ECT Education and Communication Technology Journal

Editor's note

เขมณัฏฐ์ มิ่งศิริธรรม — 2026-06-20

The Development of an AI-Supported Interactive Educational Program Production Model

Apisit Thaoyabut — 2026-06-20

This study aimed to 1) develop an AI-supported interactive educational program production model and 2) evaluate the quality of the AI-supported interactive educational program production model. The study employed a research and development (R&D) design and was carried out in two phases. Phase 1 involved reviewing related documents and research studies and conducting in-depth interviews with experts to analyze problems and needs, synthesize the components of the model, and develop an initial prototype. Phase 2 involved evaluating the quality of the model and the prototype by 25 purposively selected experts. The research instruments included a document and research analysis form, a semi-structured in-depth interview guide, a component synthesis record form, a model quality evaluation form, a prototype quality evaluation form, and explanatory documents for the model and prototype. Data were analyzed using content analysis, mean, and standard deviation.

The findings revealed that: 1) the developed model consisted of five major components: (1) defining input data and learning outcomes, (2) generating prompts and analyzing content with artificial intelligence, (3) creating and managing interactive activities, (4) reviewing and simulating use, and (5) exporting outputs for actual implementation. The in-depth interviews showed that experts recognized the need for tools that reduce the time required for video analysis, support question generation aligned with learning outcomes, and allow instructors to review outputs before actual use. The prototype supported video input from YouTube and MP4 files, input data specification including video links, lesson titles, number of questions, difficulty levels, question types, and learning outcomes connected to video content, prompt generation for artificial intelligence to create questions in JSON format, manual question creation by instructors, interactive video simulation, and output export as a link or iframe for Moodle; and 2) the expert quality evaluation found that the overall quality of the model was at the highest level (M = 4.73, SD = 0.45), and the prototype developed according to the model was also rated at the highest level (M = 4.72, SD = 0.45). Highly rated aspects included the potential to increase the speed of media development, reduce the workload of instructors or media producers, ensure the appropriateness of artificial intelligence use in each step, and support the application of the prototype to actual media development.

The Development of Social Studies Learning Activities Based on the Gamification Concept to Foster Learning Engagement Among Elementary School Students

Supakorn Tiramongkoljit — 2026-06-20

The purposes of this research were to 1) analyze the experiences and needs of Grade 2 students in learning Social Studies through user experience analysis; 2) develop gamification-based Social Studies learning activities appropriate for Grade 2 students based on the results of user experience analysis; 3) analyze and compare Grade 2 students’ learning engagement before and after learning through gamification-based Social Studies learning activities; and 4) analyze students’ attitudes toward Social Studies after participating in gamification-based learning activities. The research sample consisted of 31 Grade 2 students from Chulalongkorn University Demonstration Elementary School. The research instruments included lesson plans, a user experience interview form, a learning engagement scale, and an attitude scale. Data were analyzed using descriptive statistics, namely mean and standard deviation, while inferential statistics were analyzed using a t-test, and qualitative data were analyzed through content analysis.

The results revealed that: 1) students wanted to learn Social Studies in ways that were fun, engaging, connected to daily life, and included game-like mechanisms, such as points, rewards, missions, and appropriate competition; 2) the developed learning activities were aligned with the key elements of gamification and consisted of eight developmental steps: setting goals, assigning roles, designing sub-missions, establishing a point system, using rewards, employing concrete instructional media, providing feedback, and promoting reflection; 3) students’ learning engagement after instruction was significantly higher than before instruction at the .05 level; and 4) students’ overall attitude toward Social Studies was at a good level (M = 4.49, SD = 0.64). Students expressed enjoyment, a sustained willingness to participate in learning activities, and positive learning behaviors, including greater enthusiasm, increased willingness to express opinions, and enhanced collaboration with peers.

The Development of Mobile Application Based on Gamification to Enhance Spelling Skills of Primary School Students

Puntisa Kladtong — 2026-06-20

Vocabulary is a fundamental component of language learning and is considered the core of communication across all language skills. This research aimed to 1) analyze primary school students’ user experiences and expectations toward learning activities using a gamification-based mobile application to enhance spelling skills; 2) design and develop a gamification-based mobile application to enhance English spelling skills among primary school students; and 3) examine students’ spelling skills before and after using the gamification-based mobile application. The sample consisted of 30 Grade 5 students from Chulalongkorn University Demonstration Elementary School during the second semester of the 2025 academic year. The experimental instruments included 1) a gamification-based mobile application consisting of four learning units and 2) 16 lesson plans. The data collection instruments included 1) an interview form, 2) pre-test and post-test assessments, and 3) a mobile application usability evaluation form. The data were analyzed using qualitative interpretation, descriptive statistics, and a dependent samples t-test.

The findings were as follows 1) The interview results regarding students’ experiences and expectations in learning English spelling revealed that students preferred learning through games and challenging activities and wanted game elements that could enhance their motivation and engagement in learning. 2) The gamification-based mobile application was designed and developed based on curriculum content and user experience data. The content was organized into four learning units and implemented with the developed lesson plans. The usability evaluation results indicated that the mobile application was rated at the highest level across five evaluation dimensions. 3) The analysis of students’ spelling skills before and after using the gamification-based mobile application revealed that the mean post-test score was significantly higher than the mean pre-test score at the .05 level of significance. This finding indicates that the gamification-based mobile application effectively improved students’ English spelling skills.

Digital Well-being and Education in the Digital Era

Kamonphob Tachawansakun — 2026-06-20

Promoting digital well-being for teachers, learners, and educational institutions in the digital age is an important issue that requires attention because the use of technology in daily life and in teaching and learning has continued to increase. Teachers need to adjust their roles by promoting the use of technology in a balanced, safe, and creative manner. This article examines the concept of “digital well-being,” which refers to a state in which individuals can use technology to support their quality of life in physical, mental, social, and learning aspects within the context of Thai education, which is being transformed by technological influences and educational reform. It proposes four components of digital well-being: Digital Use, Digital Literacy, Digital Networking, and Digital Learning. It also analyzes positive and negative impacts and related trends, including the integration of digital well-being into the curriculum, blended learning, the use of technology to promote health, and cooperation among schools, families, and communities. The findings indicate that promoting digital well-being is an important approach to enhancing the quality of Thai education in the 21st century and creating a balanced and sustainable learning system.

The use of Artificial Intelligence in Thai Language Education

Varangkana Topothai — 2026-06-20

This article aims to 1) present foundational concepts for applying artificial intelligence in Thai language education, 2) propose practical approaches to Thai language education, and 3) suggest assessment approaches in the context of AI-supportedThai language education. The article emphasizes the use of artificial intelligence as a tool to support learning rather than to replace students’ thinking processes. The analysis and synthesis revealed that AI-supported Thai language education should be grounded in the concepts of AI Literacy, Artificial Intelligence Technological Pedagogical Content Knowledge (AI-TPACK), and the SAMR model, which can serve as frameworks for designing learning activities and reflecting on learning outcomes. In addition, practical approaches to Thai language education at the primary, secondary, and higher education levels can use artificial intelligence as a tool to support higher-order thinking through activities covering reading, writing, listening, viewing, and speaking, principles of language usage, and literature and literary works. The role of artificial intelligence should shift from merely being a content-generation tool to becoming a tool that promotes critical thinking. Regarding assessment, Thai language education should integrate Assessment for Learning, Assessment as Learning, and Assessment of Learning with rubric-based assessment that evaluates AI literacy competencies, awareness of limitations, and ethical governance in the use of artificial intelligence. These approaches can help promote academic integrity and the appropriate use of artificial intelligence in Thai language education.