Denchai Panket, Panita Wannapiroon & Prachyanun Nilsook (2024)
System Architecture of Electronic Asset Supply Chain Intelligent
Platform for Digital Higher Education.
Higher Education Studies; Vol. 14, No. 1; 2024, pp.22-32.
https://doi.org/10.5539/hes.v14n1p22

Abstract

This research aims to design an intelligent platform architecture for electronic asset supply chains for digital higher education and to evaluate the architecture of the intelligent platform for electronic asset supply chains for digital higher education. The sample group consists of evaluations of the intelligent platform architecture for the electronic asset supply chains for digital higher education by experts. These experts assess and certify the appropriateness of the architecture, evaluating the content’s suitability and the management processes. The evaluations were conducted by 5 experts who have experience in managing assets in higher education or relevant areas. The research results indicate that the designed intelligent platform architecture for electronic asset supply chains for digital higher education, on average, scored 4.43, which is considered ‘good’. The evaluation of its developmental trend from architecture to platform has an average score of 4.80, considered ‘very good’. Following that, both the system (Administrators) and the (Webserver and Database Server) evaluations yielded the same average score of 4.60, which is also ranked as ‘very good.’

Abstract

Constructionism imagineering learning model via metaverse is an instrument for promoting self-learning through hands-on. To create new knowledge for young innovators by combining the concepts of technology and new learning platforms to create new ideas. Designing teaching and learning that can be used to learn in the new normal focuses on continuous learning at any time, anywhere, with the benefits of using technology. The sample group is six experts in designing and developing learning models and learning systems from various institutions in higher education by purposive sampling. The research instruments are as follows. 1) The constructionism imagineering learning model via metaverse to enhance young innovators. 2) The constructionism imagineering learning process via metaverse to enhance young innovators. 3) An assessment form for the constructionism imagineering learning model via metaverse to enhance young innovators. 4) An assessment form for the constructionism imagineering learning process via metaverse to enhance young innovators. Analyse data using mean and standard deviation. The researchers found that the constructionism imagineering learning model via metaverse and the constructionism imagineering learning model via metaverse, which is developed is appropriate to enhance young innovators at the highest level, following the research hypotheses.

Suputtra Sapliyan, Pinanta Chatwattana & Prachyanun Nilsook (2023)
Constructionism Imagineering Learning Model via Metaverse to Enhance Young Innovators. Journal of Education and Learning; Vol. 12, No. 4; 2023 ; pp.81-91. (ERIC)
https://doi.org/10.5539/jel.v12n4p81

Abstract

This research was undertaken by synthesizing theories, documents, textbooks, research articles, and related academic articles relating to the wisdom repository management process. The objective is to present a system architecture and develop a knowledge management system which culminates in a repository of crystallized intelligence with a conversational agent that can promote learning for medical students by introducing a system architecture to develop intelligent agent technology. Through mobile technology, accessible anytime, anywhere, lifelong learning for medical students will be supported via an intelligent crystallized intelligence inventory management system. This keynote includes a comprehensive implementation and has API. The application has been tested with a trial run of all commands, with satisfactory results in the communication of the system that the user accesses through chatbots.

Mathuwan Srikong, Panita Wannapiroon & Prachyanun Nilsook (2023)
Crystallized Intelligence Wisdom Repository Management System with a Conversational Agent. International Education Studies, Vol. 16, No.2 (2023) ; p150-163.
https://doi.org/10.5539/ies.v16n2p150

Abstract

This paper presents the conceptual framework, value chain model and the system architecture of intelligent student relationship management based on cognitive technology with conversational agent for enhancing student’s loyalty in higher education. The purposes were to synthesize the conceptual framework and apply it to develop the value chain model and the system architecture of intelligent student relationship management based on cognitive technology with conversational agent for enhancing student’s loyalty in higher education and assess the developed value chain model and system architecture. The questionnaire was employed as the instrument to assess and certify the value chain model and the system architecture by the experts. The 5 point-Likert scale was used to identify the level of agreement of the value chain model and system architecture certification assessment. The instrument was verified by five experts using content validity index (CVI). After that, the value chain model and the system architecture were verified based on the consensus assessments of seventeen experts using mean, standard deviation (S.D.), median, interquartile range and quartile deviation. The results revealed that the experts had a consensus on the value chain model developed based on the conceptual framework (Mean = 4.89, S.D. = 0.27, Median = 5, Interquartile Range: I.R. = 0.00, Quartile Deviation: Q.D. = 0.00). They also had a consensus to approve the system architecture developed based on the value chain model (Mean = 4.70, S.D. = 0.55, Median = 5, Interquartile Range: I.R. = 1.00, Quartile Deviation: Q.D. = 0.50).

Nutthapat Kaewrattanapat, Panita Wannapiroon & Prachyanun Nilsook (2023) The System Architecture of Intelligent Student Relationship Management Based on Cognitive Technology with Conversational Agent for Enhancing Student’s Loyalty in Higher Education.
International Education Studies, Vol. 16, No.2 (2023) ; p103-116.
https://doi.org/10.5539/ies.v16n2p103

Abstract

The objectives of this research were to synthesize the competencies of the digital researcher, carry out an empirical investigation of the digital researcher landscape, and evaluate the results of a synthesis of digital researcher competency. To conduct the research, the researchers carried out a review of the literature related to researcher competency, digital competency, digital researcher competency and digital technology for researchers. Then, a focus group discussed the conclusion of the digital technology landscape used to enhance the digital researcher. The results showed that digital researchers’ competency had six features: 1) Personalize and Security Competency, 2) Literature Review and Reference Management Competency, 3) Communication and Collaboration Management Competency, 4) Analyzing and Reporting Competency, 5) Proofreading and Plagiarism Checking Competency, and 6) Publication Competency.

Siwaporn Linthaluek, Panita Wannapiroon & Prachyanan Nilsook (2023)
The Landscape of Digital Technology to Enhance the Digital Researcher.
International Education Studies, Vol. 16, No.2 (2023) ; p180-192
https://doi.org/10.5539/ies.v16n2p180

Abstract

The rapid evolution of digital technologies has led to significant transformations in various industries, including higher education. This study explores the role of Agile Enterprise Architecture (AEA) in supporting digital transformation initiatives within Higher Education Institutions (HEIs). AEA provides a flexible, adaptive, and iterative framework to manage the complex and dynamic nature of digital transformation. We conducted a qualitative study using a multiple case-study approach, investigating four HEIs that implemented AEA in their digital transformation initiatives. Data were collected through semi-structured interviews, document analysis, and participant observation. We employed thematic analysis to identify the key factors contributing to the successful implementation of AEA in these institutions. Our findings revealed that AEA plays a crucial role in facilitating digital transformation by providing a holistic, systematic, and adaptive framework. The AEA approach enables HEIs to effectively manage the complexities of digital transformation, enhance their agility, and respond to changing stakeholder needs. Key success factors include strong leadership, effective communication, a skilled workforce, and a culture of collaboration and continuous improvement. The study contributes to the understanding of AEA’s role in promoting digital transformation in higher education and offers practical implications for HEIs looking to leverage digital technologies for improved performance and stakeholder satisfaction. Further research is needed to explore the generalizability of these findings to other contexts and industries.

Sirinuch Sararuch, Panita Wannapiroon and Prachyanun Nilsook (2023)
The Development of Agile Enterprise Architecture for Digital Transformation in Higher Education Institutions.
Higher Education Studies. Vol. 13, No. 3 (2023) ; pp 69-83.
https://doi.org/10.5539/hes.v13n3p69

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/

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