at Bunditpatanasilpa Institute of Fine Arts.

The sample group included students from Chanthaburi College of Dramatic Arts who were enrolled in the Innovation Information Technology and Communication in Education course at Bunditpatanasilpa Institute of Fine Arts during the second semester of Feb-Mar 2023. The sample comprised two classrooms, with Group 1 consisting of 25 individuals participating in learning activities using the PITTA model (experimental group), and Group 2 consisting of 25 individuals engaging in regular teaching activities (control group). The total sample size was 50 individuals, selected through the cluster random sampling method.

4.2. Research instruments

In this section, the researcher utilized the PITTA model to design the learning activity plan according to its suitability. The study consisted of two learning groups: (1) the PITTA model learning activity group, where the researcher created the learning activity plan based on the PITTA model, and (2) the regular learning activity group, which followed the typical classroom teaching and learning methods during regular school hours. The regular learning activities were designed by the teacher to align with the classroom environment. The assessment of learning achievement and creative problem-solving ability included the following:

Part 1: Learning Achievement Test was employed for the Innovation Information Technology and Communication in Education Course (Course Code 300-21006) for the 2nd year bachelor’s degree. The content of the test covered principles, concepts, theories related to innovation in information and communication technology in education, as well as design, production, application, and evaluation of digital technology for learning. The test also encompassed ethics in media usage, digital media literacy, and knowledge of digital law. It consisted of 50 multiple-choice questions, with four options for each question and only one correct answer. Each item was assigned a score of 1, resulting in a total score of 50. The content is divided into Theories, concepts, and guiding principles of innovation Education, 15 items, Utilization, creation, and design of media, 20 items, and Assessment of digital media for education and media literacy, 15 items. Divided into cognitive domain level. According to Bloom’s Taxonomy, there are Knowledge 12 items, Comprehension 16 items, Application 7 items, Analysis 12 items, Evaluation 3 items. The researcher sought the input of three educational technology experts, who were professors in the field, to establish the Item Objective Congruence (IOC) values, which ranged from 0.67 to 1.0. Additionally, the researcher determined the difficulty and discrimination values of the learning achievement test by administering it to 30 non-sample learners. The difficulty value was found to range from 0.42 to 0.77, and the discrimination power ranged from 0.23 to 0.62. To assess the test’s reliability, the researcher employed Kuder–Richardson’s KR-20 formula, which yielded a reliability coefficient of 0.71. The academic achievement test is used when students have completed the course.

Part 2: Creative Problem-Solving Ability Assessment Test was used to evaluate participants’ creative problem-solving skills. The assessment comprised five stages: (1) problem discovery stage, (2) defining creative solutions to problems, (3) finding appropriate solutions, (4) accepting solutions, and (5) collaborating and listening to others’ opinions. Rubrics were employed to assess the creative problem-solving ability. To assess this ability, the researcher presented a problem scenario related to the content studied and asked students to identify the encountered problems, determine the root cause of the problem, propose potential solutions, and outline the steps to solve the problem. The assessment of creative problem-solving abilities has 4 main items, in which students are asked to read a case study and then follow the process for each item. Item 1 is to identify the encountered problems. Item 2 is to determine the root cause of the problem, item 3 is to propose potential solutions and item 4 outlines the steps to solve the problem. The researcher sought input from three experts specializing in measurement and evaluation, as well as educational technology, to establish the IOC values for the digital literacy assessment questionnaire. The IOC values ranged from 0.60 to 1.00, indicating high consistency. The Cronbach’s alpha coefficient, which measures internal consistency, was found to be 0.916, indicating a high level of reliability. Students will only be evaluated using the creative problem-solving abilities assessment form after the course has ended.

The cloud platform will be used to deliver learning to the PITTA model learning activity group that specialists have already assessed. The material of lessons is created Appropriate content is required to be used in every learning unit lesson. Optimize content by giving students access to consistent content. Provide instructional resources and exercises for use online. Students can access a variety of online platforms, including Padlet, Canva, google and other appropriate online tools. Which is built on a cloud platform, whether it be access to content (Google Site), online work submission board (Padlet), learning video media (YouTube), timely communication channels (Line group chat), board for organizing teams (Canva whiteboard) and various online test (google form).

