Needs of Thai Diorama Documentary Production for Learning

Abstract

This study explores the need for producing Thai Diorama documentaries to enhance learning experiences. Based on a survey of 50 respondents, the research focuses on three main aspects: content and presentation, graphic design and presentation techniques, and utilization. The findings show that the overall demand for such documentaries is very high. They expressed significant interest in educational documentaries, particularly those that effectively present diorama production processes. The survey reveals that concise and well-structured content, colloquial language, and the use of visual aids like infographics and music accompaniment are crucial to engaging audiences. Respondents rated content presentation as highly important, with 26% stating that presenting diorama production through documentaries made it easier for students and the public to understand. Graphic design, including infographics and easy-to-read text, was another critical factor, as it enhanced comprehension and made the learning material more accessible. Additionally, documentary presentations of 3-5 minutes were preferred, indicating that brevity and clarity are valued by viewers. The study also highlights the high educational value of diorama documentaries, with 34% of respondents reporting increased knowledge and understanding after watching the content. The ability to distribute these documentaries to educational institutions and agencies was also rated positively, suggesting that such productions could serve as valuable educational resources across various fields. The insights from this research could guide future documentary production efforts, ensuring that they align with audience preferences and educational needs.

Full text

Journal of Education and Learning; Vol. 14, No. 3; 2025
ISSN 1927-5250 E-ISSN 1927-5269
Published by Canadian Center of Science and Education
306
Needs of Thai Diorama Documentary Production for Learning
Theeravej Raklaemthong1, Pratima Bunchau2, Waranya Dathpong1 & Panit Thongdee1
1 Faculty of Business Administration and Information Technology, Rajamangala University of Technology Tawan-
ok, Thailand
2 Faculty of Liberal Arts, Rajamangala University of Technology Tawan-ok, Thailand
Correspondence: Panit Thongdee, Faculty of Business Administration and Information Technology, Rajamangala
University of Technology Tawan-ok, Thailand.
Received: September 15, 2024 Accepted: November 20, 2024 Online Published: February 8, 2025
doi:10.5539/jel.v14n3p306 URL: https://doi.org/10.5539/jel.v14n3p306
Abstract
This study explores the need for producing Thai Diorama documentaries to enhance learning experiences. Based
on a survey of 50 respondents, the research focuses on three main aspects: content and presentation, graphic design
and presentation techniques, and utilization. The findings show that the overall demand for such documentaries is
very high. They expressed significant interest in educational documentaries, particularly those that effectively
present diorama production processes. The survey reveals that concise and well-structured content, colloquial
language, and the use of visual aids like infographics and music accompaniment are crucial to engaging audiences.
Respondents rated content presentation as highly important, with 26% stating that presenting diorama production
through documentaries made it easier for students and the public to understand. Graphic design, including
infographics and easy-to-read text, was another critical factor, as it enhanced comprehension and made the learning
material more accessible. Additionally, documentary presentations of 3-5 minutes were preferred, indicating that
brevity and clarity are valued by viewers. The study also highlights the high educational value of diorama
documentaries, with 34% of respondents reporting increased knowledge and understanding after watching the
content. The ability to distribute these documentaries to educational institutions and agencies was also rated
positively, suggesting that such productions could serve as valuable educational resources across various fields.
The insights from this research could guide future documentary production efforts, ensuring that they align with
audience preferences and educational needs.
Keywords: content presentation, diorama documentary, educational media, learning engagement, visual aids
1. Introduction
Currently, it is a period of rapid technological and social change. This has led to the emergence of many new
professions, one of which is to create simulated scenes for filming as well as to develop products for decoration in
residences. From the National Strategic Plan 20 year In the field of developing and strengthening human resource
capacity and building competitiveness. The 3D modeling profession has risen to play an important role in a variety
of industries. Previous studies on this profession is therefore of great importance for the broader economic and
social development. It opened the opportunity to create more realistic and complex three-dimensional models,
resulting in a wide range of applications.
From product design to medicine and engineering. Therefore, research plays an important role in monitoring and
predicting the impact of these technological changes on the labor market and the skills needed for professionals.
In the dimension of the digital economy, career 3D modeling has become one of the key mechanisms to drive
innovation and add value in many industries. Therefore, in-depth research on the economic impact of this
profession is important for national policy planning and investment promotion in related industries. In addition,
education on the development of intellectual property and innovation in this field has made an important
contribution to strengthening competitiveness on a global scale (Prachagool & Nuangchalerm, 2021).
Research on the 3D modeling profession also plays an important role in studying the social and cultural impact of
this technology. Especially in an era where the virtual world is increasingly influencing people’s lifestyles.
Understanding the role of 3D modelers in shaping human interaction and perception in the digital world is therefore
a critical research topic. The 3D modeling profession is not only important for the development of this profession.
But it also has a wide impact on the development of technology. Economy and society in the digital era Therefore,

