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Bridging the digital divide: tailoring learning platforms for the elderly based on learning styles and digital skills
(2026-01-01)
Songkram, Noawanit
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Aulpaijidkul, Narongpon
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Upapong, Supattraporn
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Osuwanan, Hathaiphat
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Thamsuwan, Pattarporn
This study examines the relationship between learning styles and digital skills among older adults in Thailand to offer insights for the development of customized online learning platforms. A study was conducted on 706 participants aged between 60 and 78 years to evaluate their digital skills in four areas and learning styles according to Kolb’s model. Confirmatory factor analysis was performed to validate the four-factor model of digital skills. MANOVA results demonstrated significant variations in digital skills among learning styles, with convergers displaying superior proficiency in most areas. A matrix was created to outline the recommended functions of a learning platform with the objective of aligning pedagogical approaches with individual learning preferences and specific digital competencies. The results emphasized the significance of tailored methods in educating older adults on digital literacy and offered a framework for creating digital learning environments that are more comprehensive and efficient. This study intended to address the digital divide and improve the quality of life of older adults in a world that is increasingly becoming digital. Lastly, it posed implications for educational policy and practice.
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University lecturers’ perceptions on digital transformation and knowledge management for teaching innovation
(2026-01-01)
Songkram, Noawanit
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Shidiq, Galih Albarra
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Winarto
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Taweejamsup, Suphasit
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Songkram, Nutthakorn
This study used the qualitative design to investigate the perceptions of 33 university lecturers through semi-structured interviews and observations conducted after a professional development program in Indonesia. Thematic analysis discovered three interconnected dimensions shaping innovation in teaching: (1) supportive institutional environments that promote responsible behaviour, teamwork, and collaboration; (2) acquisition and application of new knowledge through digital tools and collegial learning; and (3) integration of technological innovation to improve teaching efficiency, creativity, and multidisciplinary engagement. The findings indicate that effective knowledge management enhances lecturers’ ability to adapt digital pedagogies, share expertise, and sustain innovation practices. The implications of this study include developing professional learning communities, improving digital literacy programs, and aligning institutional policies to support innovation in teaching. These insights extend global understanding of how universities in emerging contexts can strategically integrate technology and knowledge management to advance educational innovation.
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Potential of ChatGPT in academic research: exploring innovative thinking skills
(2025-01-01)
Songkram, Noawanit
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Chootongchai, Suparoek
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Keereerat, Chayakarn
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Songkram, Nutthakorn
Academics, scholars, and learners are increasingly turning to AI-based language models like ChatGPT for a variety of academic and non-academic applications including essay writing, speech creation, literature summarizing, and idea production. However, the use of ChatGPT in academic research has sparked debate and raised concerns about its influence on research and publishing. By offering an actual scenario and suggestions, this study intends to shed light on the practical implementation of ChatGPT in academic research. The dataset for this study includes 3,860 students from Thailand's basic and secondary school levels. The survey data gathered focuses on investigating innovative thinking skills. The findings suggest that ChatGPT might be a useful technique for generating first ideas in academic studies. However, it is crucial for researchers to exercise caution as they may encounter certain challenges during the process. As a result, while using ChatGPT in academic research, researchers must be aware of these issues and make educated judgments appropriately. Given the possible uses and ramifications of ChatGPT, the academic community must develop detailed protocols governing its usage in research and subsequent publishing. These rules will ensure the proper and ethical use of ChatGPT in the academic setting.
