ECT Education and Communication Technology Journal

Thai MOOC and Micro-Credentials: Embracing Digital Educational Transformation

Thapanee Thammetar — Tue, 13 May 2025 00:00:00 +0700

Micro-credentials are rapidly transforming Thailand's higher education system through flexible learning methods that focus on skills for lifelong learning. This approach addresses the needs of individual learners and aligns with the country's human resource development goals, such as the National Credit Bank System (NCBS) and Thai MOOC, which have empowered learners to accumulate credentials that can be combined into formal educational qualifications. This new method not only increases access to education but also allows learners to tailor their education to meet the demands of the rapidly changing global economy and the evolving needs of the current labour market. This article presents an in-depth analysis and recommendations on the implementation of micro-credentials in various contexts of higher education in Thailand, considering both past outcomes and future directions. It emphasizes the need to align Thailand's education strategy with international standards, as well as the integration of artificial intelligence and the strengthening of international collaboration. These factors are crucial for the development of this strategic plan.

จากใจบรรณาธิการ

Phantipa Amornrit — Mon, 31 Mar 2025 00:00:00 +0700

The Development of Tale Books and Peer-Assisted Learning Management to Enhance Read Aloud Ability of Prathomsuksa 3 Students

Apichat Uansiri, Cholticha Homfung, Chaiyos Paiwithayasiritham — Tue, 13 May 2025 00:00:00 +0700

The purposes of this research were 1) to develop tale books to improve the quality for enhancing the read-aloud ability of Prathomsuksa 3 students. 2) to compare the read-aloud ability of Prathomsuksa 3 students before and after study by using tale books and peer-assisted learning management, and 3) to study the students' opinion about using Tale Books and Peer-Assisted Learning Management to enhance read-aloud ability. The sample consisted of 23 students during the second semester of the 2023 academic year.They were selected by cluster random sampling. The method of this research was a pre-experimental design that consisted of a one-group pre-test and post-test design class. The research instruments were 1) the tale books, 2) lesson plans, 3) a word-reading aloud test, and 4) questionnaires to investigate students’ opinions by using the tale books and peer-assisted learning management to enhance their read-aloud ability. The data were analyzed by means (M), standard deviation of items (SD), and t-test dependent.

The research findings were as follows: 1) The quality of the tale books for enhancing the read-aloud ability of Prathomsuksa 3 students is at its highest level (M = 4.98, SD = 0.02). 2) The ability to read aloud of Prathomsuksa 3 students after studying by using tale books and peer-assisted learning management was higher than before learning and was statistically significant at the .05. 3) The sample student had opinions about using tale books and peer-assisted learning management to enhance read-aloud ability. Overall, it was at a high level of agreement (M = 2.96, SD = 0.15).

The Development of an Application Integrated with KWDL Learning Management to Enhance Problem-Solving Skills for 5th Grade Students

Danita Pompaksa, Supot Ingard, Sayamon Insaard — Tue, 13 May 2025 00:00:00 +0700

The purposes of this research were 1) to develop an application integrated with KWDL learning management for 5th-grade students to meet an efficiency score of 80/80; 2) to compare problem-solving skills of students before and after using the application integrated with KWDL learning management; and 3) to study student satisfaction regarding the use of the application integrated with KWDL learning management for 5th-grade students. The research sample group consists of 35 students from 5th-grade students, in the second semester of the 2023 academic year at Watrachsingkorn School. The participants were selected using simple random sampling. Research tools include 1) the application titled “Pseudo Code”, 2) an assessment form for media and content quality of the application, 3) a problem-solving skills assessment, and 4) a satisfaction assessment form statistical analysis involves mean, standard deviation, percentages and t-test for dependent samples.

The research findings were as follows: 1) The development and effectiveness assessment of the application integrated with KWDL learning management for 5th-grade students achieved an efficiency score of 82.76/84.67, meeting the criterion of 80/80 (M = 24.83, SD = 1.40/M = 12.70, SD = 0.84). 2) Learning through an application combined with KWDL learning management for
5th-grade students indicates that the students have significantly higher post-learning problem-solving skills compared to pre-learning, with 0.05 level of statistical significance. (M = 10.11, SD = 1.81). 3) Satisfaction with the use of application’s use integrated with KWDL learning management among 5th-grade students was high level (M = 4.07, SD = 0.82).

