In todays digital age, text-to-speech (TTS) technology has become a crucial tool for increasing accessibility and enhancing user experiences across platforms, from devices for the visually impaired to smart assistants. Developing this technology efficiently and quickly is essential. This article focuses on developing a text-to-speech analysis and synthesis system using client-side processing technology, an approach that enables TTS conversion to occur directly on a user’s web browser, thereby reducing server load and increasing response speed. The work covers everything from the process of TTS, user interface (UI) development, to Web Speech API implementation. Furthermore, to ensure the quality of the synthesized voices, a systematic evaluation was conducted using the internationally-standardized Mean Opinion Score (MOS) for Thai voices from Microsoft client-side TTS voices, namely Pattara and Kanya, to measure clarity, naturalness, and fluidity. The results of this project not only serve as a prototype for an effective TTS system, but also provide valuable insights for the future development of synthetic voices that are more natural and closely approximate human speech.

Taskeow Srisod, Prachyanun Nilsook, Sasitorn Issaro, Oraphan Amnuaysin, Thananan Areepong, Orawan Saeung, Thani Jintasuttisak and Thamasan Suwanroj.
Text-to-Speech (TTS) Analysis System with Client-Side Processing.
Journal of Theoretical and Applied Information Technology 15th April 2026. Vol.104. No.7
https://doi.org/10.5281/zenodo.19593882

https://www.jatit.org/volumes/Vol104No7/18Vol104No7.pdf

Abstract—This study employed a research and development methodology with the objectives of developing an experiential design thinking learning model through virtual co-working spaces to enhance digital entrepreneurship competencies. The model integrates experiential learning concepts, design thinking processes, virtual co-working environments, and the digital entrepreneurship competency framework. The sample comprised 30 undergraduate students majoring in Business Information Technology. Data were analyzed using descriptive statistics. The findings reveal that the experiential design thinking learning model through virtual co-working spaces comprises two principal components: (1) a six stage experiential design thinking learning process encompassing User Understanding, Experience Creation, Reflection, Prototyping, Experimentation, and Real-World Integration; and (2) virtual co-working spaces incorporating seven dimensions: instructional management, technology infrastructure, collaboration mechanisms, support systems, security protocols, motivational elements, and assessment frameworks. The overall evaluation of the model indicated a high level of appropriateness (M = 4.59, SD = 0.50). Among the individual dimensions, data security achieved the highest mean score (M = 4.77, SD = 0.43), followed by learning process activities (M = 4.67, SD = 0.48). These results demonstrate that the model is highly appropriate and shows strong potential for application in enhancing digital entrepreneurship education within contemporary contexts.

Keywords—experiential learning, design thinking, virtual coworking space, digital entrepreneurship

Noppadol Saikatikorn, Panita Wannapiroon, and Prachyanun Nilsook, “Experiential Design Thinking Learning Model through Virtual Co-Working Spaces,” International Journal of Information and Education Technology, vol. 16, no. 3, pp. 708-717, 2026.
https://doi.org/10.18178/ijiet.2026.16.3.2543

Abstract—Digital safety skills are essential for vocational students as technology becomes a core component of almost every industry. Thus, students’ understanding of how to stay safe online and use digital tools responsibly is critical for their academic and future success. However, traditional learning methods cause students to lack motivation and not understand the risks associated with the digital world. Without a clear understanding of these risks, learning about digital safety becomes less of a priority. This study presents an application of Gamified Hybrid Competency-Based Learning (GH-CBL). We designed and developed a GH-CBL system to enhance digital safety skills among vocational students. Experts validated the system design to ensure the appropriateness of its components for educational implementation. A pre-experimental research design was employed with a one-group pretest-posttest method with a sample of 40 vocational students. The research findings revealed that experts consider GH-CBL suitable for vocational students’ learning. In addition, the students’ digital safety achievement scores increased significantly before and after learning.

Keywords—vocational education, competency-based learning, gamification, digital platform, digital safety

Nutthacha Siengdee, Sasithorn Chookaew, and Prachyanun Nilsook, “Application of Gamified Hybrid Competency-Based Learning to Enhance Vocational Students’ Digital Safety Skills,” International Journal of Information and Education Technology, vol. 16, no. 2, pp. 569-573, 2026. https://doi.org/10.18178/ijiet.2026.16.2.2528