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 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.