4.3. Data collection

Group 1: PITTA Model learning activity group consisted of 25 participants who followed the five-step team-based ubiquitous learning process. The process involved the following steps:

• Step 1: Pre-class preparation – Students prepared for their classes by studying the teaching materials independently. In this step, the teacher provided access to online teaching materials and distributed them to students via online channels before the class.

• Step 2: Individual readiness-assurance test – This step involved students taking a test in the classroom to assess their understanding of the content they had studied from the teaching materials provided by the teacher through online channels before the class. The test was conducted individually and consisted of multiple-choice questions. The teacher communicated the individual test results privately via online channels, specifically through private email. Additionally, a creative problem-solving ability test was administered.

• Step 3: Team readiness-assurance test - Students participated in a collaborative test where they worked together as a group. At this stage, a test for creative problem-solving ability was also administered. The objective was to encourage students to generate creative solutions by brainstorming ideas based on the provided case studies. Subsequently, the students engaged in group discussions to share their knowledge and insights. Following the Team Readiness-Assurance Test (TRAT), there was a quiz accompanied by discussions of the answers to each question. During these discussions, the group aimed to reach a consensus on the answers, fostering a collective understanding and agreement among the students. Additionally, each group had the opportunity to search for information from online resources during the discussion process.

• Step 4: Team Application - In this step, each group of students applied the principles, concepts, and theories covered in the course to create their own works. The instructors assigned group projects that foster both learning and team development. Each group began by developing a script and a storyboard for their project. During this stage, the students had the opportunity to search for information from online sources to enhance their work. Finally, the students were required to submit their completed work through an online assignment board.

• Step 5: Appeals and Feedback - In this step, the instructor provided feedback, evaluation, and reflection on the learning outcomes and the results of the group process. Each student group presented their scripts and storyboards, and the instructor offered suggestions, opinions, and recommendations for improvement to help refine their work until it reached a state of perfection. During this stage, each group of learners could continue to search for information from online sources. Additionally, students were required to submit their completed work through the online assignment board. In this phase, students were assigned to produce instructional video creations that showcase their creative problem-solving skills. Furthermore, learners took a test to assess their learning achievement.

Group 2: Conventional learning activity group consisted of 25 students who participated in regular teaching and learning activities. The instructors provided knowledge and conducted classes covering the same content as the experimental group, which included principles, concepts, and theories related to innovative information and communication technology in education, as well as the design, production, use, and evaluation of digital technology for learning. During the activities, students had the opportunity to study various information on the website. Towards the end of the activities, the students underwent both an achievement test and a group creative problem-solving ability assessment.

To collect student data, the researcher utilized Google Form, which included the following information: (1) learning achievement data and (2) creative problem-solving ability data. The data was analyzed using the content analysis method, and the mean, standard deviation, and one-way MANOVA were calculated using the SPSS program.

5. Results and data analysis

In this study, multivariate one-way analysis of variance (MANOVA) was employed to conduct a preliminary examination of the learning style with two dependent variables: learning achievement and creative problem-solving ability. The test results of the MANOVA preliminary agreement are presented in Table 1. The analysis utilized guidelines from Pallant (2013) and Mertler and Reinhart (2017).

Table 1. Steps for assessing the creative problem-solving abilities.

Steps for assessing creative problem-solving abilities	Learners are able to …
Step 1: Fact finding	Formulate questions that begin or end with Who, What, When, Where, Why, and How in order to gather information about the case study and identify the causes of the problem.
Step 2: Problem finding	Compare the questions and answers to analyze the problem at hand, prioritize the issues, categorize them into major problems and sub-problems, and select the most significant problems that require solutions, along with providing justifications for the selections.
Step 3: Idea finding	Generate a wide range of diverse, innovative, and feasible solutions without evaluating their suitability or potential errors at this stage.
Step 4: Solution finding	Present the advantages and disadvantages of each solution, establish criteria with respective weights to guide the selection process, and carefully consider the most appropriate solution.
Step 5: Acceptances finding	Elaborate on the specific steps involved in problem-solving, sequence the steps accordingly, and highlight the outcomes that occur at each step.

