Wannisa Matcha

Work place: Department of Computer and Informatics for Management, Faculty of Communication Sciences, Prince of Songkla University, Thailand

E-mail: wannisa.ma@psu.ac.th


Research Interests: Information Technology Management, Data Mining


Wannisa Matcha is a lecturer at the Computer and Informatics for Management, Faculty of Communication Sciences, Prince of Songkla University Pattani Campus, Thailand. She obtained her Bachelor degree and Master degree in Information Technology from Universiti Teknologi PETRONAS, Malaysia. She earned her Ph.D. in 2020 from the School of Informatics, University of Edinburgh, United Kingdom. Her Ph.D. research work focused on learning analytics and the application of data mining technique as well as machine learning algorithm to the field of education. She has published a number of research publications indexed by SCOPUS and Web of Science. A few of her publications was nominated for the best paper awards. Apart of working as a lecturer, she is also currently holding the position of Associate Dean for Research, Academic Services and International Affairs at the Faculty of Communication Sciences, Prince of Songkla University Pattani Campus.

Author Articles
Project-Based Learning with Gallery Walk: The Association with the Learning Motivation and Achievement

By Zamree Che-aron Wannisa Matcha

DOI: https://doi.org/10.5815/ijmecs.2023.05.01, Pub. Date: 8 Oct. 2023

With the rapid and constant changes in computer and information technology, the content and learning methods in Computer Science related courses need to be continuously adapted and consistently aligned with the latest developments in the field. This paper proposes a learning approach called the Gallery-walk integrated Project-Based Learning (G-PBL) which can develop students’ lifelong learning skills that are extremely crucial for Computer Science students. The G-PBL was designed by incorporating the advantages of Project-Based Learning (PBL) and gallery walk learning strategy. In contrast to traditional PBL where students may present their project work to instructors only, students have to present their project work to their classmates as part of the G-PBL approach. All students are required to evaluate their peers’ project work and then give feedback and suggestions. For the research experiments, the G-PBL was implemented as an instructional approach in two Computer Science related courses. This study focuses on exploring the differences in knowledge gain, learning motivation, and perceived usefulness when learning by using the teacher-centered and G-PBL approach. Moreover, the impact of gender differences on learning outcomes is also investigated. The results reveal that using the G-PBL approach helps students to gain more knowledge significantly, for both male and female students. In terms of motivation, female students are more favorable toward the G-PBL approach. On the contrary, male students prefer learning via a teacher-centered approach. Regarding the perceived usefulness, female students strongly view the G-PBL as a highly effective learning approach, whereas male students are more prone to concur that the teacher-centered approach is a more effective learning method.

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