Development of Virtual Assistant Technology Integrated Gamification Concept with Resource-Based Learning Model to Enhance Thai Reading, Writing Skills, and Raise Awareness about Thainess for Secondary Students

Phiphat Thabjaroen, Jintavee Khlaisang — Tue, 13 May 2025 00:00:00 +0700

This research aims to: 1) develop a learning model that utilizes virtual assistant technology integrated with the gamification concept, based on resource-based learning, to enhance Thai reading and writing skills and foster awareness of Thainess among secondary students; 2) examine the effects of this learning model on the development of Thai reading and writing skills and awareness of Thainess in secondary students; and 3) present the learning model for further evaluation. The sample consisted of two groups: 45 secondary students from the second semester of the academic year 2023, and nine experts in evaluating learning management models and research tools.

The research findings are as follows: 1) The learning model that integrates virtual assistant technology with gamification, based on resource-based learning to develop Thai reading and writing skills and awareness of Thainess in secondary students, consists of 2 components: (1) preparation and (2) teaching and learning. The teaching and learning consists of five stages: (1) exploration, (2) learning, (3) evaluation, (4) application, and (5) knowledge adaptation and dissemination. 2) The development of Thai reading and writing skills in students who studied using this model, after studying higher than before studying significantly at the .05 level of statistical significance (t-test = 23.55). The awareness of Thainess among students who studied using this model also after studying higher than before studying significantly at the .05 level of statistical significance. (t-test = -13.78) 3) The results of presenting the learning model using virtual assistant technology combined with gamification, based on resource-based learning for developing Thai reading and writing skills and awareness of Thainess in secondary students, showed that the evaluation of the model was very positive ( M = 4.72, SD = 0.10). The simple correlation coefficient between Thai reading and writing skills and awareness of Thainess among students was .434, indicating a low level of correlation.

Factors Influencing the Acceptance of Metaverse Innovation for Education among Undergraduate Students

Pakawat Boonwai, Jaitip Na-songkhla — Tue, 13 May 2025 00:00:00 +0700

This research aims to: 1) study the factors affecting the acceptance of educational metaverse innovations by graduate students, and 2) compare the factors that have the greatest impact on their acceptance of such innovations. The population consisted of graduate students from universities in Thailand, and the sample comprised 950 graduate students from various universities. A questionnaire was used as the research instrument and data were collected via mail and online. Descriptive statistical analysis and confirmatory factor analysis were employed.

The research found that the most influential factor was perceived ease of use, with a prediction coefficient of .977. This was followed by perceived benefits, with a prediction coefficient of .956, and finally by social influence, with a prediction coefficient of .886. The developed model for measuring the factors affecting the acceptance of educational metaverse innovations by graduate students was found to be consistent with the empirical data. By considering the analytical index criteria as follows, there is a value = 35.838, df = 27, p-value = .119, relative = 1.327, GFI = .994, CFI = .999, NFI =.996, RMSEA = .019 and RMR = .005

The Development of Constructivism Interactive Micro-learning Lessons to Enhance Higher Order Thinking Skills for Ramkhamhaeng University Students

Sayamon Insaard — Tue, 13 May 2025 00:00:00 +0700

This research aims to: 1) develop constructivist interactive micro-learning lessons to enhance higher-order thinking skills, 2) compare students' higher-order thinking skills before and after learning through these lessons, and 3) examine students' satisfaction with the constructivist interactive micro-learning lessons. The research sample consisted of 30 students from Ramkhamhaeng University who enrolled in the course Digital Media for Learning (DLT2902) during the second semester of the 2023 academic year. The participants were selected through simple random sampling. The research instruments included (1) constructivist interactive micro-learning lessons, (2) a lesson quality evaluation form, (3) a test measuring analytical and logical thinking skills, and (4) a student satisfaction questionnaire. Data were analyzed using means, standard deviations, and a dependent t-test.

