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Underwater Drone-Enabled Wireless Communication Systems for Smart Marine Communications: A Study of Enabling Technologies, Opportunities, and Challenges
(2025-11-01)
Duangsuwan, Sarun
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Klubsuwan, Katanyoo
Highlights: What are the main findings? This paper reviews underwater wireless communication methods, including acoustic, optical, and RF communication, in marine applications, and explores the potential of existing underwater drones. This paper examines the opportunities and challenges of hybrid wireless communication systems for underwater drones. What is the implication of the main finding? This paper considers the integration of underwater drones, IoUT, AI-driven data, VR, and DT for smart marine communications. Underwater drones such as autonomous underwater vehicles (AUVs) and remotely operated vehicles (ROVs) are revolutionizing underwater operations and are essential for advanced marine applications like environmental monitoring, deep-sea exploration, and marine surveillance. In this paper, we concentrate on the enabling technologies and wireless communication strategies for underwater drones. Specifically, we analyze acoustic, optical, and radio frequency (RF) approaches, along with their respective advantages and disadvantages. We investigate the potential of integrating underwater drone-enabled wireless communication systems for smart marine communications. The study highlights the benefits of combining acoustic, optical, and RF methods to improve connectivity and data reliability. A hybrid underwater communication system is ideal for underwater drones because it can reduce latency, increase data throughput, and improve adaptability under various underwater conditions, supporting smart marine communications. The future direction involves developing hybrid communication frameworks that incorporate the Internet of Underwater Things (IoUT), AI-driven data, virtual reality (VR), and digital twin (DT) technologies, enabling a next-generation smart marine ecosystem.
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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
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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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Learning by Doing: The Impact of Virtual Reality Scenarios on First Aid Training Effectiveness
(2024-01-01)
Kawmong, Chanikarn
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Kuljittwattana, Ittiporn
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Moodleah, Samart
Limited accessibility, high costs, and potential lack of user engagement can hinder the effectiveness of traditional first-aid training methods. Thailand serves as a case study, where data from 2017-2021 reveals a concerning incidence of emergency illnesses (12,000 per 100,000 people) and a concerning mortality rate (179.6 per 100,000 people). This study investigates the potential of Virtual Reality (VR) technology as a novel and engaging approach to first-aid t raining, s pecifically de signed for Thai speakers. Participants engaged with a VR first aid training game featuring interactive modules on essential equipment, emergency procedures, and Cardiopulmonary Resuscitation (CPR) with Automated External Defibrillator (AED) u sage. Compared to a control group, participants who trained with the VR First Aid game demonstrated a significant increase in first-aid knowledge (31.00%). Additionally, the VR training method yielded a substantial increase in user satisfaction (42.42%) compared to traditional approaches. These findings highlight V R technology as a promising alternative for first-aid training, potentially offering improved accessibility, engagement, and learning outcomes compared to traditional methods.
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Using Mozilla Hubs for Online Teaching: A Case Study of An Innovation Design Method Course
(2023-01-01)
Poolsawas, Banyapon
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Chotikakamthorn, Nopporn
During the Covid-19 pandemic, video conferencing platforms such as Zoom Online, MS Team Meeting, and Google Meets have been primary remote teaching tools. 3D immersive and non-immersive social platforms such as Mozilla Hubs have been studied as alternative tools for organizing remote teaching. This study aimed to assess the usability of Mozilla Hubs when applied to remote teaching and compared it to that of the widely used Zoom platform. An undergraduate course on innovation design methods was selected as the case study. Students enrolled in this course were divided into two groups. Distance learning was conducted through the Zoom platform for the first group of students. In contrast, the other group participated in the course activities through the Mozilla Hub platform within a non-immersive setting. The students in the Hubs group were requested to participate in the Hub pre-training class a week before the first week of the course's lecture. Six everyday tasks requiring student interaction with each of the two platforms were selected for the study. Usability was measured in terms of efficiency and ease of use. The time taken to complete each of the selected tasks was used to measure the efficiency of each platform. The System Usability Scale (SUS) questionnaire was used to measure ease of use. For most tasks, both platforms yielded comparable results regarding task efficiency. The only exception is for the room transition task, where the results differed between the two platforms depending on whether the teleport or 3D navigation methods were chosen by students in the Hubs group in order to complete the task. Discussion on the factors affecting the efficiency of the room transition task was provided. Using the SUS questionnaire, it was found that both platforms yielded comparable SUS scores of 68.91 and 70.66 for the Zoom and Mozilla Hubs platforms, respectively. Similar ease-of-use results were due to the offering of the Hubs pre-training class to the students using the Mozilla Hubs platform.
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Testing and Measurement on Willingness to Use Augmented Reality, Virtual Reality, and AI-Enabled Checkouts
(2022-01-01)
Junsawang, Sunisa
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Chaveesuk, Singha
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Chaiyasoonthorn, Wornchanok
Augmented Reality, Virtual Reality, and AI-Enabled Checkouts in several industries, including education, retail, etc. These technologies have shown an essential and highly important ability to provide customers with new innovative user experiences and interactions between humans and technology. This paper focuses on developing a tool including nine latent and 23 observed variables for an exam a conceptual framework of Willingness to Use Augmented Reality, Virtual Reality, and AI-Enabled Checkouts with Unified Theory of Acceptance and Use of Technology2, Expectation-Confirmation Model, Service Quality, and Personal Innovativeness. These findings will provide observed variables as a tool for exam insight into what affects customer willingness to use.
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A Development of Game-Based Learning in Virtual Reality for Fire Safety Training in Thailand
(2021-06-30)
Satapanasatien, Kodchaporn
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Phuawiriyakul, Thanchanok
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Moodleah, Samart
Fire incidents damaged both the economy and human life. In the past three decades, 59,387 fire incidents in Thailand approximately lost 40 billion baht and 2,076 deaths. Fire safety training methods are organized in a very limited number each year for many reasons such as training place or safety concern. We propose game-based learning for fire safety training using virtual reality technology. We create five learning lessons based on fire training contents and three playing stages (play, learn and test) that players can interact with. It behaves as a self-learning tool that can be used often and overcome the difficulty in organizing fire safety training. In addition, virtual technology simulates realistic computer graphic contents and rich interactive actions. Most importantly it offers a safe virtual environment; it extends the audience to a wide range of ages. Our game-based training is evaluated, and the result shows that fire safety knowledge is increased by 122% and 63% compared to the non-training and the traditional training respectively as well as users' satisfaction average score is exceeded 90%.
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The impact of computer-mediated immediate feedback on developing oral presentation skills: An exploratory study in virtual reality
(2020-06-01)
Van Ginkel, Stan
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Ruiz, Dominic
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Mononen, Asko
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Karaman, Cendel
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de Keijzer, Ander
Feedback plays a central role in learning. Crucial to this is the nature and timing of the feedback. This experimental study explores the efficacy of immediate computer-mediated feedback within a virtual reality environment designed to facilitate the development of pre-university students' presentation skills. Two conditions were established to assess the efficacy: immediate computer-mediated feedback; a control condition of delayed expert-mediated feedback. Results showed improvement but no statistically relevant difference in performance gains between the two conditions, suggesting both can facilitate learning. Furthermore, students perceived the environment to be an effective and motivating platform in which to practise presentation skills. For educators seeking viable alternatives to face-to-face presentation practice and feedback, the finding that immediate computer-mediated feedback is potentially as effective in aiding presentation performance is crucial for two reasons: first, it expands practice opportunities for students; second, it could result in less pressure on resources, including time and staffing.

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