The development of a Learning Activity set on Buddhist Innovative Arts of Digital Printmaking based on Kolb's Experiential Learning Theory in the Contemporary Buddhist Art Creation at Lanna Vihara’s Decorative Patterns.

Abstract

This research article aimed to: 1) Study Kolb’s Experiential Learning Theory in developing a Buddhist innovative art learning activity package; 2) Develop Buddhist innovative art learning activities on digital printmaking based on decorative patterns found in Lanna vihara architecture; and 3) Evaluate the learning outcomes of the Buddhist innovative art learning activity package on digital printmaking based on Kolb’s Experiential Learning Theory in the course Creative Contemporary Buddhist Art through Lanna Vihara Decorative Patterns. This study employed a mixed-methods research design. The participants consisted of 20 learners. The research instruments included pre-test and post-test assessments, module-based performance evaluation forms, a satisfaction questionnaire, interview forms, focus group discussion forms, and the learning activity package. Data were collected through field surveys, expert interviews, implementation of the three-module activity package, and evaluation of learning outcomes before and after the activities.

The research found that:

1. Kolb’s Experiential Learning Theory could be appropriately used as a framework for developing the Buddhist innovative art learning activity package. The theory helped connect concrete experience, reflective observation, conceptualization, and active experimentation, enabling learners to understand the meanings of Lanna decorative patterns and systematically apply them to the creation of digital printmaking works.
2. The developed learning activity package consisted of three modules: 1) analysis and interpretation of Lanna decorative patterns in relation to Buddhist art; 2) pattern design using Adobe Illustrator to create vector files for printing; and 3) learning digital printmaking techniques in an actual workplace setting.
3. The learners demonstrated clear improvement in knowledge and practical learning outcomes. The pre-test and post-test scores increased from 47 percent to 72 percent. The paired-samples t-test showed that the post-test scores were significantly higher than the pre-test scores, t(19) = 8.48, p < .001.