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A smartwatch-based holistic health management model for elderly care in Thailand: Development and pilot feasibility evaluation study
(2027-01-01)
Phromsen, Methee
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Sukkamart, Aukkapong
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Siripongdee, Surapong
Thailand's rapidly aging population presents major challenges for sustainable healthcare. Smartwatch-based gerontechnology offers potential for holistic health management (HHM), but culturally adapted models for Thai elderly care are lacking. This pilot study aimed to develop a smartwatch-based HHM model for Thai elderly care and to explore caregivers' perceived acceptability and feasibility. A four-component model (health data management, integrated physical–mental–social monitoring, healthcare service linkage, and senior-friendly design) was developed based on a literature review and the Diffusion of Innovations theory. Forty caregivers and healthcare providers from Chiang Rai Province, Thailand, were purposively sampled. They completed a validated 16-item questionnaire assessing four innovation attributes: comparative advantage, compatibility, trialability, and observability. Descriptive statistics and exploratory group comparisons (t-tests, ANOVA) were used for analysis. All four innovation attributes received high perceived effectiveness ratings (overall mean = 4.75/5.00, SD = 0.14). Compatibility scored the highest (mean = 4.80, SD = 0.25). No significant differences were found by gender, age, or occupation (all p > .05), suggesting broad stakeholder acceptability across diverse caregiver roles. The proposed model was rated as highly acceptable by Thai caregivers. These preliminary findings provide a basis for larger-scale implementation research that examines clinical outcomes, elderly user experiences, and real-world effectiveness. Key limitations include the small purposive sample, the lack of direct input from elderly end users, and the absence of hands-on device trials. Elderly end-users—the ultimate beneficiaries—did not provide direct input. Their technology acceptance, digital literacy, and actual usage patterns may differ substantially from caregiver perceptions. User-centered design requires direct elderly involvement, which future studies must prioritize.
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Prioritizing software development skill needs for Thai pre-service computer technology teachers
(2026-04-01)
Pimsalee, Surachai
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Sukkamart, Aukkapong
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Pimdee, Paitoon
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Meedee, Chontawat
This study aimed to evaluate the current and desired software development skills within the context of Thai undergraduate teacher education. Specifically, the study investigated pre-service computer technology students’ perceptions of secondary learners’ software skill needs in authentic classroom contexts. Seventy-nine participants, including pre-service students, instructors, and teaching mentors, were selected via simple random sampling in June 2025. Data were collected using a 5-point Likert-scale questionnaire measuring current (D) and ideal (I) skill levels, with internal consistency coefficients of 0.87 and 0.96, respectively. The PNI<inf>modified</inf> (priority needs index modified) method and paired t-tests were used to analyze the gaps. Results showed that participants perceived actual skill levels as generally ‘competent’, while the desired levels were rated as ‘proficient’. The highest training needs were observed in deployment & maintenance (GSA6), followed by programming (GSA4), requirements analysis (GSA2), testing (GSA5), design (GSA3), and planning (GSA1), respectively. These findings highlight the need to align educational curricula with real-world software development practices, including DevOps, secure coding, and testing frameworks.
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Enhancing Psychological Well-Being Assessment Through Data Mining: A Case Study from Thailand
(2025-04-01)
Treearpornwong, Asamaporn
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Kantathanawat, Thiyaporn
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Charoentham, Mai
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Pimdee, Paitoon
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Sukkamart, Aukkapong
This study examines the psychological well-being (PWB) of lower secondary school students in Bangkok’s Secondary Educational Service Area Offices (SESAO) 1 and 2, using data mining techniques to analyze key influencing factors and develop a culturally adapted PWB questionnaire. The research framework is based on six components: autonomy, environmental mastery, personal growth, positive relationships, life purpose, and self-acceptance. Data were collected from 2543 students in the 2023 academic year and analyzed using the Waikato Environment for Knowledge Analysis (WEKA) program and the JRip rule-based classification model. Results indicate that personal growth is the most predictive in the classification performance of PWB, followed by positive relationships and life purpose. A newly developed PWB questionnaire was tested for reliability, with the Supplied Test Set (80:20) method yielding strong performance metrics, including accuracy (90.18%), precision (69.00%), recall (90.90%), and F-measure (78.40%). This study demonstrates data mining’s effectiveness in identifying factors influencing adolescent PWB within the Thai context. The findings provide educators and policymakers with insights for fostering student well-being and contribute to research by offering a validated, culturally relevant assessment tool.
