Denchai Panket, Panita Wannapiroon & Prachyanun Nilsook (2024)
System Architecture of Electronic Asset Supply Chain Intelligent
Platform for Digital Higher Education.
Higher Education Studies; Vol. 14, No. 1; 2024, pp.22-32.
This research aims to design an intelligent platform architecture for electronic asset supply chains for digital higher education and to evaluate the architecture of the intelligent platform for electronic asset supply chains for digital higher education. The sample group consists of evaluations of the intelligent platform architecture for the electronic asset supply chains for digital higher education by experts. These experts assess and certify the appropriateness of the architecture, evaluating the content’s suitability and the management processes. The evaluations were conducted by 5 experts who have experience in managing assets in higher education or relevant areas. The research results indicate that the designed intelligent platform architecture for electronic asset supply chains for digital higher education, on average, scored 4.43, which is considered ‘good’. The evaluation of its developmental trend from architecture to platform has an average score of 4.80, considered ‘very good’. Following that, both the system (Administrators) and the (Webserver and Database Server) evaluations yielded the same average score of 4.60, which is also ranked as ‘very good.’
Constructionism imagineering learning model via metaverse is an instrument for promoting self-learning through hands-on. To create new knowledge for young innovators by combining the concepts of technology and new learning platforms to create new ideas. Designing teaching and learning that can be used to learn in the new normal focuses on continuous learning at any time, anywhere, with the benefits of using technology. The sample group is six experts in designing and developing learning models and learning systems from various institutions in higher education by purposive sampling. The research instruments are as follows. 1) The constructionism imagineering learning model via metaverse to enhance young innovators. 2) The constructionism imagineering learning process via metaverse to enhance young innovators. 3) An assessment form for the constructionism imagineering learning model via metaverse to enhance young innovators. 4) An assessment form for the constructionism imagineering learning process via metaverse to enhance young innovators. Analyse data using mean and standard deviation. The researchers found that the constructionism imagineering learning model via metaverse and the constructionism imagineering learning model via metaverse, which is developed is appropriate to enhance young innovators at the highest level, following the research hypotheses.
Suputtra Sapliyan, Pinanta Chatwattana & Prachyanun Nilsook (2023)
Constructionism Imagineering Learning Model via Metaverse to Enhance Young Innovators. Journal of Education and Learning; Vol. 12, No. 4; 2023 ; pp.81-91. (ERIC)
This research was undertaken by synthesizing theories, documents, textbooks, research articles, and related academic articles relating to the wisdom repository management process. The objective is to present a system architecture and develop a knowledge management system which culminates in a repository of crystallized intelligence with a conversational agent that can promote learning for medical students by introducing a system architecture to develop intelligent agent technology. Through mobile technology, accessible anytime, anywhere, lifelong learning for medical students will be supported via an intelligent crystallized intelligence inventory management system. This keynote includes a comprehensive implementation and has API. The application has been tested with a trial run of all commands, with satisfactory results in the communication of the system that the user accesses through chatbots.
Mathuwan Srikong, Panita Wannapiroon & Prachyanun Nilsook (2023)
Crystallized Intelligence Wisdom Repository Management System with a Conversational Agent. International Education Studies, Vol. 16, No.2 (2023) ; p150-163.
This paper presents the conceptual framework, value chain model and the system architecture of intelligent student relationship management based on cognitive technology with conversational agent for enhancing student’s loyalty in higher education. The purposes were to synthesize the conceptual framework and apply it to develop the value chain model and the system architecture of intelligent student relationship management based on cognitive technology with conversational agent for enhancing student’s loyalty in higher education and assess the developed value chain model and system architecture. The questionnaire was employed as the instrument to assess and certify the value chain model and the system architecture by the experts. The 5 point-Likert scale was used to identify the level of agreement of the value chain model and system architecture certification assessment. The instrument was verified by five experts using content validity index (CVI). After that, the value chain model and the system architecture were verified based on the consensus assessments of seventeen experts using mean, standard deviation (S.D.), median, interquartile range and quartile deviation. The results revealed that the experts had a consensus on the value chain model developed based on the conceptual framework (Mean = 4.89, S.D. = 0.27, Median = 5, Interquartile Range: I.R. = 0.00, Quartile Deviation: Q.D. = 0.00). They also had a consensus to approve the system architecture developed based on the value chain model (Mean = 4.70, S.D. = 0.55, Median = 5, Interquartile Range: I.R. = 1.00, Quartile Deviation: Q.D. = 0.50).
