A Review of Multi-sensory Learning Tool Design for Thai Monophthong Learning  in Primary Education

Aree Sangsukiam; Juthamas Tangsantikul; Daranee Saksiriphol

Authors

Aree Sangsukiam Faculty of Architecture, Chulalongkorn University, Bangkok, Thailand 10330
Juthamas Tangsantikul Faculty of Architecture, Chulalongkorn University, Bangkok, Thailand 10330
Daranee Saksiriphol Graduate School, Srinakharinwirot University, Bangkok, Thailand 10110

Keywords:

Reading and writing abilities, Thai vowels, Monophthongs, Multi-sensory vowel learning tool, Primary school

Abstract

Illiteracy is a significant skill crisis in Thailand, which restricts academic achievement and daily-life task performance of Thai primary school students. Thai vowels, particularly the fundamental group of monophthongs, are a critical challenge in Thai reading and writing. Despite this urgent need, interventions directly designed to support learning in this area are limited. Thus, this article reviews improvements in the design of a monophthong learning intervention, the A-aa-i-ii learning tool, using a multi-sensory approach. This review examines the literature on effective learning tool design related to monophthong learning. The review is conducted using sources in Thai and English, including the Scopus, Google Scholar, and the Thai-Journal Citation Index Centre (TCI) databases, books, and reports. The finding suggests that key design elements in supporting monophthong learning include (1) interactions, materials, and colors and (2) typography. To facilitate short and long vowels discrimination within Thai monophthongs, the interactions, materials, and colors used to represent vowels within the same sound group should be unified, enabling a simple group recognition. In typography, a legible typeface that corresponds to children’s writing practices is crucial in learning the monophthong characters and facilitating word reading. Moreover, balanced and evenly spaced letter placement, as well as correct vowel positioning in relation to consonants within words, are essential for supporting accurate Thai word writing and the ease of reading. Therefore, this study identifies two key areas to support Thai monophthong learning in the A-aa-i-ii learning tool design, including the design system of interactions, materials, and colors, along with appropriate typography. This article summarizes key approaches to enhancing learning materials that supports primary school students’ reading-writing abilities, thereby reinforcing the foundations of the education system in Thailand.

Author Biographies

Juthamas Tangsantikul, Faculty of Architecture, Chulalongkorn University, Bangkok, Thailand 10330

Chairman of the Master of Fine Arts Curriculum Committee Department of Communication Arts Design
Deputy Director of Bachelor of Fine Arts Program Department of Communication Arts Design
Executive Director, Department of Industrial Design

Daranee Saksiriphol, Graduate School, Srinakharinwirot University, Bangkok, Thailand 10110

Head of the Human Potential Development Center of Srinakharinwirot University

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