Sukkamart, Aukkapong
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Sukkamart, Aukkapong
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Email
aukkapong.su@kmitl.ac.th
26 results
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Item type:Publication, Education and Development in ASEAN’s Greater Mekong Subregion(2024-01-01); ; ; Prongprommarat, JakkapongThe objectives of this study were to analyze and synthesize educational strategies and their development approaches within the context of the ASEAN community’s Greater Mekong Subregion (GMS) members of Cambodia, Lao PDR, Myanmar, Thailand, and Vietnam, as well as the PRC (People’s Republic of China) southern province of Yunnan. Moreover, the study sought to assess the appropriateness of development approaches based on these educational strategies. This mixed-method research used both qualitative and quantitative research methods. The data sources included documents related to educational policies and strategies, as well as administrators involved in educational management in each of the six GMS members surveyed. The research tools consisted of content analysis forms and opinion questionnaires, with an index of item-objective congruence (IOC) ranging from 0.80 to 1.00 and a reliability coefficient of 0.82. Data were analyzed using educational strategy content analysis by calculating the mean and standard deviation to assess the level of appropriateness and feasibility of the development approaches. This study makes a significant contribution to the literature by providing a comprehensive analysis and synthesis of educational strategies and their development approaches within the context of the ASEAN community’s Greater Mekong Subregion (GMS) members. The study offers valuable insights into the appropriateness and feasibility of these strategies and approaches. The findings not only validate the 22 educational strategies and 86 development approaches as highly appropriate and feasible but also serve as a valuable resource for policymakers, educators, and researchers, facilitating informed decision-making and fostering effective educational development initiatives. - Some of the metrics are blocked by yourconsent settings
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Item type:Publication, Assessing version control system skill gaps in undergraduate IT education: A needs assessment of academic and industry stakeholder perspective(2025-01-01); 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. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Improving Thai undergraduate students’ web design skills for smartphones through a collaborative blended learning approach(2025-01-01); ; ; 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. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Analysis of sustainable leadership for science learning management in the 21st Century under education THAILAND 4.0 framework(2018-01-05); - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Strengthening thai 7th grade student creative thinking skills: A curriculum development model(2018-01-01); - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Thai undergraduate digital citizenship skills education: A second-order confirmatory factor analysis(2021-07-01); From the study’s initial qualitative analysis, 10 latent variables and 22 indicators concerning digital citizenship skills (DCS) were used in a questionnaire on a sample of 506 Thai Business Computer Programme undergraduate students attending one of six regional Thai Rajabhat Universities. Goodness-of-fit and descriptive statistical analysis [mean, standard deviation, Kaiser–Meyer–Olkin index analysis and Bartlett’s test of sphericity were analysed by using SPSS® for Windows Version 21 and LISREL 9.10 for the second-order confirmatory factor analysis CFA. The results revealed that each student’s opinion on their DCSs had a ‘high agreement’ level. Moreover, importance ranking from high to low of the 10 primary indicators was each student’s footprint (1.00), cyberbullying (1.00), law (0.97), access (0.88), security (0.84), literacy (0.83), empathy (0.81), etiquette (0.80), collaboration (0.70) and thinking (0.65). Therefore, it is suggested that this study’s results be used to assist various agencies and ministries in building programmes for student digital citizenship skills. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Enhancing Psychological Well-Being Assessment Through Data Mining: A Case Study from Thailand(2025-04-01); ; ; 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.3 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Computer Education Student Teacher Complex Problem-Solving Skills Development using Computational Thinking and Visualization Tools(2024-01-01); ; 3 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, A smartwatch-based holistic health management model for elderly care in Thailand: Development and pilot feasibility evaluation study(2027-01-01); 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.2