The research findings revealed that: 1) The constructivist interactive micro-learning lessons were rated at the highest quality level in terms of media (M = 4.76, SD = 0.30) and content ( M = 5.00, SD = 0.00). 2)Students' higher-order thinking skills, specifically analytical and logical thinking, significantly improved after learning through the interactive micro-learning lessons, with post-test scores being significantly higher than pre-test scores at the .05 level. 3) Students' satisfaction with the constructivist interactive micro-learning lessons was at the highest level ( M = 4.72, SD = 0.29).

Development of a Virtual Field Trip Model Based on Context Based Learning Approach and Storytelling Technique to Enhance Creative Thinking and Awareness Raising of Art and Cultural Values of Secondary Students

Wanna Chonchanachai, Pornsook Tantrarungroj, Jintavee Khlaisang — Thu, 15 May 2025 00:00:00 +0700

The objectives of this research were 1) to develop a model of virtual field trip learning combined with a context-based approach and storytelling technique to enhance creative thinking and raise awareness of the art and cultural values among secondary students. 2) Study the effects of using the virtual field trip learning model combined with a context-based approach and storytelling technique to enhance creativity and cultural awareness among secondary. 3) To present a virtual field trip learning model that utilizes a context-based approach and storytelling technique to foster creativity and enhance awareness of artistic and cultural values among secondary students. The sample group used in the research comprised 94 secondary students during the second semester of the academic year 2023. The research instruments comprised a questionnaire on the appropriateness of the learning model, a model evaluation and certification form, a lesson plan, a website according to the learning model, and the test for creative Thinking. and a questionnaire to measure awareness of artistic and cultural values. The data were analyzed using mean, standard deviation, t-test dependent, one-way ANOVA, and post hoc

The research found that: 1) The developed model has 3 components: 1. technological media and activities, 2. teaching and learning process, and 3. evaluation, divided into four stages: 1. Entering the lesson through context, 2. Enhancing experience, 3. Learning key concepts, 4. Applying knowledge. 2) The results of using the developed model are as follows. 1. Students who studied with a virtual field trip combined with a context-based approach and storytelling techniques after class had statistically significantly higher creativity and awareness of artistic and cultural values than before class at a level of .05. 2. Students with different levels of creativity When learning with a virtual field trip combined with a context-based approach and storytelling techniques, there was a statistically significant difference in creativity at the .05 level, and there was no statistically significant difference in awareness of artistic and cultural values at the .05 level. 3) The results of presenting the developed model, showed that the evaluation of the model was very positive.

Development of a Podcast Platform for Distance Learning at Sukhothai Thammathirat Open University

Wachira Brahmawong, Pimprapa Phanphai — Thu, 15 May 2025 00:00:00 +0700

This research aims to 1) develop a podcast platform for distance education at Sukhothai Thammathirat Open University, and 2) study the effects of using the podcast platform for distance education at Sukhothai Thammathirat Open University. The research methodology is developed and conducted in two stages. Stage one involves the development of the podcast platform for distance education at Sukhothai Thammathirat Open University, beginning with the study of concepts and theories from textbooks and related research, leading to the acquisition of knowledge. This is followed by an examination of the needs for a podcast platform for distance education through interviews with a total of 21 experts. The findings from this need assessment were used to create a prototype of the podcast platform. This prototype was then reviewed and evaluated for quality by five qualified individuals using a quality assessment form. The results of this quality assessment were used to further develop the prototype for trial use. In the second stage, the use of the podcast platform for distance education was implemented. The population and sample groups included 1. 30 personnel involved in recording and disseminating audio, 2. 5 educational technology administrators, and 3. 40 students who chose to study online in courses that required audio as a learning resource. The results of the training and dissemination of the podcast platform for distance education were summarized, conducted through online training with 40 students who actually used the platform. The research tools included 1. the prototype of the podcast platform for distance education at Sukhothai Thammathirat Open University, 2. expert interview forms, 3. a quality assessment form for the prototype, and 4. a satisfaction survey. Data analysis included frequency, percentage, mean, standard deviation, and content analysis.