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promoting and supporting research in this area is an investment that is critical to preparing and creating a
competitive advantage at the global level (Harrington, 2020).
Puspitadewi and Senen (2023) tested photographs and dioramas to educate about natural looks. They found that
dioramas helped pupils perceive and comprehend natural events better than static photographs. The three-
dimensional aspect of dioramas enables pupils to engage with learning materials, enhancing understanding
compared to static visuals. Wallace and Ingber (2022) conducted an intriguing study that explored the perspectives
of scientific instructors on the use of dioramas in early learning through play and STEM education. Dioramas may
inspire young learners’ creativity and curiosity by combining play and science. This article stressed that dioramas
in early STEM education make complicated scientific concepts approachable to young children, encouraging
inquiry-based learning and discovery (Nuangchalerm et al., 2020).
It enhances narrative and simplifies complicated topics like diorama creation. To satisfy a variety of audiences,
researchers include these features in documentary construction. These improvements are significant in the digital
era, when multimedia and audiovisual features are critical to instructional material (Parkes, 2024). Based on the
above information, the researchers aim to study information about diorama production and also study the
satisfaction of watching the Thai Dirorama documentary production. The significance of this study can use
information for learning design and incorporate into school curriculum.
2. Methodology
The production of Thai Dirorama documentary can be divided into 3 stages as follows
2.1 Pre-Production
It is the initial process of searching for information on diorama production. Characteristics of dioramas and their
application in various works The producers conducted research and interviews with data experts in diorama
production and technical experts in documentary production.
The story board is screenplay is the process of starting to take a picture after obtaining all the information and
content for producing a good documentary (Figure 1). It displays the details that will appear in each scene or screen,
such as text, images, animations, music, etc. Voices and each of them has a sequence of what will appear before
and after, what will appear at the same time, which is a detailed design on each screen before actually creating an
animation or movie.
Figure 1. Screenplay
2.2 Production
Production is the filming, recording, recording, etc. Providing musical accompaniment in accordance with
storyboard after filming is necessary and after collecting the media used in the production of the documentary
(Figure 2). It will enter the editing process according to the story board in next steps.

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Figure 2. Sample of production
Preparation of materials for the production of dioramas, Specimen making, it can be divided into: 4 The procedure
is separated by the production process as follows:
1) Modeling Procedure
Prepare the equipment for making the model (Figure 3).
Figure 3. Sample image of modeling equipment
Cut the model and arrange it neatly for easy coloring (Figure 4).

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Figure 4. Sample image of a sorted model
Coloring the model, sample image when coloring the model. Weathering or stains on the model is prepared (Figure
5).
Figure 5. Sample images of weathering
Put the workpiece down and pose it (Figure 6).

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Figure 6. Sample image of the finished workpiece
2) Post production
It is a step after the video and sound editing is completed, and the video color adjustment work is checked and the
details are collected, and the documentary is sent to the experts. Verifying the accuracy of the work and consult
with the advisor and publish the documentary to the sample to evaluate the quality of the documentary and
summarize the results (Figure 7).
Figure 7. Editing preview
2.3 Data Collection
The researchers used a questionnaire targeting the general public, consisting of 50 items, and all returned surveys
were fully completed. The demographic data analysis will encompass three issues. Gender comprises 33
individuals, representing 66% of the total respondents, while 17 women account for 34% of the total respondents.
Age range: 21 to 35 years. Forty-eight responders represented 96 percent of the total, with an age range of 36 to
45 years. Level of education: Thirty-two individuals possess a bachelor’s degree, representing 64% of the total
replies. Two master’s level students represent 4% of the total respondents, whereas 16 students from various levels
constitute 32% of the total respondents.
The researchers administered the questionnaire and gathered data while offering guidance to respondents who
required clarification on the questions and the answering process. Subsequently, gather the questionnaire and
analyze it to derive the outcomes. Statistical data analysis employing metrics such as frequency, percentage, mean,

