A constructionist, imagineering learning system with the metaverse: a study of learning outcomes at secondary schools in Thailand

ABSTRACT: The constructionist, imagineering learning system with the metaverse (CILM) is a tool that was designed to promote self-directed learning in both the virtual and physical world. In the metaverse world, users must simulate themselves into avatars to access the system, so they can learn by doing and present their works by means of virtual
technology. This study is based mainly on the concepts related to technologies and platforms in the virtual world, as well as teaching platforms in the new normal era in Thailand. The aim is to facilitate continuous learning anywhere and anytime by making the ultimate use of existing technologies in education management in Thailand, and to pave ways for young innovators in the digital age. The results of this study indicate that the CILM is an efficient tool to promote learning through the virtual world, and that young learners capable of creating innovations can work and add new knowledge to that space that can be further utilised or transferred to others. Furthermore, the system can increase the learning achievement of its users thanks to the application of digital technologies and tools that satisfy the needs of learners.

Suputtra Sapliyan, Pinanta Chatwattana & Prachyanun Nilsook (2023)
A constructionist, imagineering learning system with the metaverse: a study of learning outcomes at secondary schools in Thailand.
Global Journal of Engineering Education. Vol. 25, No.2 (2023) ; pp 90-98.

The Development of Agile Enterprise Architecture for Digital Transformation in Higher Education Institutions.


The rapid evolution of digital technologies has led to significant transformations in various industries, including higher education. This study explores the role of Agile Enterprise Architecture (AEA) in supporting digital transformation initiatives within Higher Education Institutions (HEIs). AEA provides a flexible, adaptive, and iterative framework to manage the complex and dynamic nature of digital transformation. We conducted a qualitative study using a multiple case-study approach, investigating four HEIs that implemented AEA in their digital transformation initiatives. Data were collected through semi-structured interviews, document analysis, and participant observation. We employed thematic analysis to identify the key factors contributing to the successful implementation of AEA in these institutions. Our findings revealed that AEA plays a crucial role in facilitating digital transformation by providing a holistic, systematic, and adaptive framework. The AEA approach enables HEIs to effectively manage the complexities of digital transformation, enhance their agility, and respond to changing stakeholder needs. Key success factors include strong leadership, effective communication, a skilled workforce, and a culture of collaboration and continuous improvement. The study contributes to the understanding of AEA’s role in promoting digital transformation in higher education and offers practical implications for HEIs looking to leverage digital technologies for improved performance and stakeholder satisfaction. Further research is needed to explore the generalizability of these findings to other contexts and industries.

Sirinuch Sararuch, Panita Wannapiroon and Prachyanun Nilsook (2023)
The Development of Agile Enterprise Architecture for Digital Transformation in Higher Education Institutions.
Higher Education Studies. Vol. 13, No. 3 (2023) ; pp 69-83.

งานโสตฯ-เทคโนฯ สัมพันธ์ ครั้งที่ 36

🚀ขอเชิญเข้าร่วมการประชุมวิชาการระดับชาติ ครั้งที่ 36 และระดับนานาชาติ ครั้งที่ 1 “โสตฯ-เทคโนฯ สัมพันธ์แห่งประเทศไทย” เรื่อง มิติใหม่แห่งนวัตกรรมการเรียนรู้และเทคโนโลยีดิจิทัล วันที่ 3 พฤศจิกายน 2566 ณ กราฟโฮเทล https://www.niect2023.com/

🤝จัดโดยความร่วมมือระหว่างสมาคมเทคโนโลยีและสื่อสารการศึกษา และ ภาควิชาเทคโนโลยีการศึกษา คณะศึกษาศาสตร์ มหาวิทยาลัยรามคำแหง

👉 สำหรับผู้สนใจเข้าร่วมงาน เมื่อลงทะเบียนจะสามารถเข้าร่วมฟังบรรยายจากวิทยากร ร่วม Workshop รับฟังการนำเสนอผลงานวิชาการ ชมบูธแสดงเทคโนโลยีและนวัตกรรมเทคโนโลยีดิจิทัลได้ตลอดทั้งวัน
👉 สำหรับผู้สนใจส่งบทความเพื่อเผยแพร่ผลงาน NIECT2023 มีผู้ทรงคุณวุฒิประเมินคุณภาพแต่ละบทความ จำนวน 3 ท่าน เมื่อผ่านการประเมินแล้วจะเผยแพร่ในรายงานสืบเนื่องการประชุมวิชาการ (Proceedings)

A Systematic Review of the Intelligent Digital Storytelling Process in Disseminating Health Information


Digital storytelling is a new concept in education that involves creating meaning. It is a tool with great potential, but in Thailand, it is currently not very popular in terms of sharing stories about disease. This review analyzes the components and processes of intelligent digital storytelling to aid the development of an intelligent digital storytelling platform for disseminating health information. Based on the synthesis of relevant documents, the research process involves 9 main steps: 1) identifying the review objectives, 2) reviewing research questions, 3) determining inclusion criteria, 4) finding relevant studies, 5) selecting documents, 6) data extraction, 7) arriving at a conclusion, 8) document synthesis and 9) discussion of the results. A study of articles from the PRISMA Checklist published between 2017 and 2022 revealed that ultimately only 47 articles met the inclusion criteria. From the analysis of the data, it was found that there are four main elements and 16 sub-components of intelligent digital storytelling. There are 12 steps in the process of intelligent digital storytelling with regard to health information dissemination. The optimal length of an intelligent digital narrative video clip relating to health information dissemination is approximately 2-5 minutes when it comes to achieving the best knowledge of health information.