Nutthapat Kaewrattanapat, Panita Wannapiroon & Prachyanun Nilsook (2023) The System Architecture of Intelligent Student Relationship Management Based on Cognitive Technology with Conversational Agent for Enhancing Student’s Loyalty in Higher Education.
International Education Studies, Vol. 16, No.2 (2023) ; p103-116.
The objectives of this research were to synthesize the competencies of the digital researcher, carry out an empirical investigation of the digital researcher landscape, and evaluate the results of a synthesis of digital researcher competency. To conduct the research, the researchers carried out a review of the literature related to researcher competency, digital competency, digital researcher competency and digital technology for researchers. Then, a focus group discussed the conclusion of the digital technology landscape used to enhance the digital researcher. The results showed that digital researchers’ competency had six features: 1) Personalize and Security Competency, 2) Literature Review and Reference Management Competency, 3) Communication and Collaboration Management Competency, 4) Analyzing and Reporting Competency, 5) Proofreading and Plagiarism Checking Competency, and 6) Publication Competency.
Siwaporn Linthaluek, Panita Wannapiroon & Prachyanan Nilsook (2023)
The Landscape of Digital Technology to Enhance the Digital Researcher.
International Education Studies, Vol. 16, No.2 (2023) ; p180-192
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.
This research aims to design and develop a mobile-learning training kit for assessing the depression risk of elderly Muslims using the spiritual dimension of human security. In this research, we compare the achievements before and after the training of village health volunteers using mobilelearning training kits in a simple, random way. The sample is divided into two groups: a sample of 30 individuals is used to determine the performance and the academic achievement of the mobilelearning training kit. In addition, 33 other people are used to assess user satisfaction with the mobile learning training kit. The research indicates that the design and development of the training kits
involving digital storytelling are characterized by two languages: Thai and Malay, consisting of 4 modules, with an efficiency of 81.56. In terms of achievement in a series of training sessions using the mobile-learning training kit, it was found that after training, the results were statistically significantly higher than before training at .05 and that the users’ satisfaction with the training kit was extremely high.
Keywords: mobile learning training kits; digital storytelling; depression risk; spiritual dimensions; Muslim Elderly
Katekeaw Pradit, Anong Phibral and Prachyanun Nilsook (2022)
Digital storytelling training kit for assessing depression risk for the elderly. International Journal of Education and Development using Information and Communication Technology.
(IJEDICT), 2022, Vol. 18, Issue 3, pp. 173-190. (ERIC)
Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP) to Enhance Transformation Digital Supervisor
- Chutirut Prasongmanee
- Panita Wannapiroon
- Prachyanun Nilsook
Research subject Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP) to Enhance Transformation Digital Supervisor. This research aims to evaluate the digital supervisor competency trained with the Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP). The researcher has divided the research process into 3 steps as follows: Step 1: To develop the Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP) to enhance transformation digital supervisor. Step 2: To develop the Competency Experience-Based Training course with Ubiquitous Community of Practice (U-CoP) to enhance transformation digital supervisor. Step 3: Evaluate the digital supervisor competency trained with the Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP). The results of the research were as follows: 1) the Competency Experience-Based Training course with Ubiquitous Community of Practice (U-CoP) to enhance transformation digital supervisor, it consists of 3 main processes and 10 sub-steps. Ubiquitous community of practice consists of 2 parts. 1) Community of practice, and Ubiquitous technology 2) Competency Experience-Based Training course with Ubiquitous Community of Practice (U-CoP) to enhance transformation digital supervisor consisting of 6 components. The results of the evaluation of digital supervisor competency in training participants with a model developed using pre-training and post-training surveys showed that trainees scored higher than their pre-training digital supervisor competency at a statistically significant .01 level.