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and standard deviation. The demographic data is presented in a tabular format accompanied by descriptive
commentary. Details regarding diorama construction and documentary production. Requirements for documentary
filmmaking Thai Diorama for the purpose of educating about diorama creation, along with further remarks and
recommendations.
3. Result and Discussion
From a total of 50 respondents, when considering the percentage, mean and standard deviation of the sample, the
overall demand for Thai Diorama documentary production is at very high level (Table 1).
Table 1. The needs of Thai Diorama documentary production for learning
Item Comment Level (Number/Percentage)

SD Interpretation
Very
high
High moderate Low Very
low
1. Content and Presentation 3.48 1.19 High
1.1 You are interested in documentary
media.
10
(20)
14
(28)
16
(32)
7
(14)
3
(6)
3.42 1.14 High
1.2 Have you ever heard about making a
diorama?
14
(28)
12
(24)
15
(30)
7
(14)
2
(4)
3.58 1.16 Very high
1.3 Do you expect to gain knowledge
from documentaries?
13
(26)
10
(20)
16
(32)
9
(18)
2
(4)
3.46 1.18 High
1.4 Do you think that presenting
information about making dioramas
makes it easy for students or interested
people to gain knowledge and understand?
13
(26)
13
(26)
12
(24)
10
(20)
2
(4)
3.50 1.20
High
1.5 Do you think that the content used in
the production of a documentary should
have concise content. Not too long.
14
(28)
11
(22)
13
(26)
8
(16)
4
(8)
3.46 1.28 High
2. Graphic Design and Presentation Techniques 3.51 1.14 Very high
2.1 The documentary to be produced
should use colloquial language that is easy
to understand.
10
(20)
14
(28)
15
(30)
7
(14)
4
(8)
3.38 1.19 High
2.2 The documentary to be produced
should use musical accompaniment in the
faculty where the content is narrated.
12
(24)
16
(32)
12
(24)
8
(16)
2
(4)
3.56 1.15 Very high
2.3 The documentary to be produced
should be accompanied by infographics.
In some stages, instead of using real
images.
10
(20)
14
(28)
20
(40)
4
(8)
2
(4)
3.52 1.03 Very high
2.4 Documentary presentations are
between 3-5 minutes in length.
13
(26)
15
(30)
14
(28)
6
(12)
2
(4)
3.58 1.18 Very high
3. Utilization 3.61 1.15 Very high
3.1 Do you think that presenting
information about making dioramas
allows you to use your knowledge to learn
how to live?
13
(26)
18
(36)
9
(18)
7
(14)
3
(6)
3.62 1.19 Very high
3.2 Do you think that the documentary
produced can be disseminated to the
agency or educational institution?
13
(26)
15
(30)
13
(26)
7
(14)
2
(4)
3.60 1.14 Very high
3.3 Do you think that after watching the
documentary produced, you will have
more knowledge and understanding of
diorama?
12
(24)
17
(34)
13
(26)
6
(12)
2
(4)
3.62 1.14 Very high
Total 3.54 1.16 Very high
In terms of content and presentation, the whole is at a very high level. The high level includes an interest in
documentaries, have known about diorama making, expect to gain knowledge from documentaries, presenting
information about making dioramas makes it easy for students or people, and the content used in the production
of a documentary should have concise content.

