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    Advancing academic achievement: integrating society 5.0 and game-based learning in metaverse space for undergraduates in Bangkok, Thailand
    (2024-01-01)
    Vate-U-Lan, Poonsri
    ;
    Cahill, Desmond
    This quasi-experimental research investigated the efficacy of applying the Society 5.0 concept to establish game-based learning on Metaverse Space for undergraduates in an international program in Bangkok, Thailand. The study was conducted in a Thai public university’s international college with a population of six classes of junior university students totalling 178, from which two classes with 56 participants were purposively sampled. Almost all the 54 students were Thai with only two not Thai. About two-thirds (71.4%, n = 40) were female students, and about one-third were male (28.6%, n = 16). A module of the game for this English course was the ‘prepositions of place’. The study employed 1) a 3D virtual online class on SPATIAL.io, 2) two images of a hidden object game, and 3) a 40-item multiple-choice test as research instruments. The data were analyzed through means with standard deviations, percentages, and a paired sample t-test. The study found that game-based learning on metaverse space through SPATIAL.io motivated students to be more active while studying online and confirmed that the game-based learning tool on metaverse space was a useful method of enhancing students’ learning outcomes, as evidenced by the significant increase from pre-test (mean= 28.191, SD = 3.881) to posttest (mean = 35.21, SD = 3.404), t (55) = -15.256, p <.001. The average learning gain for the experiment was 0.57. The findings of this study suggest that game characteristics and a 3D virtual environment are persuasive and motivating tools for students, thus increasing and improving their academic performance.
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    An application to train eye movement control among Thai juniors
    (2021-01-01)
    Aranyanak, Inthraporn
    Reading is an important skill for acquiring knowledge throughout life. Without the ability to read fluently, opportunities for personal fulfilment and career achievements will be decreased. This study developed an application exploiting the concept of a word’s optimal viewing position (OVP) with a gaming design to encourage students to read and practice their eye movement control to recognise a word quickly. A pilot study was conducted by training grade 3 students with the application with the OVP to guide their eye fixation for 7 days to explore if their reading performance improved. Before and after training sessions were conducted without using the OVP. The result shows that those students have increased their reading performance approximately 61% after the training sessions without the OVP and approximately 64% with the OVP guide. The optimal viewing position game helps the readers recognise words faster. Quantitative data were collected using Net Promoter Score (NPS). The finding shows the application has an NPS score of 33 indicating that the application is doing good and has more happy users than unhappy ones. Qualitative data was also collected by interview and found that the children were satisfied with the interface design, the application is easy to use, but they were not familiar with some words causing them to be mispronounced.
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    A blended learning model with IoT-based technology: Effectively used when the COVID-19 pandemic?
    (2020-01-01)
    Siripongdee, Kobchai
    ;
    Pimdee, Paitoon
    ;
    Tuntiwongwanich, Somkiat
    IoT-based technology was considered to refer to all heterogeneous objects and devices through any networks, and Blended Learning (BL) is the educational approach to combine face-to-face (F2F) instruction with ICT instruction. In this COVID-19 pandemic, a model of BL with IoT-based maybe the best New Normal solution for all educational stakeholders. While Traditional F2F is forced to change by social distancing to prevent COVID-19. Many IoT-based "things" could be added in class to create and improve a smart learning environment while portable devices could be joined for the learning goals. This study divided BL into 4 characteristics; F2F, Self-paced, Tele-D, and Ubiquitous, which were further categorized into 3 typical cases of learning environments, Digital, Embedded, and Side-by-side cases. Content analysis method was used to analyze and synthesize a model from related literatures, textbooks, research, articles and websites. A framework of this model has 2 roles of user interfaces (teacher and student) which link 6 modules and a set of databases and 2 types of contexts (classroom and personal).
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    A blended learning model for learning achievement enhancement of thai undergraduate students
    (2016-01-01)
    Banyen, W.
    ;
    Viriyavejakul, C.
    ;
    Ratanaolarn, T.
    Research was undertaken to develop a blended learning model which contained three objectives. They were to 1) study student and teacher input for a blended learning model using a Thai university undergraduate course in information, innovation, and technology in education for the learning management conditions and improvement methods; 2) to research how to effectively improve the blended learning model and instructional media in accordance with the 80/80 criteria and 3) compare learning achievements and information literacy between student groups using the blended learning method and traditional learning method with information literacy as the covariate. The research was divided into three phases consisting of the development of the conceptual framework, a second phase which studied the blended learning model using both e-learning and face-toface methods with a 60/40 ratio. When applying a technology system to learning management utilizing instructional media, it was determined to be 81.53/80.11. Phase 3 found that blended learning affected learning and information literacy by at least 1 variate which had a different mean score from traditional learning with a statistical significance at the 0.05 level. The findings showed that the Thai university undergraduate students were satisfied with the blended learning model which was due to the change in the learning system as well as being tasked with interesting and challenging computer based lessons outside class. This was later enforced through teacher delivered lesson summaries during formal class time. Students understood the content better, enjoyed the self-directed learning and doing things independently.