1. The multivariate extreme value analysis was conducted with equal sample sizes of 25 people in each group, ensuring that the dependent variable values in each group followed a normal distribution. A group size of 25 was deemed sufficient for the MANOVA analysis (Hair et al., 1998; Pallant, 2013).

2. The normal distribution assumption was tested using Shapiro-Wilk test, which revealed no statistically significant difference at the 0.05 level. This indicates that the dependent variables were normally distributed.

3. Multicollinearity and linearity were examined using Pearson’s correlation coefficient. The correlation coefficient (r) was found to be 0.643 with a two-tailed significance of 0.001. The r value was below 0.8 (Field, 2013), indicating the absence of multicollinearity between the dependent and independent variables. However, there was a linear relationship between the two dependent variables and the independent variable, as evidenced by the correlation coefficient (r).

4. Homogeneity of variance-covariance was assessed using Box’s test, which yielded a value of 8.568, F (3, 414720) = 2.727, p = .042. This indicates that the assumption of equal covariance variance metrics was not violated, aligning with the preliminary agreement of MANOVA.

Based on these findings, the researcher concludes that the agreements satisfy the requirements for conducting the MANOVA test. Table 2 presents the results comparing the experimental group (PITTA model) and the control group (conventional learning) in terms of the two dependent variables. The results show a significant difference with Wilks’ Lambda = 0.101, F (2, 47) = 210.182, p < .001. The effect size (partial η²) was found to be 0.899, indicating a substantial effect size at the 0.05 level.

Table 2. Data from the MANOVA initial agreement test.

	Shapiro-Wilk Normality test		Bartlett’s Test of Sphericity	Pearson’s Correlations	Box’s M Test
	PITTA model group	Conventional group
Learning Achievement	0.916 Sig. 0.042	0.980 Sig. 0.887	Approx. χ^2 = 54.132 df = 2, Sig. = <0.001	r = .643** p = <.001	Value = 8.568, F(3, 414,720) = 2.727, Sig. = 0.042 > α (0.001)
Creative Problem-Solving Ability	0.817 Sig.< 0.001	0.866 Sig. 0.004
Results	Normality	Normality	No multicollinearity	Linearity	Homogeneity

The results of the Univariate ANOVA analysis using the Bonferroni method (2-tailed) with a statistical difference of .025, as presented in Table 3, indicated that the PITTA model, used in the experimental group, outperformed the normal control group in terms of creative problem-solving ability with statistical significance. Table 4 The analysis showed F (1, 48) = 309.962, p < .001, with a large effect size (Partial η² = 0.866). Additionally, there was a statistically significant difference in learning achievement, as indicated by F (1, 48) = 57.574, p < .001, with a moderate effect size (Partial η² = 0.545). Upon examining the mean scores for creative problem-solving abilities in both groups, it was observed that the PITTA model experimental group had higher scores (mean = 36.00, SD = 1.826) compared to the normal control group (mean = 28.60, SD = 1.041). Similarly, the average score for learning achievement in the PITTA model group (mean = 32.80, SD = 4.252) was higher than that of the normal control group (mean = 22.64, SD = 5.171).

Table 3. Multivariate test of learning achievement and creative problem-solving ability between the experimental group and the control group.

Effect		Value	F	Error df	Sig	Partial η^2
Learning Models	Pillai’s Trace	0.899	210.182^b	47.000	<0.001	0.899
	Wilks’ Lambda	0.101	210.182^b	47.000	<0.001	0.899
	Hotelling’s Trace	8.944	210.182^b	47.000	<0.001	0.899
	Roy’s Largest Root	8.944	210.182^b	47.000	<0.001	0.899

Table 4. The Between-subjects effects test between academic achievement and creative problem-solving ability.

