ECT Education and Communication Technology Journal

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

Sat, 20 Jun 2026 00:00:00 +0700

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 — Sat, 20 Jun 2026 00:00:00 +0700

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 — Sat, 20 Jun 2026 00:00:00 +0700

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.

AI-Powered Flipped Classrooms Learning Model using Design Thinking Process to Foster Co-Creation and Empathy for Lower Secondary Students

Chayada Suesuwanwisit, Jintavee Khlaisang — Wed, 22 Jul 2026 00:00:00 +0700

This research aimed to: 1) develop an Artificial Intelligence-Powered FlippedClassroom Learning Model using the Design Thinking Process to foster Co-Creation and Empathy among Lower Secondary Students; 2) study the effects of implementing the Artificial Intelligence-Powered Flipped Classroom Learning Model using the Design Thinking Process to foster Co-Creation and Empathy among Lower Secondary Students; and 3) present the Artificial Intelligence-Powered Flipped Classroom Learning Model using the Design Thinking Process to foster Co-Creation and Empathy among Lower Secondary Students. The sample consisted of 31 Grade 7 students in the 2025 academic year and 15 experts who evaluated the learning model and research instruments. The statistics used for data analysis were frequency, percentage, mean, standard deviation, Dependent t-test, and Pearson’s correlation coefficient.

The research findings were as follows: 1) The learning model consisted of five steps: (1) empathize, (2) define, (3) ideate, (4) prototype, and (5) test. 2) The results of implementing the learning model revealed that: 2.1) the lower secondary students in Bangkok had higher levels of co-creation and empathy after learning through the model than before learning, with statistical significance at the 0.05 level. 2.2) The simple correlation coefficient between students’ co-creation and empathy was 0.812, indicating a high level of correlation. 3) The results of presenting the Artificial Intelligence-Powered Flipped Classroom Learning Model using the Design Thinking Process to foster Co-Creation and Empathy among Lower Secondary Students showed that the evaluation of the model was at a very good level.

The Effects of Microlearning Games Integrated with Cooperative Learning Using the TGT Technique on Mathematical Communication Skills Regarding Fractions among Grade 4 Students

Thunchanok Pusamlee, Supot Ingard, Sayamon Insaard — Wed, 22 Jul 2026 00:00:00 +0700

Abstract

The objectives of this research were 1) to examine the effectiveness of a microlearning game integrated with the cooperative learning technique of Teams-Games-Tournaments (TGT) in enhancing fourth-grade students’ mathematical communication skills on the topic of fractions, based on the 80/80 efficiency criterion; and 2) to compare mathematical communication skills on the topic of fractions between students who learned through the microlearning game with the TGT technique and those who received traditional instruction. The sample group consisted of 76 fourth-grade students from Wat Nongchok (Pakdeenoraset) School, under the Nong Chok District Office, Bangkok Metropolitan Administration, during the second semester of the 2024 academic year. Cluster sampling was used to randomly select two intact classrooms 38 students in the experimental group and 38 in the control group. The research instruments included 1) a microlearning game combined with the TGT cooperative learning technique to enhance mathematical communication skills on fractions, 2) a media quality assessment form for experts, and 3) a mathematical communication skill test. Data were analyzed using mean, standard deviation, and independent t-test.

The results showed that 1) the microlearning game integrated with TGT had an effectiveness score of 82.40/83.06, which met the expected criterion, and 2) post-test scores for mathematical communication skills showed that the experimental group ( M = 20.79, SD = 1.88) outperformed the control group ( M = 13.63, SD = 4.52) with a statistically significant difference at the .05 level.

The Development of Game-Based Multimedia to Enhance Creative Thinking Skills of Grade 11 Students

Napa Jungsirisophon, Yotravee Waythongkhum, Supot Ingard — Wed, 22 Jul 2026 00:00:00 +0700

This study was pre-experimental research using a one-group pretest-posttest design. The objectives were 1) to develop game-based multimedia to enhance the creative thinking skills of Grade 11 students according to the 80/80 efficiency criterion, and 2) to compare students’ creative thinking skills before and after learning with the game-based multimedia. The sample consisted of 30 Grade 11/2 students from Suanrat Wittaya School, selected by cluster sampling from two classrooms. The research instruments included 1) game-based multimedia and 2) the TCT-DP creative thinking test. Data were analyzed using mean (M), standard deviation (SD), and a dependent-samples t-test.