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Improving Thai undergraduate students’ web design skills for smartphones through a collaborative blended learning approach
(2025-01-01)
Pimdee, Paitoon
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Wuttikamonchai, Oraboot
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Sukkamart, Aukkapong
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Meedee, Chontawat
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Meekhobtong, Sirinthorn
Purpose: The increasing ubiquity of smartphones has created a growing demand for web designers skilled in creating responsive, user-centered, and smartphone-accessible websites. However, Thai undergraduate students often lack specialized training in mobile website design, highlighting a critical gap in digital education. While cooperative and blended learning has been recognized as effective pedagogical strategies, there is limited research on how these approaches can be integrated to address specific skill gaps in mobile web design. This study aims to develop and evaluate a Collaborative-Blended Learning Management Model (CBLMM) to enhance students’ proficiency in smartphone website design. Methods: The CBLMM was developed by synthesizing cooperative and blended learning literature and a needs assessment focused on mobile web design competencies. The model consists of six key stages: (1) online self-study, (2) in-class lectures, (3) group activities, (4) project presentations, (5) summarization and evaluation, and (6) discussion and reflection. The model was evaluated by nine experts using a connoisseurship approach, assessing its usefulness, feasibility, appropriateness, accuracy, and effectiveness. To test the model’s efficacy, an experimental study was conducted with 19 third-year students enrolled in a web design course. Results: Expert evaluations indicated that the CBLMM received high ratings across all assessment criteria. The experimental results showed a statistically significant improvement in students’ mobile website design skills, surpassing the 60% benchmark with significance at p < 0.05. Post-learning assessments also revealed marked improvements in user experience (UX) design compared to pre-learning performance. The effect size analysis indicated a moderate practical impact on skill development (d = 0.44) and a significant effect on academic achievement (d = 1.18). Discussion: These findings suggest that structured, collaborative, and blended learning approaches can effectively equip students with essential digital design skills, filling critical gaps in higher education curricula. The study contributes to the field by demonstrating the CBLMM’s potential for enhancing mobile web design education, with broader implications for curriculum development and instructional design. Future research should explore the model’s applicability in diverse educational settings, examine long-term skill retention, and integrate emerging technologies such as AI-driven adaptive learning to refine digital education strategies further.
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Assessing version control system skill gaps in undergraduate IT education: A needs assessment of academic and industry stakeholder perspective
(2025-01-01)
Kulchan, Supeeti
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Pimdee, Paitoon
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Sukkamart, Aukkapong
This study presents a needs assessment evaluating undergraduate Information Technology (IT) students' Version Control System (VCS) competencies based on perspectives from IT instructors and IT entrepreneurs in Thailand. Using a structured questionnaire, data were collected from 49 stakeholders assessing both actual and desired skill levels across seven core VCS competencies. Paired-sample t-tests revealed statistically significant differences between actual and desired competencies for all skill factors (p <.01), underscoring considerable gaps. The highest Priority Needs Index (PNImodified) values were observed in writing effective commit messages, detecting and resolving errors, and tracking change history. Notably, instructors perceived more significant skill gaps than entrepreneurs, highlighting a need for improved curriculum alignment. The findings emphasize the urgency of enhancing higher-order VCS skills critical for agile and DevOps workflows. This study lays the groundwork for developing a new training curriculum integrating blended learning, problem-based learning (PBL), and generative AI tools to address these gaps and better prepare students for professional software development environments.