The research findings revealed that 1) the development of the podcast platform for distance education at Sukhothai Thammathirat Open University involved key steps such as user needs analysis, setting objectives, designing the structure, developing content and features, testing and evaluation, and implementation. The main components and activities of the prototype included podcast recording,
AI-generated music and sound effects, audio editing, podcast import and storage, and a playlist management system. The overall quality assessment of the components and steps of the platform was rated as good. And 2) The study on the use of the podcast platform for distance education at Sukhothai Thammathirat Open University found that all three groups had a very high level of satisfaction.

Beliefs and Attitudes Affecting Thai Youth’s Communication Leadership Behavior

Kannika Tohmeena, Chantana Papattha — Thu, 15 May 2025 00:00:00 +0700

This study aimed to: 1) examine the beliefs, attitudes, and communication leadership behaviors of Thai youth; 2) compare demographic characteristics with beliefs about communication leadership; 3) compare demographic characteristics with attitudes toward communication leadership; 4) compare demographic characteristics with communication leadership behaviors; and 5) investigate the influence of beliefs and attitudes on communication leadership behaviors among Thai youth aged 18-22 years who were undergraduate students at public universities, with a total of 400 participants. Data were collected using a questionnaire, and statistical analyses included frequency, percentage, mean, standard deviation, t-tests, one-way ANOVA, multiple regression analysis, and simple linear regression.

The research findings revealed that: 1) The beliefs of Thai youth regarding leadership were at a high level, with the belief in developing others as leaders being the highest. Other significant beliefs included happiness from helping others, self-confidence, the notion that leadership is not merely a position, general leadership qualities, and the willingness to empower others, all of which were rated highly. The attitudes toward communication leadership were at the highest level, with the belief that leaders should use power appropriately receiving the highest average score. The communication leadership behaviors of Thai youth were also at the highest level, with the highest-rated behavior being communicating information with honesty toward oneself and others. 2) Thai youth at different educational levels and with varying durations of leadership experience had significantly different beliefs about leadership at the .05 level. 3) Thai youth at different educational levels and with varying durations of leadership experience had significantly different attitudes toward leadership at the .05 level. 4) Youth with different durations of leadership experience exhibited significantly different communication leadership behaviors at the .05 level. 5) Beliefs positively influenced communication leadership behaviors at a statistically significant level of .05, with three key factors: self-confidence, happiness from helping others, and the ability to develop others into leaders. Additionally, attitudes had a significant positive impact on communication leadership at the .05 level.

Comparison of Learning Achievement by Using Game Application with Normal Learning Program for Prathom Suksa One Students

Lhannapat Chanchinnapat, Sayamon Insaard; Supot Ingard — Thu, 15 May 2025 00:00:00 +0700

In this thesis, the researcher compares the learning achievement using a game application and a traditional learning program of Prathom Sueksa One students. The sample population consisted of Prathom Sueksa One students at Srinakharinwirot University Prasarnmit Demonstration School (Elementary) in the second semester of the academic year 2020 from two classrooms of thirty students each. The researcher compares 1) the learning achievement before to and after the study using the traditional learning program, compares 2) the learning achievement before to and after the study with the game application, and compares 3) the learning achievement between teaching with the traditional learning program and teaching with the game application. The research instruments consisted of (1) a game application, (2) a media quality evaluation form, and (3) a learning achievement test. The statistics used in data analysis were mean (M), standard deviation (SD), and t test.

Findings are as follows: 1) The learning achievement of the control group using the traditional learning program exhibited the scores after the study at a higher level than before, at the statistically significant level of .05. 2) The learning achievement of the experimental group using the game application exhibited the scores after the study at a higher level than before, at the statistically significant level of .05. 3) The learning achievement of the experimental group using the game application and the control group using the traditional learning program exhibited the scores of learning with the game application at a higher level than the study with the traditional learning program at the statistically significant level of .05.