Kawitsara Eambunnapong, Prachyanun Nilsook and Panita Wannapiroon (2023) A Systematic Review of the Intelligent Digital Storytelling Process in Disseminating Health Information.
International Journal of Online and Biomedical Engineering, (2023), 200-223, 19(07).

Total learning experience (TLE) on the cloud with an intellectual repository to enhance digital empathy and literacy skills


The total learning experience (TLE) model on the cloud with an intellectual repository is a tool that can be employed to promote limitless self-learning by means of active learning. In this model, learners are encouraged to have real experiences and face challenges leading to the creation of new knowledge and enrichment of their existing knowledge. This model can also be applied in other contexts, which can be done by integrating the concepts of technologies and new platforms offering experience-based instruction to create new ways of instructional design. Moreover, the model can be utilised in the current instruction management approach that usually focuses on continuous learning with the aid of technology. The results of this research can be used as a guideline for the design and development of the TLE system using an intellectual repository, which encourages experiential learning and generates new knowledge through self-learning with the aid of digital technology. In addition, this kind of learning promotes the exchange of knowledge through on-line social networks, thus contributing to the development of digital empathy and literacy skills, and the creation of a learning society. © WIETE 2022.

Author keywords

digital empathy; intellectual repository; literacy skills; Total learning experience on the cloud

Chatwattana, P., Piriyasurawong, P., Nilsook, P., & Wannapiroon, P. (2023). Total learning experience (TLE) on the cloud with an intellectual repository to enhance digital empathy and literacy skills. Global Journal of Engineering Education, 24(3), 193-201.


Synthesis of Digital Fabrication Laboratory for Higher Education

Abstract:In this paper, the researcher would like to discuss the processes and components of Digital Fabrication Laboratory for higher education in order to create Digital Fabrication Laboratory for higher education. There are 2 steps of research procedures: 1. gathering information from articles and papers related to the processes and components of the Digital Fabrication Laboratory for higher education, and 2. analyzing and synthesizing the processes and components of Digital Fabrication Laboratory for higher education. The findings revealed that there were 4 processes of Digital Fabrication Laboratory: 1. design, 2. prepare, 3. fabricate, and 4. Assembly and installation. The 4 components of Digital Fabrication Laboratory were 1. hardware, 2. software, 3. material and 4. storage and simulator tools online.

S. Sopapradit, P. Nilsook and P. Wannapiroon, “Synthesis of Digital Fabrication Laboratory for Higher Education,”
2023 IEEE 12th International Conference on Educational and Information Technology (ICEIT), Chongqing, China, 2023, pp. 120-124, https://doi.org/10.1109/ICEIT57125.2023.10107847.

กำลังใจ – โฮป

ในยามที่ท้อแท้ ขอเพียงแค่คนหนึ่ง
จะคิดถึง และคอยห่วงใย
ในยามที่ชีวิต หม่นหมองร้องไห้
ขอเพียงมีใคร ปลอบใจ สักคน

ในวันที่โลกร้าง ความหวังให้วาด
มันขาดมันหาย ใคร จะช่วยเติม
เพิ่มพลังใจ ให้ฉันได้เริ่ม
ต่อสู้อีกครั้ง บนหนทางไกล

กำลังใจ จากใครหนอ
ขอเป็นทาน ให้ฝันให้ใฝ่
ให้ชีวิต ได้มีแรงใจ
ให้ดวงใจ ลุกโชนความหวัง
กำลังใจ จากใครหนอ
ขอเป็นทาน ให้ฉันได้ไหม
ดั่งหยาดฝน บนฝากฟ้าไกล
ที่หยาดริน สู่พื้น ดินแห้งผาก

( ซ้ำ * )


Keynote Speaker :
การประชุมวิชาการเทคโนโลยีและสื่อสารการศึกษาระดับชาติ ครั้งที่ 6
NCTAECT 6th National Conference on Thai Association Educational Communications and Technology:
วันเสาร์ที่ 29 เมษายน 2566

Perceptions and the new paradigm of Thai vocational education


The objectives were to: 1) assess and analyse students’ perceptions toward vocational education; 2) propose a new paradigm and alternative pathways to change students’ perceptions about vocational education. The use of mixed methods in this study developed a better understanding of secondary students’ decisions towards vocational education. The results obtained from different methods have enriched the understanding of vocational education issues and advanced research in vocational education. A five-point Likert scale questionnaire was used to analyse the perceptions of 802 secondary students from six Thai regions toward vocational education. In-depth interviews with 18 students in grades 7-12 were analysed using a content analysis. Secondary students who had completed or were enrolled in vocational education influenced secondary students’ views on vocational education. A new paradigm is required for new vocational education images, which may modify the image of vocational education and contribute to a new paradigm shift in vocational education.


vocational education innovationnew paradigm in vocational educationperceptions of vocational educationvocational learning

Nongluck Manowaluilou, Prachyanun Nilsook and Prompilai Buasuwan (2023) Perceptions and the new paradigm of Thai vocational education.
International Journal of Innovation and Learning. Vol. 33, No. 3 ; pp 344-365. (SCOPUS) https://doi.org/10.1504/IJIL.2023.130101

“ธมฺโม หเว รกฺขติ ธมฺมจารึ” ธรรมย่อมรักษาผู้ประพฤติธรรม