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In terms of graphic design and presentation techniques, the overall level is very high level. The high level includes
the documentary to be produced should use colloquial language that is easy to understand. The documentary to be
produced should use musical accompaniment in the faculty where the content is narrated. The documentary to be
produced should be accompanied by infographics. In some periods, instead of using real images. The documentary
to be produced should have a choice of easy-to-read letters.
In terms of utilization, the overall level is very high level. The high level includes presenting information about
making dioramas, the documentaries produced can be disseminated to agencies or educational institutions, after
watching the documentary produced it will be able to gain more knowledge and understanding of diorama.
The study detailed 50 respondents’ need for Thai diorama documentaries. The respondents placed great importance
on content and presentation, visual style and approaches, and ease of use.
The study shows a high desire for documentaries, especially regarding dramas. Content and presentation scores
are high, suggesting that respondents like instructional materials. Diorama films may be good instructional aids,
as 26% of respondents believe they make diorama building easier to learn. This means that your study should
concentrate on creating brief, instructive, and easy-to-understand films that satisfy viewer expectations (Yusup &
Fathurohman, 2024). Alfhandy et al. (2024) examine how dioramas improve biological science students’ attention
and learning. The authors discovered that dioramas engaged pupils and made abstract topics more concrete and
understandable. Visual and tactile models made learning more participatory, resulting in improved cognitive and
psychomotor outcomes. The dioramas may increase student engagement in disciplines that need a deeper grasp of
complicated processes. Fitri et al. (2022) examined how high school dioramas motivate students to study. They
discovered that diorama-based teaching motivated students more than standard techniques. The diorama, as a
visual tool, created an interesting and exciting setting that encouraged student participation in classes. This research
shows that dioramas may make learning more engaging.
Respondents stressed visual design and presentation. In fact, 40% of respondents emphasized infographics above
actual imagery during some documentary scenes. These methods indicate a rising preference for visual learning
aids, which matches digital media consumption patterns. Thus, a documentary with appealing visuals and design
would interest viewers.
The respondents were optimistic about the educational value of such films. The diorama documentary increased
knowledge and comprehension for 34% of respondents. They also rated the documentary’s ability to distribute to
educational institutions well. This emphasizes the need for creating broadly distributable information for
educational institutions and professional organizations. The documentary’s versatility is crucial to its instructional
value. Efe et al. (2022) surveyed middle school pupils on the benefits of dioramas in teaching biodiversity. When
used with guided inquiry, dioramas helped students comprehend biodiversity themes, according to the research.
The interactive nature of dioramas helps students envision ecosystems and biological connections, enhancing their
learning experience (Hasim et al., 2020).
Diverse age groups and disciplines benefit from dioramas’ ability to motivate and explain complicated topics like
biodiversity and science (Yeh, 2021; Dewi et al., 2023). Modern education emphasizes student-centered and
inquiry-based learning, and dioramas are interactive, visual, and engaging (Zhbanova & Rule, 2021; Fleer et al.,
2024). These results show that diorama-based teaching aids might improve scientific education with more study
and improvement.
4. Conclusion
This study indicates a considerable interest in documentaries concerning Thai dioramas, with participants
emphasizing the significance of information, presentation, visual design, and usability. The results indicate that
well designed diorama documentaries can function as potent instructional instruments, especially in improving
comprehension of intricate topics and augmenting student involvement across many fields of study.
The research underscores the capacity of dioramas and associated films to:
1) Enhance the acquisition of diorama-making processes.
2) Enhance student focus and understanding in biological sciences.
3) Enhance motivation and engagement in secondary education environments.
To enhance instructional efficacy, forthcoming documentaries ought to prioritize succinct, informative content
articulated in clear, accessible language. The integration of infographics, suitable musical accompaniment, and
legible text is advised to accommodate visual learners and contemporary digital media consumers.
The research highlights the necessity of producing information that is extensively distributable to educational

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institutions and professional organizations, emphasizing the adaptability and wide-ranging applicability of
diorama-based learning resources.
This research substantiates the creation of diorama documentaries as significant educational tools. Subsequent
research could investigate the enduring effects of diorama-based learning on student performance across other
topics and age demographics.
Acknowledgments
This study was made possible with the help of participants who supported the researcher to complete the research.
In particular, who is a good role model in submitting to international journals, Assoc. Prof. Dr. Prasart
Nuangchalerm, and Major of Multimedia Technology, Faculty of Business Administration and Information
Technology, Rajamangala University of Technology Tawan-ok.
Authors contributions
Theeravej Raklaemthong and Panit Thongdee developed the main idea of this research and Media production,
wrote and composed the manuscript and Review. Pratima Bunchau and Waranya Dathpongwere responsible for
data collection and statistical analysis. All authors have approved the final version of the manuscript.
Funding
Not applicable
Competing interests
The authors declare that they have no conflicts of interest, financial or personal relationships that may have
influenced the work reported in this article.
Informed consent
Obtained.
Ethics approval
The Publication Ethics Committee of the Canadian Center of Science and Education.
The journal’s policies adhere to the Core Practices established by the Committee on Publication Ethics (COPE).
Provenance and peer review
Not commissioned; externally double-blind peer reviewed.
Data availability statement
The data that support the findings of this study are available on request from the corresponding author. The data
are not publicly available due to privacy or ethical restrictions.
Data sharing statement
No additional data are available.
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