The research findings were as follows: 1) the efficiency of the game-based multimedia was 80.50/83.89, which met the predetermined 80/80 criterion; and 2) the creative thinking skills of students who learned with the game-based multimedia were significantly higher after learning than before learning at the .05 level.

The Effects of Using Infographic Microlearning with the Engineering Design Process to Promote Problem Solving Skills of Matthayom Sueksa One Students

Hattawadee Sangkhatham, Sayamon Insaard, Bussakorn Cheawjindakarn — Wed, 22 Jul 2026 00:00:00 +0700

In this experimental research, the researcher constructs and determines (1) the efficiency of infographic microlearning with the engineering design process to promote problem solving skills of Matthayom Sueksa One students to meet the efficiency criterion of 80/80; compares (2) the students’ problem solving skills after studying with infographic microlearning with the engineering design process; and studies (3) the student satisfaction with infographic microlearning with the engineering design process. The sample population consisted of thirty-eight Matthayom Sueksa One students at the Demonstration School of Ramkhamhaeng University (Secondary Level) using the technique of simple random sampling with the method of drawing lots. The research instruments consisted of the following: (1) lesson plans; (2) infographic microlearning with the engineering design process; (3) an infographic microlearning quality evaluation form; (4) an evaluation form of problem-solving skills based on the engineering design process; and a satisfaction evaluation form.

Findings are as follows: 1) Infographic microlearning with the engineering design process to promote problem-solving skills of Matthayom Sueksa One students exhibited the quality at a very good level (M = 4.85; SD = 0.36). 2) Infographic microlearning with the engineering design process exhibited an efficiency criterion of 80/80 (81.79/80.71). 3) The problem-solving skills of the students under investigation after studying with infographic microlearning with the engineering design process in comparison with the criterion of 80 percent were found to be higher at the statistically significant level of .05. 4) The students under study learning with infographic microlearning with the engineering design process exhibited satisfaction at the highest level (M = 4.71; SD = 0.32).

The Effects of Using Web-Based Instruction with the GPAS 5 Steps Process to Enhance Analytical Thinking Skills of Prathom Sueksa Five Students

Suchada Deeraek, Sayamon Insaard, Thanarak Santhuenkaew — Wed, 22 Jul 2026 00:00:00 +0700

This research aimed to: 1) create and evaluate the effectiveness of a web-based lesson combined with a high-level systematic thinking process to promote analytical thinking skills for fifth-grade students, achieving an efficiency score of 80/80 2) compare analytical thinking skills before and after learning with a web-based lesson combined with a high-level systematic thinking process; and 3) examine student satisfaction with learning with a web-based lesson combined with a high-level systematic thinking process. The sample consisted of 30 students in one classroom of fifth-grade students at Khlong Song Kratiam School during the first semester of the 2025 academic year. The sample consisted of one classroom with 30 students selected using a simple random sampling technique. The research instruments included: (1) a web-based lesson combined with a high-level systematic thinking process; (2) a web-based lesson quality assessment form; (3) analytical thinking skills test; and (4) a satisfaction assessment form.

The results revealed that: 1) the web-based lesson combined with a high-level systematic thinking process The efficiency was equal to 83.42/84.44, which met the specified criteria. 2) The results of the comparison of analytical thinking skills found that after studying with web-based lessons combined with high-level systematic thinking processes, the scores were significantly higher than before studying at the .05 level. 3) Students who studied with web-based lessons combined with high-level systematic thinking processes had the highest level of satisfaction (M = 4.62, SD = 0.58)

Editor's note

เขมณัฏฐ์ มิ่งศิริธรรม — Sat, 20 Jun 2026 00:00:00 +0700

Digital Well-being and Education in the Digital Era

Kamonphob Tachawansakun, Boonrat Plangsorn — Sat, 20 Jun 2026 00:00:00 +0700

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 — Sat, 20 Jun 2026 00:00:00 +0700

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.