IJIET 2025 Vol.15(6): 1235-1247
doi: 10.18178/ijiet.2025.15.6.2327
doi: 10.18178/ijiet.2025.15.6.2327
Performance and Perceptions of Low- and High-Engagement Medical Technology Students through Flipped-Ubiquitous Learning
Somying Loharungsikul1, Kawitsara Eumbunnapong2, Patcharin Panjaburee3,4,*, and Narisra Komalawardhana5
1. Department of Clinical Microbiology and Applied Technology, Faculty of Medical Technology, Mahidol University,
Nakhon Pathom, Thailand
2. Department of Orthopaedic Surgery, Faculty of Medicine Siriraj Hospital Mahidol University, Bangkok, Thailand
3. Faculty of Education, Khon Kaen University, Khon Kaen, Thailand
4. Digital Education and Learning Engineering Association, Nonthaburi, Thailand
5. 5Center for Advanced Therapeutics, Institute of Molecular Biosciences, Mahidol University, Nakhon Pathom, Thailand
Email: somying.loh@mahidol.edu (S.L.); kawitsara.kra@mahidol.edu (K.E.); patchapan@kku.ac.th (P.P.); narisra.kom@mahidol.edu (N.K.)
*Corresponding author
2. Department of Orthopaedic Surgery, Faculty of Medicine Siriraj Hospital Mahidol University, Bangkok, Thailand
3. Faculty of Education, Khon Kaen University, Khon Kaen, Thailand
4. Digital Education and Learning Engineering Association, Nonthaburi, Thailand
5. 5Center for Advanced Therapeutics, Institute of Molecular Biosciences, Mahidol University, Nakhon Pathom, Thailand
Email: somying.loh@mahidol.edu (S.L.); kawitsara.kra@mahidol.edu (K.E.); patchapan@kku.ac.th (P.P.); narisra.kom@mahidol.edu (N.K.)
*Corresponding author
Manuscript received November 27, 2024; revised December 19, 2024; accepted February 24, 2025; published June 20, 2025
Abstract—Mastering medical principles, laboratory methods, and interpreting test results poses a significant challenge for medical technology students, particularly when traditional instructional methods limit opportunities for flexible and selfpaced learning. To address this issue, this study aimed to enhance teaching time efficiency and improve learning outcomes by transforming traditional instruction into an onlinebased flipped-ubiquitous learning environment. This innovative approach provided students with flexible, repeated access to key immunology topics anytime and anywhere. The study evaluated the impact of this learning environment on the performance and perceptions of 66 medical technology students enrolled in a fundamental immunology course at a university. An experimental research design was implemented, incorporating pre- and post-test assessments, laboratory evaluations, and a learning perception questionnaire. Repeated measures analysis revealed that the flipped-ubiquitous learning environment significantly improved students’ performance. Moreover, students with higher levels of self-engagement exhibited greater performance improvements compared to their lowerengagement peers. Questionnaire responses further indicated positive student perceptions of the learning approach, suggesting that favorable attitudes may contribute to enhanced learning outcomes. The findings highlight the importance of fostering self-engagement and optimizing online learning strategies to support medical technology students in mastering essential knowledge and skills. Recommendations are provided to guide the effective implementation of similar learning models in medical education.
Keywords—higher education, medical technology education, online learning, individual differences
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—higher education, medical technology education, online learning, individual differences
Cite: Somying Loharungsikul, Kawitsara Eumbunnapong, Patcharin Panjaburee, and Narisra Komalawardhana, "Performance and Perceptions of Low- and High-Engagement Medical Technology Students through Flipped-Ubiquitous Learning," International Journal of Information and Education Technology, vol. 15, no. 6, pp. 1235-1247, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).