คลังเก็บหมวดหมู่: Research

Research, ผลงานวิจัย

Gamers’ Total Experience and Game Motivation for Further Education Digital Manpower

Abstract—Digital Manpower is very necessary in Thailand today as the
growth of technology continues to increase. For example, tech giant Gartner has announced new technology trends every year including 2022, announcing the following technology trends: Total Experience, Composable Application, Decision Intelligence, Hyperautomation, Distributed Enterprises, Autonomic Systems, Generative AI, AI Engineering etc. The application of technology in daily life is increasing. The development of Digital Manpower is therefore very important in order to increase the knowledge and expertise of the country’s people
in technology. From the statistics, the country has increased internet usage in many ways. For example, from the statistics in 2021, Thai children playing games were number 1 in the world, and in 2022, Thai children playing games are in 2nd place in the world. But the problem faced with Thai education today is that children like to play games and think that they can study in the field of computers. But, in fact, students are not directed into the technology field taking into account their own aptitudes. causing the study to be not fully effective and some leave their courses midway. Therefore, this research is interested in the Confirmation factors of children playing games by collecting data on Gamers’ Total Experience and Game Motivation in order to analyze the data and discover the confirmation factors that direct the admissions to various computer disciplines. What direction and aptitude do you need to be able to enter a group of computer science disciplines in order to become a Digital Manpower in the country’s future development. The researcher has collected data from a sample of 630 people from all six groups in computer science. The confirmation factor was analyzed by
the LISREL program. It was found that each group of computer disciplines had different confirmation factors.

Pornpongtechavanich, P., Nilsook, P., & Wannapiroon, P. (2023). Gamers’ Total Experience and Game Motivation for Further Education Digital Manpower. International Journal of Emerging Technologies in Learning (iJET), 18(05), pp. 62–78. https://doi.org/10.3991/ijet.v18i05.36877

Research, ผลงานวิจัย

Enabling high performance digital manpower through higher education

ABSTRACT: This research aimed to synthesise the required competence of high-performance digital manpower for students in higher education. The study began with stating the problem, followed by a literature review to find core, congruous elements for a digital competence qualifications framework for undergraduates and digital manpower competence. It has been established that the competencies in terms of high-performance digital manpower for students in higher education consist of eight aspects as follows: 1) information retrieval and usage; 2) creativity and innovation; 3)identity and quality of life; 4) teaching or learning; 5) tools and technology; 6) communication and coordination;7)problem solving with digital tools; and 8) adaptive digital transformation. Guidelines for enabling high-performancedigital manpower involve enhancing digital educational competencies for higher education qualifications and developing a curriculum that allows students to use digital technology to perform their duties appropriately and efficiently.

Oraphan Amnuaysin, Prachyanun Nilsook & Panita Wannapiroon (2023).
Enabling high performance digital manpower through higher education.
World Transactions on Engineering and Technology Education.
Vol.21, No.1, 2023 ; pp 38-43.
http://www.wiete.com.au/journals/WTE&TE/Pages/Vol.%2021,%20No.1%20(2023)/06-Amnuaysin-O.pdf

Research, ผลงานวิจัย

Digital storytelling training kit for assessing depression risk for the elderly

ABSTRACT
This research aims to design and develop a mobile-learning training kit for assessing the depression risk of elderly Muslims using the spiritual dimension of human security. In this research, we compare the achievements before and after the training of village health volunteers using mobilelearning training kits in a simple, random way. The sample is divided into two groups: a sample of 30 individuals is used to determine the performance and the academic achievement of the mobilelearning training kit. In addition, 33 other people are used to assess user satisfaction with the mobile learning training kit. The research indicates that the design and development of the training kits
involving digital storytelling are characterized by two languages: Thai and Malay, consisting of 4 modules, with an efficiency of 81.56. In terms of achievement in a series of training sessions using the mobile-learning training kit, it was found that after training, the results were statistically significantly higher than before training at .05 and that the users’ satisfaction with the training kit was extremely high.