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Development and Validation of a Competency Framework for Thai External Quality Assessment Supervisory Units
(2025-01-01)
Sukkamart, Aukkapong
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Ployduangrat, Jaruwan
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Prongprommarat, Jakkapong
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Pimdee, Paitoon
Background/purpose: Effective supervision is critical for credible educational quality assurance, yet a validated framework for External Quality Assessment Supervisory Units (EQASUs) remains absent in Thailand. This study aimed to develop and validate a competency framework of components and quality indicators to address this gap and enhance EQASU effectiveness. Materials/methods: The research was conducted in two sequential stages, in which the first stage used 18 experts to analyze the framework's core components and indicators. Second, the model was empirically validated through a survey of 434 external quality assessors (EQAs) in 2023, selected via proportional stratified random sampling. Data were analyzed using Confirmatory Factor Analysis (CFA) to validate the construct and the Mann–Whitney U test to examine performance differences. Results: The validation process confirmed a framework of four core components: organizational management (OM), personnel performance development (PPD), productivity and results (PAR), and cooperative networks (CN). All components demonstrated strong predictive power on EQASU effectiveness, with PPD emerging as the most crucial (β = 0.94), followed by OM (β = 0.81), CN (β = 0.79), and PAR (β = 0.78). A meta-evaluation of the framework's application confirmed the feasibility of its policy recommendations. Among the evaluation dimensions, utility was highest, followed by feasibility, accuracy, and propriety. Furthermore, high-performing EQASUs showed a significantly closer fit to the validated framework than the general group at the 0.01 level. Conclusion: The verified EQASU framework addresses a critical need in the Thai educational landscape. It contributes to the literature on assessment supervision and offers a practical, evidence-based tool for strengthening external quality assurance in Thailand and similar international contexts.
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Enhancing computational thinking skills in Thai middle school students through problem-based blended learning approaches
(2025-01-01)
Sukkamart, Aukkapong
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Chachiyo, Wassana
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Chachiyo, Manop
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Pimdee, Paitoon
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Moto, Sangutai
This study aimed to compare Computational Thinking Skills (CTS) and Academic Achievement (AA) in students exposed to a Problem-Based Blended Learning (PBBL) model in a quasi-experimental setting. The research involved 43 Mathayom 2 students at a Rajabhat University Demonstration School in Thailand, selected through cluster random sampling. The participants were divided into an experimental group (n = 21) and a control group (n = 22). The CTS test employed a scoring rubric, and the AA test included multiple-choice questions. Data analysis used statistical measures such as mean, standard deviation (SD), and One-Way MANOVA. Results showed that the experimental group achieved significantly higher scores, with 91% in CTS and 89% in AA, compared to the control group’s 56% in CTS and 60% in AA. These findings demonstrate the effectiveness of the PBBL model in enhancing both CTS and AA in middle school students. This research contributes new insights by confirming that blended learning approaches can be effectively integrated into middle school education to foster critical thinking and academic success when combined with problem-based methodologies. The study provides evidence supporting the potential of innovative educational frameworks like PBBL in improving student outcomes, offering valuable implications for educators and curriculum designers.
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Enhancing Thai student-teacher problem-solving skills and academic achievement through a blended problem-based learning approach in online flipped classrooms
(2024-04-15)
Pimdee, Paitoon
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Sukkamart, Aukkapong
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Nantha, Cherisa
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Kantathanawat, Thiyaporn
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Leekitchwatana, Punnee
The study aimed to develop a learning model that enhances Thai student-teacher problem-solving skills (PSS) and academic achievement (AA) through a blended problem-based learning (PBL) approach in online flipped classrooms. Phase 1 consisted of the design of the Flipped PARSER (problem-attempt-research-solutions-evaluation-reflect) Model (FPM) through the study of documentation and research. Phase 2 involved using nine experts to assist with the model's development and evaluation using in-depth interviews and content analysis. Phase 3 involved the application and use of the FPM by 30 student-teachers, from which their AA, PSS, and satisfaction were evaluated against the control group of 31 participants. The results from the nine experts' input on the FPM design were significant. Instructor activities included selecting content, media, materials, and their design and development. Other components included learning activities, tools, lesson delivery, and evaluation. Also, PBL methods were again confirmed as an instrumental pedagogy in teaching PSS. When combined with online learning and flipped classrooms, the study's results were higher than those using traditional classroom methods. The study contributes to the literature by determining that online teaching models effectively teach PSS and raise AA scores.
