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The purposes of this research were to: 1) develop and determine the efficiency of instruction media in board games to enhance the capability in the Development of Thai Textbook and the happiness in learning for undergraduate students, 2) compare the undergraduate students' learning capability in the Development of Thai Textbook before and after learning instruction media in board game and 3) to study the level of happiness in learning the Development of Thai Textbook for undergraduate students towards learning instruction media in board game. The sample group in this research consisted of 27 third year-undergraduate students, majoring in Thai, at the Faculty of Humanities, Srinakharinwirot University. The data was collected by research and development. The data was analyzed by using mean, standard deviation, t-test dependent, and content analysis. The findings of this study were as follows: (1) The efficiency of the instruction media in board games was 84.81/83.83 which was higher than the specified criteria. (2) The average student's learning capability in the Development of Thai Textbook after learning the instruction media in board games was higher than before using instruction media in board games. (3) The undergraduate students had the highest mean level showing their pleasure in learning the Development of Thai Textbook towards learning instruction media in board game and effective for content analysis regarding the undergraduate students' learning logs from Reflective Journal, it was found that this instruction media in board game enhanced the capability in the Development of Thai Textbook and the happiness in learning abilities.

Gamification is one of the innovative teaching approaches implemented in English classrooms nowadays. However, using gamification to enhance reading engagement and reading comprehension in language classrooms at the university level has not been much explored. This present study investigated gamification's effects on enhancing reading engagement, reading comprehension, as well as perceptions of gamification among Thai EFL university students. The participants in the research were 70 first-year students selected randomly. A mixed-methods research design was adopted to examine the effects of gamification between control and experimental groups. The quantitative results collected by the pre-test, posttest, pre-survey, and post-survey showed that the experimental group significantly improved reading comprehension and higher reading engagement after the implementation of gamification, compared to the control group that studied traditionally. Furthermore, the participants in the experimental group reported positive perceptions towards gamification, such as promoting reading engagement and creating a fun learning environment. Therefore, this study supports an alternative and innovative way to shift a reading class from a teacher-centered approach to a student-centered approach through gamification.

This research are develop the project-based learning model using gamification which can be used as a guideline to develop the project-based learning system using gamification to enhance 21st century learners through the six steps of project-based learning process and instruction activities using gamification; thereby, users can interact and exchange knowledge with one another through the social network, encouraging them to have creative thinking skills, which is needed for 21st century learners. The objectives of this research are (1) to study and synthesise the conceptual framework of the project-based learning model using gamification to enhance 21st century learners, (2) to develop the project-based learning model using gamification to enhance 21st century learners, and (3) to study the results after using the project-based learning model using gamification to enhance 21st century learners. The participants in this research include seven experts from various institutions, all of whom are specialised in design and development of instruction models and instruction systems. The research tools consist of (1) the project-based learning model using gamification to enhance 21st century learners, and (2) the evaluation form on the suitability of the project-based learning model using gamification to enhance 21st century learners. According to the results, which are in line with the expectation of the researchers, it is found that (1) the overall suitability of the development of the project-based learning model using gamification to enhance 21st century learners (overall elements) is at a very high level, and (2) the overall suitability of the development of the project-based learning model using gamification to enhance 21st century learners is at a very high level.

The objective of this study was to investigate the influence of the popular Duolingo App on learning English in Thailand. Parts of the Duolingo English course for Thai speakers were used in a classroom-based intervention with two sections of English for Professional Purposes courses at a Thai university (n = 128). The students were split into two groups of users (n = 70) and non-users (n = 58), and a pre-test/post-test assessment of verb tense knowledge was conducted. The results showed that the Duolingo users had a significantly higher mean improvement in verb tense knowledge. Multiple regression showed that frequency of Duolingo use, perceived achievement, and perceived enjoyment positively influenced performance among the user group. Moderation analysis also showed that prior use of Duolingo partially moderated the relationships of level completion and achievement on score improvement. The implication is that Duolingo is a potentially useful supplement to classroom learning although its effects may change over time as users become habituated.

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.

