An Innovative Learning Framework: Integrating Microlearning and Adaptive Teaching to Deepen Atomic Structure Understanding
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Abstract
The integration of microlearning with adaptive teaching has gained attention in science education for addressing learner diversity and fostering understanding of complex content, particularly atomic structure, a foundational chemistry concept. This systematic literature review analyses 9 empirical studies (2023 - 2025) on microlearning in chemistry education, adaptive teaching strategies, and their integration in STEM contexts, using the ADDIE model as the design framework. This study introduces adaptive microlearning: a learning process dividing content into micro-units while adjusting formats, methods, or difficulty levels according to individual abilities through continuous formative assessment. The framework is grounded in five learning theories: cognitive load theory, multimedia learning theory, constructivism, personalized learning theory, and spatial repetition. This integration reduces cognitive load, enhances knowledge integration, and promotes deep learning. The synthesis reveals this framework can systematically strengthen students' understanding of atomic structure, aligns with 21st-century competencies, and holds potential for other science topics. This study fills a research gap by providing systematic integration of both approaches, lacking in Thai educational contexts, and presents practical implementation pathways for resource-constrained environments. The framework offers theoretical and practical value for developing science education innovations, providing actionable guidance for teachers, administrators, and researchers to enhance chemistry learning outcomes sustainably in the digital age.
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของวารสารครุศาตร์ มหาวิทยาลัยราชภัฏนครศรีธรราช
ข้อความที่ปรากฏในบทความแต่ละเรื่องในวารสารวิชาการเล่มนี้เป็นความคิดเห็นส่วนตัวของผู้เขียนแต่ละท่านไม่เกี่ยวข้องกับวารสารครุศาสตร์ มหาวิทยาลัยราชภัฏนครศรีธรรมราช
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