Keywords: mobile learning training kits; digital storytelling; depression risk; spiritual dimensions; Muslim Elderly

Katekeaw Pradit, Anong Phibral and Prachyanun Nilsook (2022)
Digital storytelling training kit for assessing depression risk for the elderly. International Journal of Education and Development using Information and Communication Technology.
(IJEDICT), 2022, Vol. 18, Issue 3, pp. 173-190. (ERIC)
http://ijedict.dec.uwi.edu/

Research, ผลงานตีพิมพ์, ผลงานวิจัย

Virtual Board Games Platform

Abstract:The objectives of this study were to investigate the virtual board games and to evaluate the virtual board games compared to the physical board game. The results of this study indicated that the overall composition of a virtual platform was comparable to that of a physical board game. Especially for the functional aspect, experts agreed that the virtual board game was as convenient as or better than the physical board game while in other aspects, including the enjoyment aspect, the virtual board games can be used in the same way as the physical board games. On the other hand, the social aspect was a slightly inferior one.

C. Chukusol, P. Nilsook and P. Wannapiroon, “Virtual Board Games Platform,” 2022 Research, Invention, and Innovation Congress: Innovative Electricals and Electronics (RI2C), 2022, pp. 273-277,
https://doi.org/10.1109/RI2C56397.2022.9910289.

Research, ผลงานตีพิมพ์, ผลงานวิจัย

Dimensions of Agile Enterprise Architecture

Abstract:The Impact of Industry Revolution has been accelerated by global pandemic crisis recently. Disruptive technology is one of the key driving forces of transformation on the rapid change in business model and market demand. Traditional industries, including education, experience the challenge of maintaining business at lower cost while generating high performance (more revenue) and staying relevant in the market. Digital Transformation helps improve collaboration within and between organizations by creating immersive customer experience for better engagement. Enterprise organization wants to grow and give it a better chance of thriving post-pandemic by becoming more innovative and generating higher productivity and making better decisions with insights from data-driven platform. To achieve all the business requirements for transformation is not straightforward. By understanding the alignment of Business and Information Technology Architecture, Higher Education institutions can manage the challenges of the future trends. The success of Digital Transformation in enterprise organizations is determined by an agile implementation framework of Enterprise Architecture (EA). Enterprise Architecture is the critical intermediary between business and IT corporate wide strategy. Through understanding the current situation and performance of an enterprise, EA can help foresight future business challenges and deliver the information needed while simultaneously ensuring opportunities for business growth

S. Sararuch, P. Wannapiroon and P. Nilsook, “Dimensions of Agile Enterprise Architecture,” 2022 Research, Invention, and Innovation Congress: Innovative Electricals and Electronics (RI2C), 2022, pp. 304-309,
https://doi.org/10.1109/RI2C56397.2022.9910275.

Research, ผลงานตีพิมพ์, ผลงานวิจัย

IoT, AI and Digital Twin For Smart Campus

Abstract:The objective of this research is to Present the use of Digital Twin. Internet of Things and Intelligence Technology to Intelligently Develop The Energy Management Potential of Campuses By using Digital Twin to manage energy consumption, it enables the creation of work and life on campus, whether it is personal. Teachers and students, including those with disabilities, have a better quality of life. Living on campus is more comfortable Collect energy consumption data, organizations to manage power management systems, reduce energy consumption, simplify management in all departments, and reduce campus costs. It can transparently monitor energy consumption and use educational equipment on campus, especially cost and expenditure management, and sustainable energy consumption, as well as management. Control usage data, energy consumption results, and budget allocations related to educational institutions can create reliability in managing information about electrical energy and energy competency assessment results, and can be recorded and controlled in Digital Twin that can be as if it were with a control center. IoT and Cloud Computing are also integrated with AI systems embedded in state-of-the-art equipment for use in environmental management and intelligent energy management. As well as creating new energy models and management that can resolve future emergencies by controlling virtual energy within the organization from outside anytime, anywhere.