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A needs assessment evaluation of information technology student mobile website design skills
(2024-01-01)
Wuttikamonchai, Oraboot
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Pimdee, Paitoon
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Ployduangrat, Jaruwan
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Sukkamart, Aukkapong
In this study, we present a comprehensive needs assessment (NA) aimed at identifying key factors that contribute to enhancing instructor skills in mobile website design (MWDS). In the realm of professional development, the significance of NAs for user experience (UX) designers has gained attention, with scholars emphasizing the importance of competency modeling to elucidate the intricate knowledge, skills, and abilities inherent in UX design. This perspective aligns with the essential nature of learning NAs for continuous professional development. Therefore, the objective of our investigation was to evaluate the current state of instructor MWDS and their real-world user experience through a sample of 41 individuals, including information technology (IT) instructors and IT entrepreneurs. Employing a simple random sampling method in August 2023, our study utilized descriptive statistics to analyze the data, revealing a moderate proficiency level (mean [M]=3.40). Interestingly, the highest rankings in our findings were attributed to planning mobile website design from a user experience perspective (M=3.81) and developing or creating a website for mobile devices user experience (M=3.81). These skills demonstrated consistent high perceived importance (M=4.78). Moreover, specific aspects of MWDS stood out in terms of significance, with developing or creating mobile websites’ user experience holding the top priority (M=4.87), followed closely by designing mobile websites’ user experience (M=4.79) and developing or prototyping mobile websites’ user experience (M=4.77). Our findings underscore the urgent need to prioritize the promotion of MWDS, particularly those focused on user experience. Using priority needs index modified (PNImodified) method, we identified that user research holds the highest priority (PNImodified=0.56), followed closely by mobile website design user experience (PNImodified=0.41), and defining website content for mobile devices user experience (PNImodified=0.40). This information provides valuable insights for educational institutions and industry stakeholders, guiding efforts to enhance instructor skills and align curricula with the evolving demands of mobile web design. In summary, our study sheds light on the current state of instructor MWDS, emphasizing the importance of user experience-related competencies. The identified priority needs offer valuable guidance for educational institutions and industry stakeholders, facilitating efforts to enhance instructor skills and align curricula with the dynamic requirements of mobile web design. Notably, our results align with the hypothesis testing, where paired sample t-test statistics found that both overall and individual aspects indicated a statistically significant preference for desired over actual outcomes at the .01 level.
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Computer Education Student Teacher Complex Problem-Solving Skills Development using Computational Thinking and Visualization Tools
(2024-01-01)
Sukkamart, Aukkapong
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Sermsri, Natchanun
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Kantathanawat, Thiyaporn
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Nakwijit, Rerkrudee
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Meekhobtong, Sirinthorn
This research explores the impact of a Collaborative Learning Management Model (CLMM) integrating Computational Thinking (CT) and Visualization Tools (VT) on the development of Complex Problem-Solving Skills (CPSS) in first-year computer education student teachers in Thailand. The study, conducted with 15 student-teachers from Dhonburi Rajabhat University, involved a six-module CPSS learning intervention. Notably, Unit 2’s Alternative Flowchart Writing (AFW) and Unit 4’s Sequential Python Writing (SPW) excelled, while Units 1 and 3 showed initial shortcomings. The overall evaluation, however, revealed that CLMM yielded a final mean of 90.40 and SD of 5.59, emphasizing its effectiveness in enhancing student-teacher CPSS. The research advocates for educators to prioritize advanced tools, including emerging Artificial Intelligence (AI) visualization tools, to further elevate CPSS education, preparing a new generation of educators for the challenges of educating digitally enabled knowledge workers.

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