Chutirut Prasongmanee, Panita Wannapiroon and Prachyanun Nilsook (2022) Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP) to Enhance Transformation Digital Supervisor.
International Education Studies; Vol. 15, No. 5; 2022. pp.146-152.
Collaborative project-based learning to train students for conducting the training project for older adults
Phetcharee Rupavijetra, Prachyanun Nilsook, Jira Jitsupa, Tipparat Nopparit
This research aimed to study the results of collaborative project-based learning by students studying the training technique course to conduct training programs for older adults in state home care in Chiang Mai, Thailand. The population consisted of 40 undergraduate students from different faculties and years. The instruments used for data collection consisted of the lesson plan of the training technique course, student behavior form, journal form after teaching, student products, student reflection journals, the questionnaire to gauge the level of satisfaction of students, writing and presenting reflections on students’ learning, and training evaluation based on the level of satisfaction of the older adults. The research separated students into two groups based on different faculties, each group was composed of 20 students, and they could learn better in a small group. Data were analyzed by using content analysis, statistical calculation, and percentage, and were presented in the form of a description and table. The findings showed the results of the collaborative project-based learning to train students for conducting training projects for older adults successful. The students had a change in their attitudes, behaviors, knowledge, skills, and experience in conducting training, their satisfaction showed at the highest level (97.50%). Students were satisfied with the project-based learning at the highest level (90%), and especially the opportunity to gain knowledge and experience from conducting training programs at the highest level (95%). The older adults’ satisfaction from participating in two training programs conducted by the students was at the highest level (100%) too.
Phetcharee Rupavijetra, Prachyanun Nilsook, Jira Jitsupa and Tipparat Nopparit (2022)
Collaborative project-based learning to train students for conducting the training project for older adults.
International Journal of Evaluation and Research in Education (IJERE).
Vol. 11, No. 4, December 2022, pp. 2039-2048. (SCOPUS), (ERIC)
Critical success factors for smart-professional disruptor in university
Phisit Pornpongtechavanich, Kawitsara Eumbunnapong, Therdpong Daengsi, Prachyanun Nilsook
Current and emerging technologies have changed a lot. Consequently, every year, Gartner Technology has made many new changes in accordance with global developments. For example, in terms of artificial intelligence (AI), mixed reality (MR), extended reality (XR), collaboration platforms, online learning, distributed cloud, internet of behaviors (IoB), and cybersecurity. Due to changes in technology, disruptors have to constantly learn new technology in order to be up to date in the transfer of knowledge to learners. Therefore, in this research, critical success factors (CSFs) have been studied, which help them become highly skilled professionals by developing their own skills with technology to be a successful disruptor at university. The study found the CSFs, which were derived from the synthesis of international research papers. Disruptors’ success consists of 12 internal and 10 external success factors. Smart-professional disruptors in universities were assessed using a focus group method with eight experts. Focus group results found that there were seven important internal factors for smart-professional disruptors in universities and seven minor internal factors. Including all internal factors, smart-professional disruptors have 14 factors; external factors are the most important ones for smart-professional disruptors in universities. In total, smart-professional disruptors have a total of 11 external factors.
Phisit Pornpongtechavanich, Kawitsara Eumbunnapong, Therdpong Daengsi and Prachyanun Nilsook (2022)
Critical success factors for smart-professional disruptor in university.
International Journal of Evaluation and Research in Education.Vol. 11, No. 4, December 2022, pp. 1696-1703. (SCOPUS), (ERIC)