T. Pexyean, K. Saraubon and P. Nilsook, “IoT, AI and Digital Twin For Smart Campus,” 2022 Research, Invention, and Innovation Congress: Innovative Electricals and Electronics (RI2C), 2022, pp. 160-164,
https://doi.org/10.1109/RI2C56397.2022.9910286.

Research, ผลงานวิจัย

Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP) to Enhance Transformation Digital Supervisor

Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP) to Enhance Transformation Digital Supervisor

  •  Chutirut Prasongmanee    
  •  Panita Wannapiroon    
  •  Prachyanun Nilsook    

Abstract

Research subject Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP) to Enhance Transformation Digital Supervisor. This research aims to evaluate the digital supervisor competency trained with the Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP). The researcher has divided the research process into 3 steps as follows: Step 1: To develop the Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP) to enhance transformation digital supervisor. Step 2: To develop the Competency Experience-Based Training course with Ubiquitous Community of Practice (U-CoP) to enhance transformation digital supervisor. Step 3: Evaluate the digital supervisor competency trained with the Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP). The results of the research were as follows: 1) the Competency Experience-Based Training course with Ubiquitous Community of Practice (U-CoP) to enhance transformation digital supervisor, it consists of 3 main processes and 10 sub-steps. Ubiquitous community of practice consists of 2 parts. 1) Community of practice, and Ubiquitous technology 2) Competency Experience-Based Training course with Ubiquitous Community of Practice (U-CoP) to enhance transformation digital supervisor consisting of 6 components. The results of the evaluation of digital supervisor competency in training participants with a model developed using pre-training and post-training surveys showed that trainees scored higher than their pre-training digital supervisor competency at a statistically significant .01 level.

Chutirut Prasongmanee, Panita Wannapiroon and Prachyanun Nilsook (2022) Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP) to Enhance Transformation Digital Supervisor.
International Education Studies; Vol. 15, No. 5; 2022. pp.146-152.
https://doi.org/10.5539/ies.v15n5p146

Research, ผลงานวิจัย

Collaborative project-based learning to train students for conducting the training project for older adults

Collaborative project-based learning to train students for conducting the training project for older adults

Phetcharee Rupavijetra, Prachyanun Nilsook, Jira Jitsupa, Tipparat Nopparit

Abstract

This research aimed to study the results of collaborative project-based learning by students studying the training technique course to conduct training programs for older adults in state home care in Chiang Mai, Thailand. The population consisted of 40 undergraduate students from different faculties and years. The instruments used for data collection consisted of the lesson plan of the training technique course, student behavior form, journal form after teaching, student products, student reflection journals, the questionnaire to gauge the level of satisfaction of students, writing and presenting reflections on students’ learning, and training evaluation based on the level of satisfaction of the older adults. The research separated students into two groups based on different faculties, each group was composed of 20 students, and they could learn better in a small group. Data were analyzed by using content analysis, statistical calculation, and percentage, and were presented in the form of a description and table. The findings showed the results of the collaborative project-based learning to train students for conducting training projects for older adults successful. The students had a change in their attitudes, behaviors, knowledge, skills, and experience in conducting training, their satisfaction showed at the highest level (97.50%). Students were satisfied with the project-based learning at the highest level (90%), and especially the opportunity to gain knowledge and experience from conducting training programs at the highest level (95%). The older adults’ satisfaction from participating in two training programs conducted by the students was at the highest level (100%) too.