The Project's Cost Effectiveness Analysis of Educational Broadcasting Production Center (EBPC) Sukhothai Thammathirat Open University

Smaksmorn Pakdeeteva, Gan Chanyawudhiwan — Thu, 15 May 2025 00:00:00 +0700

This study aimed to analyze the cost effectiveness of the operation of the Educational Broadcasting Production Center (EBPC) at Sukhothai Thammathirat Open University (STOU). The population consisted of 57,963 STOU students enrolled in the first semester of the 2021 academic year, including 53,301 undergraduates, 4,430 master’s, and 232 doctoral students. A simple random sampling method was used to select a sample of 484 undergraduates, 126 master’s students, and 50 doctoral students, and data were collected via an online questionnaire (Google Form). The research instrument was an online questionnaire comprising five parts: 1) personal background; 2) questions on the use of various media services provided by EBPC and satisfaction with these services; 3) questions on the channels used to access media such as educational television programs and the frequency of their use; 4) questions on the expected benefits from using various instructional media; and 5) additional recommendations.

The results indicate that the cost effectiveness analysis of EBPC’s operation covering video media, e-learning media, audio CDs for individual courses, distance tutoring media, radio and television media, and academic service media demonstrated high levels of effectiveness and efficiency for both undergraduate and graduate students. The university’s provision of instructional media through diverse access channels effectively met students’ needs. Students reported high expectations regarding the knowledge gained from the media, the quality of content presentation, image and sound quality, the media’s role in facilitating course completion, and the practical application of the acquired knowledge. Furthermore, the production budgets for various media types were found to be cost effective, requiring lower capital investment while achieving higher satisfaction. Specifically, undergraduate students primarily used video media and e-learning media, master’s students used video media for supplementary and intensive seminars alongside e-learning media, and doctoral students used other types of media together with e-learning media.

Virtual Reality Technology Environment for Thai Studies Courses to Enhance Learning of Students at Sukhothai Thammathirat Open University

Apisit Thaoyabut, Seksan Amatmontree, Phisit Nadprasert — Fri, 16 May 2025 00:00:00 +0700

The objectives of this study were to: 1) investigate the need for creating virtual reality environments for Thai Studies courses to enhance learning perspectives among students at Sukhothai Thammathirat Open University; 2) develop virtual reality environments for Thai Studies courses on a web application platform to enhance learning perspectives for students at Sukhothai Thammathirat Open University; and 3) examine the outcomes of utilizing these virtual reality environments to enhance learning perspectives for students at Sukhothai Thammathirat Open University. The sample consisted of 400 students enrolled in Thai Studies courses, selected randomly from the total population using Taro Yamane’s formula. The research instruments included: 1) an interview form on the needs for virtual reality environments; 2) a quality assessment questionnaire for the virtual reality environments; and 3) a satisfaction survey measuring learning perspectives. Statistical analyses included means, percentages, and efficiency testing.

The research findings were as follows: 1) The virtual reality environments for Thai Studies courses comprised five topics: (1) Wat Thai, (2) Western-style palace, (3) craftsmanship, (4) Thai visual arts, and (5) Thai dance and Thai music. 2) The overall average quality assessment score for educational technology was 4.54 (SD = 0.48), and the overall average content quality assessment score was 3.72 (SD = 0.71). The efficiency scores were 79.20 (E₁) and 83.50 (E₂). 3) The reflective thinking results revealed that the VR environment was vital in enhancing learners' knowledge, comprehension, and analytical thinking. The immersive experience allowed learners to feel as though they were physically present at real locations, resulting in a deeper understanding compared to traditional static images or videos. Moreover, the VR-supported learning scenarios were realistic and engaging, aligning with the principles of active learning that emphasize participation and self-directed learning. This approach was particularly effective for Thai Studies is a subject rich in cultural and traditional content, contributing to more meaningful and impactful learning outcomes. The overall satisfaction score was 4.48.