Accessing quality resources for English learning is an urgent pedagogical issue due to the lack of English teachers in Thailand. To compromise, it has become necessary to apply technology in English classes in the 21st century, through which students can access high-quality materials provided globally. Teachers need to tackle new challenges where the trends of technology and gamification in English language learning seem more appealing. This study explores how gamification contributes to student performance and perceptions through the "Winner English" program. The program was designed primarily to be self-paced but has been adapted to be used as a part of compulsory classes at school. The experiment group comprised Grade 9 students from eight Thai secondary schools, while the controlled group from the other eight schools studied English classes traditionally. The posttest results indicate a vast improvement to English performance by the experiment group once the program was integrated into English classes. Individual feedback underlined how the program was supported through gamification, such as the reward system and leaderboards, and offered an excellent opportunity to practice English accurately. Gamification shows promising attributes for English learners whose learning behaviors have become ubiquitous, fun-loving, and autonomous. Understanding the benefits of gamification could spark cautious optimism in English education in Thailand. [The month range (Jan-Jun) on the .pdf is incorrect. The correct range is Jul-Dec.]

This research aimed to develop metaverse virtual learning management based on gamification techniques model (MVLM-Gt model) and to evaluate the appropriateness of the model. The research methodology was divided into two parts in accordance with these aims. The first part was the design of the learning step using metaverse virtual learning management and gamification techniques based on the gamification process and active learning theory. The second part consisted of an evaluation of the appropriateness of the model. The MVLM-Gt model was submitted to seven experts followed by an appropriateness questionnaire. The MVLM-Gt model had four core components: the inputs, the learning process, the evaluation, and the feedback. The learning process had five steps: motivation and setting goals, constructing content, discussion and interaction, practice and mission, and summarizing and feedback. After evaluation of the appropriateness of the MVLM-Gt model, the experts said that it was excellent (Mean=4.82, S.D.=0.38). After considering each component, the feedback component had the highest appropriateness value (Mean=5.00, S.D.=0.00), followed by the learning process component (Mean= 4.86, S.D.=0.38), and the evaluation component (Mean=4.71, S.D.=0.49). The results showed that this MVLM-Gt model could be adopted to enhance total experience of students.

The purposes of this research were 1) to study the user experience and needs of EFL students and teachers in learning English writing skills; 2) t to design and develop a mobile-assisted language learning (MALL) application, teaching writing procedure, and writing activities; and 3) to implement a MALL application and, teaching writing procedure to students. The samples were 665 EFL lower secondary students in Thailand as the online survey respondents and five high school teachers as the interviewees. The experiment samples were 35 EFL lower secondary students. The research instruments consist of the MALL application, the learning process, English writing tasks, English writing tests, scoring writing rubrics, and a questionnaire on student satisfaction. The experimental period lasted for 8 weeks. The data were analysed by using frequency, mean, standard deviation, priority needs index, dependent t-test, and one-way ANOVA with repeated measure analysis. The research result indicated that 1) lower secondary students were able to use the internet on a regular basis. Students wanted to learn writing skills relevant to the student's experience through the study of writing errors, writing samples, writing styles, peer assessment, and constructive feedback from teachers. 2) The learning process of mobile-assisted language learning application using a task-based approach and gamification to enhance lower secondary students' English writing skills consisted of 3 components: pre-task, task process, and language focus. The 7 steps are as follows: selecting themes, exploring topics, drafting ideas, editing tasks, giving feedback, reviewing submissions, and concluding findings. 3) The experiment results indicated that the samples' English writing skills in the post-test were higher than in the pre-test at the 0.05 level of significance. 4) The difference in mean scores in the English writing tasks showed that there was a difference between English writing scores at the 0.05 level of significance (F=1579.266, sig=0.000). 5) The result of satisfaction showed that the respondents were very satisfied with the learning process and MALL application.

Gamified online quizzes have gained popularity for their potential in enhancing student learning motivations, creating engaging lessons, and improving learning outcomes. Yet, its application and effectiveness in support of student vocabulary learning have only been explored in synchronous learning setting. This study, hence, extended the exploration by examining the implementation of gamified vocabulary learning in an asynchronous mode and analyzing the impacts on students' learning outcomes in class. The study was carried out for 10 weeks, involving 300 2nd year students at a Thai university. The instrument and measure comprised 500 English academic words made into 10 vocabulary sets on "Quizizz.com," and 10 in-class vocabulary tests. The findings of the study revealed that students' vocabulary learning practice in asynchronous mode had positive correlations with and could significantly predict their in-class vocabulary results. Female students outperformed male students; nonetheless, there was no significant difference across academic majors.