Phetcharee Rupavijetra, Prachyanun Nilsook, Jira Jitsupa and Tipparat Nopparit (2022)
Collaborative project-based learning to train students for conducting the training project for older adults.
International Journal of Evaluation and Research in Education (IJERE).
Vol. 11, No. 4, December 2022, pp. 2039-2048. (SCOPUS), (ERIC)
https://doi.org/10.11591/ijere.v11i4.22888

Research, ผลงานวิจัย

Critical success factors for smart-professional disruptor in university

Critical success factors for smart-professional disruptor in university

Phisit Pornpongtechavanich, Kawitsara Eumbunnapong, Therdpong Daengsi, Prachyanun Nilsook

Abstract

Current and emerging technologies have changed a lot. Consequently, every year, Gartner Technology has made many new changes in accordance with global developments. For example, in terms of artificial intelligence (AI), mixed reality (MR), extended reality (XR), collaboration platforms, online learning, distributed cloud, internet of behaviors (IoB), and cybersecurity. Due to changes in technology, disruptors have to constantly learn new technology in order to be up to date in the transfer of knowledge to learners. Therefore, in this research, critical success factors (CSFs) have been studied, which help them become highly skilled professionals by developing their own skills with technology to be a successful disruptor at university. The study found the CSFs, which were derived from the synthesis of international research papers. Disruptors’ success consists of 12 internal and 10 external success factors. Smart-professional disruptors in universities were assessed using a focus group method with eight experts. Focus group results found that there were seven important internal factors for smart-professional disruptors in universities and seven minor internal factors. Including all internal factors, smart-professional disruptors have 14 factors; external factors are the most important ones for smart-professional disruptors in universities. In total, smart-professional disruptors have a total of 11 external factors.

Phisit Pornpongtechavanich, Kawitsara Eumbunnapong, Therdpong Daengsi and Prachyanun Nilsook (2022)
Critical success factors for smart-professional disruptor in university.
International Journal of Evaluation and Research in Education.Vol. 11, No. 4, December 2022, pp. 1696-1703. (SCOPUS), (ERIC)
https://doi.org/10.11591/ijere.v11i4.22197

Research, ผลงานวิจัย

Career Skills and Entrepreneurship for Students by Collaborative Project-Based Learning Management Model

Abstract

The research titled career skills and entrepreneurship for students by collaborative project-based learning management model aimed to study the results of learning management to develop students to have career skills and entrepreneurship by collaborative project-based pedagogy. The population consisted of 15 undergraduates who were teacher students at the Business Education Program, the Faculty of Education, Chiang Mai University, Thailand. This group of students had to attend an internship at schools after enrolling in this course in, and they had to teach career subjects at schools. The instruments used for data collection consisted of a lesson plan for the self-employment course, a behavior observation form, a journal form after teaching, student products from assignment tasks, students’ reflections in a journal, an in-depth interview, a focus group, and a questionnaire to gauge the level of satisfaction of students, writing and presenting reflections on students’ learning, and projects evaluation. The research separated students into three groups upon their interests, each group was composed of 5 students volunteer, they learned better in a small group. Students learned the theory of the self-employment program and the principles of project work step by step. After that, students studied field trips for data collection from career surveys and entrepreneurs’ interviews, and a special lecture from an entrepreneur, students conducted self-employment projects for selling products both on-site and online, then analyzed the results presented, to listen to suggestions for improvement, and developed knowledge and skills on the self-employment program. Data were analyzed by using content analysis, statistical calculation, and percentage, and were presented in the form of a description and table. The findings showed the results of the collaborative project-based learning to train students to have career skills and entrepreneurship and conduct projects for selling products successfully. The students had a change in their attitudes, behaviors, knowledge, career skills, and experiences in conducting self-employment projects, and their satisfaction with collaborative project-based learning showed at the highest level (100%). Students were satisfied with the project-based learning at the highest level (90%). and especially the opportunity to gain knowledge and experiences from conducting self-employ programs at the highest level (95%).

Phetcharee Rupavijetra, Prachyanun Nilsook, Jira Jitsupa and Uraiwan Hanwong (2022) Career Skills and Entrepreneurship for Students by Collaborative Project-Based Learning Management Model. Journal of Education and Learning.Vol. 11, No. 6 (2022), pp.48-61.
https://doi.org/10.5539/jel.v11n6p48