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Unlocking the power of robots: enhancing computational thinking through innovative teaching methods
(2024-01-01)
Songkram, Noawanit
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Upapong, Supattraporn
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Ku, Heng Yu
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Aulpaijidkul, Narongpon
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Chattunyakit, Sarun
This research proposes the integration of robotic education and scenario-based learning (SBL) paradigm for teaching computational thinking (CT) to enhance the computational abilities of primary school students, based on digital innovation and a teaching assistant robot acceptance model. The sample group consisted of 532 primary school teachers and 33 first-grade students in Thailand. The study demonstrated that a causal model was consistent with the empirical data (Chi-square = 216.06, df = 262, p = 0.000, GFI = 0.98, AGFI = 0.95, RMR = 0.018, RMSEA = 0.000). The result found that “Facilitating Conditions’ have a positive effect on “Perceived Usefulness’ (β = 0.19), “Subjective Norm Conformance” influences “Perceived Usefulness’ (β = 0.49), “Perceived Ease of Use” influences “Perceived Usefulness’ (β = 0.26), “Perceived Usefulness’ influenced “Attitudes Toward Technology” (β = 0.12), “Attitudes Toward Technology” influenced “Behavioral Intention” (β = 0.88), and “The Facilitating Conditions’ had an inverse effect on “Behavioral Intention” (β = −0.16). Moreover, teaching assistant robots for primary school students were developed, which consist of: (1) characteristics and components of teaching assistant robots, namely the central processing unit, driving system, wheels, recognition part, display and sound section, power supply, etc. and (2) seven scenario-based learning activities designed to guide teachers, instructors, and educators to effectively implement a robot aimed at improving young students’ computational thinking abilities.
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Students’ adoption towards behavioral intention of digital learning platform
(2023-09-01)
Songkram, Noawanit
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Chootongchai, Suparoek
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Osuwan, Hathaiphat
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Chuppunnarat, Yootthana
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Songkram, Nutthakorn
The purpose of this research was to investigate students’ behavioral intentions toward a digital learning platform. In the framework of Thai education, an empirical study evaluated and applied the adoption model. The recommended research model was tested using structural equation modeling with a sample of 1406 students from every part of Thailand. According to the findings, the best facilitator for students’ recognition of using digital learning platforms is attitude (ATT), followed by internal factors such as perceived usefulness (PU) and perceived ease of use (PEU). Furthermore, technology self-efficacy (TSE), subjective norms (SN), and facilitating conditions (FC) are peripheral factors that enhance comprehension of a digital learning platform’s approval. These results are consistent with past research, with the exception that PU is the only factor that has a negative influence on behavioral intention. Consequently, this study will be useful to academics and researchers by bridging a research gap in the literature review whilst also demonstrating the practical application of an impactful digital learning platform relating to academic accomplishment.
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Success Factors to Promote Digital Learning Platforms: An Empirical Study From an Instructor’s Perspective
(2023-01-01)
Songkram, Noawanit
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Chootongchai, Suparoek
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Thanapornsangsuth, Sawaros
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Osuwan, Hathaiphat
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Piromsopa, Krerk
Digital learning platforms have been used as teaching aids in many countries; however, their success factors are not well established in Thailand. The primary objective of this study was to identify and confirm the success factors to promote digital learning platforms in Thailand from instructors’ perspectives. The sample included 788 Thai instructors. The confirmatory factor analysis (CFA) method indicates a good fit of a four-factor model to the observed data. The CFA construct revealed four success factors in promoting digital learning platforms: education policy, online classroom management, online learning system, and training method. The results explain the influence each of the four factors. Finally, this paper proposes guidelines for the promotion of digital learning platforms
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The Mediating Effect of Knowledge Integration on the Relationship between Capability and Innovative Behaviour
(2022-01-01)
Lapsomboonkamol, Suthiluk
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Songkram, Noawanit
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Thamsuwan, Pattarporn
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Songkram, Nutthakorn
One of the main success drivers of the Fourth Industrial Revolution is the integration of information technology and industry, which encourages innovation through collaboration between industry and academia. As a result, fostering innovative behaviour among undergraduates is essential for success in higher education throughout this revolution. The purpose of this study is to examine the direct effects of capability (leadership, technological literacy, interaction, knowledge sharing, and collaboration) on innovative behaviour and the indirect effect of knowledge integration's mediating role. Data from 3,230 undergraduates was collected and analysed. The provided hypotheses were validated using structural equation modelling, which demonstrated that capability significantly influenced the success of adopting innovative behaviour. Furthermore, we observed that knowledge sharing was the most powerful predictor. We also discovered that the intervening knowledge integration had an indirect effect, indicating the presence of a relationship between capability and innovative behaviour through this variable. When the direct and indirect effects were evaluated, the direct effect was substantially stronger than the indirect effect. The study's practical implications should focus strongly on promoting innovative behaviour and knowledge integration in the process of establishing appropriate educational programmes for universities. Furthermore, universities should develop strategies to encourage undergraduate students to share their knowledge and abilities with others since this improves performance and increases awareness of new prospects for innovation. In future research, we should include more educational institutions in our study, such as high schools, technical schools, and graduate students.