	Dependent variables	df	F	Sig	Partial η^2	PITTA model group (N = 25)		Conventional group (N = 25)
						$\overline{\mathrm{x}}$	SD	$\overline{\mathrm{x}}$	SD
Learning Models	Learning Achievement	1	57.574	<0.001	0.545	32.80	4.252	22.64	5.171
	Creative Problem-Solving Ability	1	309.962	<0.001	0.866	36.00	1.826	28.60	1.041
Error	Learning Achievement	48
	Creative Problem-Solving Ability	48

R squared = 0.545 (Adjusted R Squared = 0.536).

R squared = 0.866 (Adjusted R Squared = 0.863).

Computer using alpha = 0.05.

6. Discussion

In the discussion, it was revealed that the learning achievement of the PITTA model learning activity group was higher than that of the normal learning activity group with statistical significance at the 0.05 level. Additionally, the creative problem-solving ability of the learning activity group using the PITTA model was also found to be higher than that of the normal learning activity group, with statistical significance at the 0.05 level. These findings align with the initial research hypothesis. The limitation, the fact that different people have different internet systems presents a constraint for this research. There are situations when submitting assignments requires a large file. As a result, it might not be transmitted simultaneously.

6.1. The learning achievement

The learning achievement of the learning activity group using the PITTA model was found to be significantly higher than that of the normal learning activity group at the 0.05 level. This can be attributed to various factors. Firstly, the exchange of knowledge and learning within the team in a team-based learning style allows for the development of adaptive skills, collaborative work, assertiveness, and improved communication among learners (Relan & Gillani, 1995). These factors contribute to higher achievements in the experimental group compared to the control group. Furthermore, the PITTA model’s emphasis on anytime, anywhere learning (Jones & Jo, 2004) also plays a role in enhancing student achievement. By providing students with the flexibility to learn in their preferred time and location, the PITTA model supports individual learning preferences and increases engagement, leading to improved learning outcomes. The ubiquitous learning method combines the paradigms of e-learning and m-learning, and it encompasses several important components. Firstly, learning objectives consist of lesson content, instructional methods, and multimedia elements such as images and sounds. Secondly, learning tasks are designed to enhance learners’ understanding of the lesson content. Thirdly, learning management involves facilitating the learning process and ensuring learners’ comprehension. Fourthly, learning communication involves real-time interactions with learners, such as through the internet or video calls. Lastly, management functions involve utilizing various applications connected to the internet to facilitate effective learning management (Rogers et al., 2005). This approach enables learners to access and review lessons at their convenience, leading to higher achievement compared to the control group. To optimize this learning method, it is essential to ensure that the learning materials cover all necessary content and are regularly updated. Learners should have access to websites and learning materials that facilitate a deeper understanding of the content (Chang, 2006). Moreover, the use of media anytime, anywhere, and on any device allows for repeated review and reinforces the role of media as a teacher. Learning management encompasses defining expected criteria and evaluation standards, determining learning patterns and activity management, and ultimately supporting learners in improving their academic achievement (Nontikorn, 2009).

