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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.

This paper investigates the potential of the Gamified Metaverse as a platform for promoting library services. The study compares the effectiveness of a traditional library program with a Metaverse- based library program in terms of knowledge acquisition and library anxiety. The research also examines students' perceptions of implementing gamification within the context of the Gamified Metaverse platform. A mixed-methods approach was adopted, including pre- and post-test analysis, statistical analysis, and qualitative data collection. The results indicate that both the traditional and Metaverse-based library programs effectively increased the participants' knowledge, with no significant difference between the two approaches. However, the Metaverse-based program was found to be less effective in facilitating interaction with librarians and reducing library anxiety. Additionally, students expressed positive perceptions of implementing gamification in the Gamified Metaverse platform, finding it engaging and motivating. These findings contribute to the understanding of the effect of the Metaverse as a tool for promoting library services and enhancing knowledge acquisition. However, it is not as effective in reducing library anxiety, particularly in terms of interaction with librarians and staff. It should be noted that the platform may have limitations such as high costs and potential side effects of virtual reality, making it more suitable as an additional tool for promoting library services, taking into account its feasibility and potential benefits for specific student populations and larger libraries. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) is increasingly employed in various domains, notably enhancing learning and experiences in cultural heritage (CH). This study examines the effects of gamified and non-gamified VR experiences within virtual museum environments, highlighting the concept of a digital twin and its focus on cultural heritage. It explores how these VR modalities affect visitor motivation, engagement, and learning outcomes. For this purpose, two versions were developed: a gamified virtual reality version incorporating interactive gaming elements like achievements, profiles, leaderboards, and quizzes and a non-gamified virtual reality version devoid of these elements. This study, using an experimental design with 76 participants (38 in each group for the gamified and non-gamified experiences), leverages the Wieng Yong House Museum's digital twin and its fabric collection to assess the educational and experiential quality of virtual museum visits. The findings indicate that while gamification significantly boosts the reward dimension of visitor engagement, its influence is most pronounced in the effort dimension of motivation; however, its impact on learning outcomes is less marked. These insights are instrumental for integrating VR and gamification into museum environments. [ABSTRACT FROM AUTHOR]

Background: This article demonstrates the innovative practice of using a card game to teach participants about Advance Care Planning (ACP) and palliative care in Thailand via Zoom during the COVID-19 pandemic. Aims: To assess the feasibility of using online workshops to conduct sensitive topics of palliative care and death and dying. Methods: The interactive online workshops were conducted after imposition of the COVID-19 restriction and national lockdown in Thailand between March and September 2020. The sessions were conducted via Zoom meetings and Facebook secret group. Trained facilitators plus one IT team member hosted each workshop. Participants were given an anonymous post-course evaluation with open-ended written feedback form. Content analysed was used. Results: Eleven sessions were conducted. 103 participants joined the online classes. Participants gave an overwhelmingly positive of the workshops, emphasising on: (i) convenient; (ii) social connectedness during the lockdown; (iii) bichronous element of the activities. [ABSTRACT FROM AUTHOR]

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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]

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 mobileassisted 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 .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 .05 level of significance (F=1579.266, sig=.000). 5) The result of satisfaction showed that the respondents were very satisfied with the learning process and MALL application. [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]

The idea of Gamification is very popular for applying the gaming concept theory in various fields. Nowhere else is this more important than in education. Considering the careful build-up and implementation of game-elements could improve academic performance outcome and student motivation. However, Gamification could require much more time to be designed and applied to education related activities and it also comes with significant operating and design cost to provide highly engaging activities for students. One of the main problems in designing Gamification is the question: "which game elements should be applied to student activities?". Moreover one must make sure that it has great impact on students' performance in terms of their education related performance. Hence, in this research, we focused on studying the impact of each element in order to investigate the behavioral outcome of game elements in educational environments through the concept of knowledge and game-based learning from the Gamification concept. In our experiment, we examined the impact of each game element on senior high school students based on the basic elements of Gamification such as Leaderboard, Cooperative and Awarding badges. In addition, we studied the effect of the game-based learning application called Aqua Republica from UNEP and DHI centers with partner of Thailand. The experiment design compared two groups: the "Non-Gamified" and the "Gamified" groups participating in the game-based learning activity Aqua Republica. Academic indicators and numerical indicators were used to directly measure the effect and behavioral outcome of the use of game elements. Finally, the study suggested that leaderboards could improve the overall performance of students so it can be worth implementing it in classroom activities. [ABSTRACT FROM AUTHOR]

This study examines the applicability of Self-Determination Theory (SDT) to explain intention to adopt Lifelong Learning (LLL) of employees and its antecedents (gamification and an organization's online learning readiness). Self-determination and online learning readiness are conceptualized as second-order factors according to their literature supports. The proposed research model is tested using data collected from 255 full-time workers/ employees in Thailand. SEM is applied to evaluate both the measurement model, to measure variables to latent variables, and the structural model, to link latent variables to one another. The results indicate that gamification (game elements) together with an organization's online learning readiness (resource readiness, education readiness, and environment readiness) indirectly influence employees' LLL intention via their self-determination (autonomy, relatedness, competence). Researchers and practitioners could apply the research model and the findings to enhance formal and informal learning of employees online. This study expands the gamification as a pedagogical factor in LLL context and applies e-learning readiness as an institutional factor and self-determination as an individual factor to explain employees' intention to further adopt online learning. Adding external factors i.e. game elements and organizational support could enhance employees' intrinsic motivation affecting their LLL adoption. [ABSTRACT FROM AUTHOR]