คลังเก็บป้ายกำกับ: ผลงานวิจัย

Digital Learning Ecosystem Based on the STEAM Gamification Concept to Develop Innovator Characteristics of Vocational Learners

Abstract

Developing the manpower to have completeness, including knowledge, skills, attitudes, morals, and ethics. It is an important foundation for the development of the nation for sustainable progress; as shown in the framework of the 13th National Economic and Social Development Plan [1], which aims to develop human resources in all dimensions, and at all ages to become good, competent, qualified, ready for life in the 11th century; The STEAM Education is a model of learning management that focuses on integrating knowledge in the five sciences, namely Science, Technology, Engineering, Art and Mathematics to create a comprehensive body of knowledge for learners; As for the learning process with the Gamification, it is the concept of organizing activities that will encourage learners to participate, create a good learning environment, and promote the characteristics of learners in working as a team, with the principle of the two concepts, if used in planning the development of learning management for vocational students, that focusing on professional skills development will help promote the potential of learners to meet the goals of effective manpower development; therefore, it is the origin of the development of digital learning ecosystems based on the STEAM Gamification concept to develop innovator characteristics of vocational learners, which play an important role in the development of the country, as a guideline for developing learners to have knowledge, skills, good attitude in working in the organization, or entrepreneurship in the future; it also promotes the lifelong learning characteristics of learners, from applying and utilizing the self-development process with the scientific and artistic thought processes that are possible to create innovations for solving problems and developing society and the nation in the future.

Kummanee, J., Nilsook, P., Piriyasurawong, P., Wannapiroon, P. (2023). Digital Learning Ecosystem Based on the STEAM Gamification Concept to Develop Innovator Characteristics of Vocational Learners. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds) Learning in the Age of Digital and Green Transition. ICL 2022. Lecture Notes in Networks and Systems, vol 634. Springer, Cham. https://doi.org/10.1007/978-3-031-26190-9_73

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

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/

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.

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.

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.

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

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

Factors Influencing Digital Transformation Adoption among Higher Education Institutions during Digital Disruption

Abstract

This research aims to apply confirmatory factor analysis to identify the digital transformation components for higher education institutions. The research sample consisted of 300 personnel from agencies within higher education institutions, which are higher education institutions under the Ministry of Higher Education, Science, Research and Innovation, Thailand that use the database system on educational quality assurance called Commission on Higher Education Quality Assessment online system (CHE QA Online). The selection was the result of multi-stage random sampling from 100 higher education instructions. The research tool was an online questionnaire form on factors influencing the success of information systems in the digital transformation for higher education institutions by 5-level rating scale based on the Likert’s scale. The result revealed that digital transformation factor consistent with empirical data (p-value = 0.860), which consist of 6 components: 1) Strategy 2) Process 3) Product/Service 4) People 5) Data) and 6) Technology. The research findings help higher education institutions prepare for the elements necessary for the institutional transformation to a digital organization.

Chanin Tungpantong, Prachyanun Nilsook and Panita Wannapiroon. (2022) Factors Influencing Digital Transformation Adoption among Higher Education Institutions during Digital Disruption. Higher Education Studies. Vol. 12, No. 2 (2022) ; pp.9-19.
https://doi.org/10.5539/hes.v12n2p9

IVUL Model: An Intelligent Learning Development Process

ABSTRACT

The purposes of this research study are to develop an intelligent virtual universal learning (IVUL) model and to evaluate its appropriateness. The study consisted of two phases. Phase 1 involved the development of the IVUL model for univer-sal learning. The conceptual frameworks and theories in the documents and re-search studies on universal design for learning, intelligent learning and virtual learning were studied by the researchers. All main components were then synthe-sised to design the IVUL model. This process can be divided into three main steps: engagement, representation, and action and expression. Each step has sub-steps: access, build and internalise. However, the details of these are dependent on the main steps. The second component is the intelligent learning process, an important process of the model that drives learners to automatically learn by themselves. Artificial intelligence is used as a crucial component that promotes and supports each learner to meet learning goals and objectives according to the universal learning model. The third component is the virtual learning process, which results in learning through computer environments and the Internet. Phase 2 involved an evaluation of the appropriateness of the IVUL model, with in-depth interviews with 20 experts in education and digital technologies. The appropriate-ness of the model was evaluated using the 5-point Likert scale. The findings show that the designed IVUL model can be used for learning development at the highest level.

Chaiyarak, S., Nilsook , P., & Wannapiroon, P. (2022). IVUL Model: An Intelligent Learning Development Process.
International Journal of Emerging Technologies in Learning (iJET), 17(14), pp. 39–51. https://doi.org/10.3991/ijet.v17i14.31527