6.2. The creative problem-solving ability

The creative problem-solving ability of the PITTA model learning group surpasses that of the normal learning activity group due to the utilization of online learning and technology for information search. Online learning enables access to information that may otherwise be difficult to obtain, thereby fostering the development of creative problem-solving skills. The PITTA model also incorporates simulations of problem situations, allowing students to practice and enhance their creative problem-solving abilities. In contrast, conventional learning activity groups typically rely on direct instruction from teachers without the inclusion of sample situations or case studies for fostering creative problem-solving. Consequently, participants in these groups may have limited opportunities to apply their creative problem-solving skills. The PITTA model learning activity groups benefit from the flexibility of acquiring knowledge at any time and from anywhere. Even outside of school hours, students have the ability to review their knowledge and choose the specific content they wish to learn, thus allowing them to allocate time and select the learning environment that suits them best. This autonomy and access to personalized learning experiences contribute to the enhancement of their creative problem-solving skills within the PITTA model framework. This aligns with the perspectives of online learning scholars such as Conrad and Donaldson (2004) and Dynan et al. (2008), who emphasize the importance of anytime, anywhere learning for the success of online education. The PITTA model learning activity group incorporates a learning process and activities that specifically foster the development of creative problem-solving skills. Through the team-based ubiquitous learning process, which includes pre-class preparation, individual readiness-assurance test, team readiness-assurance test, team application, appeals and feedback, students engage in various activities such as creating works and delivering presentations. The learning process within the PITTA model utilizes portable devices like tablets and smartphones, which enable learners to engage in learning activities anywhere, at any time. This approach encourages both individual and group learning, promoting interaction and collaboration among students. The interactive nature of this teaching model, coupled with skill-based activities, contributes to the development of students’ creative problem-solving abilities. By actively participating in these learning experiences, students can enhance their critical thinking skills and apply their knowledge to solve problems creatively.

This is also consistent with the research conducted by Tallent (2005) on ‘The Future Problem-Solving Program: An Investigation of Effects on Problem Solving Ability.’ The study aimed to examine the impact of using the future problem-solving process on the problem-solving skills of gifted 5th-grade students in a school in the southeastern suburbs of Texas. The experimental group consisted of 33 students, while the control group had 28 students. All participants received training based on the future problem-solving process for a duration of 5 months. The data analysis results indicated that the training method focusing on problem-solving thinking using the future problem-solving process had a significant effect on the overall scores. However, there were no differences between the experimental and control groups in terms of expressing the best solution and presenting the best solution. Notably, there was a divergence between Step 4 and Step 6, suggesting that the experimental group had a better understanding of assessment methods and collaborative components, resulting in higher scores in the first 4 steps compared to the control group. Furthermore, Shean and Haskins (2013) examined the effects of creative problem-solving on the multicultural thinking and cognition of students at Northern Arizona University. The experimental group participated in 10 sessions of creative problem-solving training, which covered areas such as fact-finding, problem-solving, decision-making, brainstorming, evaluation, and acceptance of ideas. The study revealed that engaging in creative problem-solving activities led to significantly higher scores in terms of creativity and originality.

7. Conclusion

The conclusion, it was revealed that the learning achievement of the PITTA model learning activity group was higher than that of the normal learning activity group with statistical significance at the .05 level. Additionally, the creative problem-solving ability of the learning activity group using the PITTA model was also found to be higher than that of the normal learning activity group, with statistical significance at the 0.05 level. These findings align with the initial research hypothesis. Due to the requirement that students work in teams, in accordance with the steps: Step 1: Pre-class preparation Step 2: Individual readiness-assurance test Step 3: Team readiness-assurance test Step 4: Team Application Step 5: Appeals and Feedback. The academic outcomes are therefore better than usual. According to Mennenga (2012) defined team-based learning: It is a method of structuring instruction so that pupils or team members are excited about learning and there is interaction both within and between groups and teams. Along with developing adaptive abilities, collaborating with others, and exercising assertiveness, in-depth learning and critical thinking also take place. as well as improved student interaction

Team-Based Ubiquitous Learning is suitable for learners who have the capability to learn anytime and anywhere, possess a keen interest in acquiring knowledge, and are adept at collaborating with others. This learning approach is particularly beneficial for students, including those in university, who are actively engaged in their studies and demonstrate a readiness to learn. The fundamental requirement for this learning model is an environment that facilitates learning opportunities encompassing the learner’s surroundings. The instructional content is integrated within the learning objects that capture the learner’s interest. As students exhibit curiosity towards various objects, the corresponding lesson content related to their specific interests is automatically delivered to them through portable computing devices such as tablets or smartphones, utilizing wireless communication technology. Moreover, learners have the opportunity to engage in interactions with their peers.