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Developing Students’ Learning and Innovation Skills Using the Virtual Smart Classroom
(2021-01-01)
Songkram, Noawanit
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Songkram, Nutthakorn
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Chootongchai, Suparoek
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Samanakupt, Thanat
This study examined the development of learning and innovation skills among students in the virtual learning environment provided by the smart classroom which is comprised by three technological components containing (1) virtual 3D classroom created by Open Simulator, (2) Learning Management System (LMS) created by Moodle and (3) the add-on Moodle’s plug-in, known as INNO ED TOOLs. The new system design which makes connection between the virtual 3D classroom and the LMS known as Virtual Smart Learning and Innovation System (VSLI). The VSLI was created in accordance with the principles of constructivism in order to guide and foster creative thinking among learners and enhance their skills in innovation.
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Teachers’ perception for integrating educational robots and use as teaching assistants in thai primary schools
(2020-01-01)
Poolsawad, Kajornpong
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Songkram, Noawanit
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Piromsopa, Krerk
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Songkram, Nutthakorn
This study focused on teachers’ perception for integrating educational robots into learning and the feedback of teachers and students who used an education robot prototype as a part of learning. Data were collected from 510 primary school teachers who were used in a confirmatory analysis of factor model. Confirmatory Factor Analysis (CFA) indicated a good fit with a six-factor model in the observed data, which could be presented through six dimensions of robotic education quality, including social interaction, cognitive function, teaching method, learner characteristics, main features, and content. The prototype-testing phase was carried out using 5th grade students at a primary school in Thailand. The robot was tested for 10 hours, which included 20 students participating in the focus group. The research results showed that integrating the six dimensions of robotic education into the educational robot prototype resulted in a strong positive improvement in the focus groups learners’ behavior and supported the instructors during the learning process. In contrast, some teachers lacked experience and confidence with robots integrated with LMS, which caused challenging obstacles in teaching. The results were achieved when integrating the six-factor model into education robots to improve student learning. Future researchers should expand their studies to look into the opportunities and challenges that teachers and school administrators face in the classroom.
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The effectiveness of virtual learning environment for higher education learners in ASEAN community
(2017-07-02)
Songkram, Nutthakorn
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Songkram, Noawanit
The research objective was to create digital tools and activities within a virtual learning environment system to enhance critical thinking and problem-solving skills of higher education learners in the ASEAN community. First, a survey was conducted with 400 expert teachers on designing the VLE system. Second, the developed prototype system was tried out with 30 undergraduate students in ASEAN higher educational institutions. The data were analyzed using mean, S.D and t-test. The findings indicated that the VLE system for enhancing critical thinking and problem-solving skills of higher education learners in the ASEAN community was comprised of four digital tools, namely 1) learning resource tools, 2) 3D community tools, 3) cognitive tools, and 4) communication tools. The learners who used these four digital tools to complete four activities had higher posttest scores for critical thinking and problem-solving skills than the pretest scores at the.05 level of significance and their learning satisfaction in the VLE system was at the high level.

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