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This research aimed to design and develop a digital platformmediated tourism system for self-service information in small-town destinations. It focused on a case study performed in Koh Raet, Surat Thani province, Thailand. The system consists of the Tourism Information Service (TIS) system and a digital game for discovering Koh Raet. The TIS System is designed for self-visiting activities in Koh Raet. Furthermore, the digital game for exploring and discovering Koh Raet was also integrated with a QR code, with the objective of improving tourist experiences. A qualitative approach was conducted, followed by managing the system development, and finally, the system evaluation related to the efficiency of the proposed system was performed. To evaluate the system, we gathered qualitative data from an online questionnaire. Based on the results, we conclude that the participants were highly satisfied with the system's performance. The research contributes to empowering small-town tourism by combining tourism information services and gamification into a digital-platform-mediated tourism system. Another contribution is to provide a self-service experience for travelers in small-town destinations, offering reliable and up-to-date information about the destination. Furthermore, it is intended to foster small-town tourism promotion, and boost tourism activities in small-town destinations in sustainable ways. [ABSTRACT FROM AUTHOR]

This study investigates the effectiveness and knowledge retention of elearning models that could solve education problems in rural areas by considering two different examples: massive online open courses (MOOCs) and gamification hybrid learning. The study also proposes suitable and effective features that could influence student abilities in the context of language and science learning in rural areas. Data were collected from 283 students using field testing methods at rural schools in Thailand’s Chaiyaphum province. One hundred and sixty students (13–16 years old) in secondary-school grades 7–10 were randomly selected for MOOC-based hybrid learning, and 123 students participated in gamification hybrid learning. The methodology featured two distinct steps. First, content and pattern examinations were conducted to verify the validity, reliability, and consistency of the content. Second, the sample group was tested to indicate and compare the efficiency of the models and the knowledge retention it then produced. Given the approach’s quantitative nature, dependent sample t-tests were conducted to indicate differences in pretest and posttest mean scores, with Cohen’s d effect size testing used to analyze subsequent effects. The results reveal that both MOOCs and gamification hybrid learning models are effective and suited to solving rural education problems. Both models improved student learning retention compared to traditional elearning models. Nonetheless, focus groups, peer tutoring, forum discussions, and group activities also significantly influenced learning. The study’s findings could also benefit course instructors and program designers to help them create appropriate content using a well-designed framework, which could increase accountability and effectiveness and support class demand. [ABSTRACT FROM AUTHOR]

The researchers initially undertook a systematic literature review concerning problem-based learning (PBL), gamification, digital learning ecosystems (DLE), and programming self-efficacy (PSE). Using recent studies and papers from Google Scholar, a preliminary gamified and DLE model was proposed to help Thai students PSE. Further analysis was conducted on gamification mechanics, dynamics, and aesthetics (MDA). After an assessment by nine educational experts using four educational assessment tools from the Joint Committee on Standards for Educational Evaluation (JCSEE) of the proposed seven-step A3S3R (advise, assign, analyze, search, synthesize, summarize, and report) DLE Management Model, the model's suitability was judged to be 'very high' (mean = 4.40, SD = 0.59). Consequently, the development of this learning management model will result in learners recognizing their abilities better in programming and having better programming skills. It can also potentially increase students' critical and analytical thinking skills and computational thinking and allow them to apply new knowledge or skills to new situations. Finally, researchers can develop new practical learning styles for use in teaching and learning. [ABSTRACT FROM AUTHOR]

Work in the 21st century places an emphasis on the analytical and problem-solving skills of employees as well as on new adaptability knowledge. Education nowadays needs workers to help develop the skill sets that are necessary for both working and living. This research used synthesis and evaluated formats that would be suitable to the learning model. The problematic base skills together with the gamification concept for strengthening problemsolving skills were utilized with high-level vocational students. The researchers found that the style of learning gained by synthesis emphasizes students' problem-solving in various situations, stimulating and motivating them by using gamification. It involved learning and solving problems using seven steps in the teaching process including: 1) Problem, 2) Analysis, 3) Discovery, 4) Experiment, 5) Presentation, 6) Quest, and 7) Competition. The researchers also concluded that the evaluation of the suitability of the learning model by nine experts with a focus group process was found to be most appropriate. In addition, it identified learning styles that can be applied to teaching and learning appropriately. [ABSTRACT FROM AUTHOR]