In addition, learners’ creative problem-solving process begins with a problem referred to as a ‘mess.’ The first step is Fact Finding, where learners seek information about the problem to understand its nature. The second step is Problem Finding, where learners compare and analyze various causes to identify the underlying issue for further exploration. The third step is Idea Finding, which involves brainstorming to generate as many potential solutions as possible without evaluating their suitability at this stage. The fourth step is Solution Finding, where learners select the most suitable approach based on criteria such as cost-effectiveness and efficiency. Finally, the fifth step is Acceptance Finding, where learners present the chosen solution and seek acceptance from others. Throughout this process, learners are able to solve problems, acquire knowledge, store knowledge, share knowledge, and create new knowledge in collaboration with others. Technology plays a crucial role in accessing information, analyzing media logically, and understanding the advantages and disadvantages of different media platforms.

Therefore, the Team-Based Ubiquitous Learning Model through a cloud platform, known as the PITTA model, can be applied in various organizations to enhance creative problem-solving abilities. This model enables learners to engage in lifelong learning by accessing learning resources anytime and anywhere, allowing them to continuously develop themselves and contribute to their work, organization, society, and the nation. Lifelong learning is a fundamental principle in education management across all contexts. This is due to the ever-changing nature of the world, which necessitates continuous learning. Moreover, education should equip learners with essential skills, such as the ability to acquire knowledge and become self-directed learners, as they transition into adulthood (Knowles, 1980). according to Martina et al. (2023) presents an analysis of the development of the level of perceived achievement of complex thinking competency in a group of business students at a university in Mexico. The results showed that the participants perceived their achievement of the competency and its sub-competencies highly at the end of their training process and that the students scaled up their sub-competencies considerably.

8. Suggestions

8.1. Suggestions for applying research results

1. Prior to commencing, students must comprehend the terms, conditions, and procedures for implementing the PITTA model in teaching and learning activities. They should receive instructions on task completion and submission, with a clear articulation of questions to enhance comprehension and teaching efficiency.

2. Online learning activities should incorporate effective motivational techniques to foster consistent participation in digital media.

3. Students should be adept in utilizing computers, smartphones, and various tools.

4. Given the online nature on a cloud platform, a reliable internet connection is imperative. All participants must be prepared and maintain continuous internet access.

8.2. Suggestions for future research

1. Investigate the outcomes of applying the PITTA model to students with diverse cognitive styles, learning styles, or unique thinking approaches.

2. Enable the PITTA model to facilitate increased questioning by students, transforming learning activities into an Active Inquiry format.

Ethical approval

Conducting procedural research involving human subjects; It complies with international norms for ethical research involving human subjects, such as Declaration of Helsinki, The Belmont Report, CMOS Guideline, International Conference on Harmonization in Good Clinical Practice or ICH-GCP and is approved by the King Mongkut’s Institute of Technology Ladkrabang’s Human Research Ethics Committee. The authorization is EC-KMITL_66_011

Studies involving animal subjects

No animal studies are presented in this manuscript.

Studies involving human subjects

The studies involving human participants were reviewed and approved by The Research Ethics Committee of King Mongkut’s Institute of Technology Ladkrabang. The patients/participants provided their written informed consent to participate in this study.

Inclusion of identifiable human data

No potentially identifiable human images or data is presented in this study.

Acknowledgements

The researcher would like to express gratitude to Assistant Professor Dr. Kanyarat Sriwisathiyakun, Associate Professor Dr. Thanongsak Sovajassatakul, and all those involved for their invaluable assistance and support throughout the process of writing this research article. Additionally, we appreciate the sample group’s participation in data collection. Above all, we are grateful that the Chanthaburi College of Dramatic Arts used the area for data collection.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author/s

Additional information

Notes on contributors

Riana Wadtan

Ms. Riana Wadtan. Assoc.Prof. Dr.Thanongsak Sovajassatakul and Asst.Prof. Dr. Kanyarat Sriwisathiyakun is the Lecture for School of Industrial Education and Technology, King Mongkut's Institute of Technology Ladkrabang, Thailand. whose interest is in Educational Technology, Computer education, Innovation and research for Learning and Mooc.