Effective Utilization of the Constructivist Web-Based Learning Environment Model to Enhance Human Learning Efficiency Based on Brain-Based Learning

This presents the effective utilization and procedures for model use of the constructivist web-based learning environment model to enhance human learning efficiency based on brain-based learning. The Model Research Type II [1] phrase 3 Model Use was explored by Survey Research and Case Study in topics of 1) model use procedures 2) factors achieving model use and 3) model use achievements which illustrated as brain- based learning (BBL), learner’s multiple intelligence (ML), relationship between ML and learning achievement, and learner opinion. The procedures, BBL, and opinion were examined by an in-depth interview while self-assessment was for ML and tests for achievements. The results showed procedures as 1) introducing learners to connect prior and new knowledge; 2) grouping them to share and elaborate thoughts; 3) learning with designed components as (1) Problem base (2) Resources (3) Meaningful experiences base (4) Collaboration base (5) Relaxing Room (6) Entertainment Corner (7) Brain Gym (8) Multiple Intelligences Room and (9) Scaffolding bases; and 4) reflexing knowledge to adjust conceptual thinking. The factors achieving model use resulted from context of designer, developer, learners, and teacher. The achievements illustrated by learner’s 12 BBL principles; ML highest value was in language or \( \bar{x} \) = 5.11; while relationship between ML and achievement showed Positive Correlations at 0.88 level or 0.88 statistical significance. They satisfied with clear, direct, reachable, discoverable learning content, web-based learning, and model designed by pictures, animations, videos, graphs, navigators with icons and links.