The Development of Online Learning Environment Based on Constructivism Integrated with Artificial Intelligence Powered Coaching to Enhance Digital Citizenship Skills for 9th Grade Students.

Abstract

This research aimed to (1) develop an online learning environment based on constructivist principles that integrates artificial intelligence for coaching to promote digital citizenship skills; (2) study the digital citizenship skills of students learning with an online learning environment based on constructivist principles that integrates artificial intelligence for coaching compared to an online learning environment based on constructivist principles that does not integrate artificial intelligence; (3) compare the learning outcomes of students learning with an online learning environment based on constructivist principles that integrates artificial intelligence for coaching with those learning in an online learning environment based on constructivist principles that does not integrate artificial intelligence; (4) study students' opinions on the online learning environment based on constructivist principles that integrates artificial intelligence for coaching to promote digital citizenship skills. The research was conducted in a developmental framework according to Richey & Klein (2007), consisting of three phases: design and development, quality assessment, and validation. The target group consisted of 80 third-year high school students from Kalyanawat School in the first semester of the 2025 academic year, divided into a control group of 40 students and an experimental group of 40 students. The tools used included the online learning environment based on constructivist principles that integrates artificial intelligence for coaching to promote digital citizenship skills, a digital citizenship skills assessment, a learning achievement assessment, and a student opinion survey. The research findings indicated that: 1) The developed learning environment comprised six components: problem situations, learning resources, learning exchange rooms, a center for promoting digital citizenship skills, support bases, and coaching; 2) Students in the control group had very good overall digital citizenship skills, similar to those in the experimental group; 3) The learning achievements of the control group after learning were significantly higher than before, with the majority of students scoring above the passing threshold at a good level, which was also true for the experimental group, showing statistically significant learning outcomes after the course; 4) Students had a highly positive opinion of the learning environment regarding both content and media, while the design aspect was rated as high.

Keywords: Online Learning Environment, Constructivism, Artificial Intelligence, Digital Citizenship Skills