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Table of Content

Page

Message from President of ICET 7

Message from President of STOU 8

Conference Secretariat 9

Keynote Speakers 10

Concurrent Sessions 19

Sub-theme 1: Alternative, Community and Sustainable Education

Bangkok World Book Capital 2013: How does it Promote Reading Culture?

Monwipa Wongrujira, Ph.D.

21

Closing Gaps in Education; What Role can TESSA, Open Education

Resources (OER) Play? Uganda, a Case Study

Lazarus Mugabi

28

A Conceptual Model of Civic Education in the Context of Open Immigrant

Society

Elsa W.Y. Hsu

34

Development of a Multicultural Curriculum for Primary School Students in

Yala Province

Verasak Boonyapitak

45

Implementing Digital Object Identifier (DOI) in Thai Research

Organizations Namtip Wipawin, Assoc. Prof. Dr., Petchara Sungkhaworn, Rapeepong Yamsuwan

52

Teachers Education in Brazil: Biographies, Power and Emancipation

Cleonice Puggian and Helena Amaral da Fontoura

60

Improvement of Overall Equipment Effectiveness of Lek-Numpi Mixing

Machine by Participatory Learning

Dussadee Buntam

67

Trends in the Education of Children with Learning Needs in School for the

Deaf in Enugu Education Zone

Dr. Henry Ugwu Anih

73

Dilemmas of Numerical Transformation: A Critique of Student Body

Diversity in the South African Higher Education Post-1994

Joseph Pardon Hungwe and Joseph Jinja Divala

80

The Effects of Reform on Organisational Structure and Culture: Lessons

Learnt

Ahmed Mohammed Al Hinai (PHD)

87

Teacher Training in Post Compulsory Education: Maximising Trainees’

Capacities to Learn within the Conditions and Constraints Presented to them

Lynn Machin

95

Effect of Andragogical Approach on the Academic Performance of

Psychology Learners in Open University Malaysia (OUM)

Noor Hassline Binti Mohamed

102

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Sub-theme 2: Distance Education, Lifelong Learning and Multiliteracies

Refocusing Adult Literacy, Non Formal Education and Long Life Learning

Education for Multiliteracies in Africa

Adediran Adekunle Amos and Odunuga Joseph Bamidele

112

The Result of Using Distance Training Packages on the Topic of Local

Wisdom of Samkok District Pathum Thani Province

Associate Professor Dr. Narimol Tanthasuraseth

121

The Trend of Distance Education Instruction Model for Sukhothai

Thammathirat Open University

Dr. Chanoknart Boonwatthanakul

127

Development of a Distance Training Package on Research Proposal Writing

Assoc. Prof. Dr. Somkid Promjouy

139

The Butterfly Effect – Examining the Impact of the Global Recession on Part-

time Lifelong Learners

Dr. Angela Shaw

149

Democratisation in distance education: a solution or wishful thinking?

Lai Cheng Tung and Jean Dennis Comeau

156

The States and Problems in Learning via e-learning System in the 20799:

Professional Experience in Curriculum and Instruction Course of Graduate

Students in Curriculum and Instruction Program, School of Educational

Studies, Sukhothai Thammathirat Open University

Jareeluk Ratanaphan

168

The Efficiency Evaluation of an Intensive Tutorial Session on Principles of

Advertising and Public Relations Course

Assoc. Prof. Dr. Bussaba Suteetorn and Asst. Prof. Apichaya Yoonaitharma

175

Learning Support Services in the Distance Education System of Sukhothai

Thammathirat Open University

Sumalee Sungsri

184

The Distance Education Model for Professional Development in Social

Workers

Ampairat Aksornprom

191

Star Wars and Lost Transmedia Storytelling: A Study for Distance

Education

Daniella de Jesus Lima and Andrea Cristina Versuti

195

Distance Education through the Open University system in South-South

Nigeria: The gap between what is and what should be

Prof Asim, Alice. E. and Dr. Kebbi, Janet. A.

201

Dilemmas in the Development of an Online Mentoring Program: The

Mentors’ Professional Learning Processes

Maria da Graca Nicoletti Mizukami

211

Effectiveness Of An Enhanced “Problem – Centered” Approach In Teaching

College Algebra

Pilar B. Acorda

218

A Guideline for Developing Learning Society for Thailand

Sumalee Sungsri

229

Determinants of Research Productivity of Faculty in Distance Higher

Education

Sungworn Ngudgratoke

236

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Creation and development of Open Educational Resources (OER’s) using

transmedia contents

Luanda Dandara Santos Pimentel, Daniella de Jesus Lima and Andrea Cristina

Versuti

244

Review of the Current OER Search Dilemma

Ishan Sudeera Abeywardena and Chee Seng Chan

250

Building Research Capability at a Distance

Jean A. Saludadez

257

Building Up a Synchronous Policy for Sustainable Development of Distance

Education In Vietnam

Nguyễn Mai Hương, PhD. and Prof. Dr. Trần Hữu Tráng

264

A Distance Education System for Students of Food and Nutrition Diploma

Program in the Field of Home Economics

Raktakamol Piriyapinyo

274

The Use of Electronic Media in Studying Cost Accounting and Managerial

Accounting Course through the Distance Learning System of the School of

Management Science, Sukhothai Thammathirat Open University

Assistant Professor Orachorn Potisuk

281

Learners' Perceptions on Calculation Based Courses in Their Programme of

Studies at Open University Malaysia

Ahmad Izanee Awang and Abdul Rahim Mohamed Amin

289

Portfolio Assessment: An Alternative Measure of Prior Learning at Open

University Malaysia

Lilian Kek Siew Yick and Mansor Fadzil

299

Sub-theme 3: Leading and Managing Quality Schools

Synthesis of Research on Instructional Supervision in Basic Education

Schools

Ratana Daungkaew and Khemthong Sirisanglert

306

Factorial Validity and Reliability of Teacher's Self-Efficacy among Omani

Teachers: Invariance across Gender

Maher M. Abu-Hilal

312

The Development of a Self-Assessment Model by Using Empowerment

Evaluation for Accountability of Maintaining Senior Professional Academic

Status of Teachers under the Office of the Basic Education Commission

Mr. Sucheep Chansung

319

Governance towards Goal Achievement: A Suggested Reading of Curriculum

for a School Leadership Training Program

Laila Niklasson

326

Development of a set of Assessment Tests for Mathematics Gifted of

Mathayomsuksa IV students

Mr. Somporn Chuaphan

332

Development of Internal Quality Assurance Systems by Using Knowledge

Management and Empowerment Evaluation for Small Schools under

Jurisdiction of Office Of The Basic Education Commission

Somdee Srikaew

338

PISA and TALIS Results: Contributions to School Improvement

Suely Nercessian Corradini

347

Improving Schooling through Curriculum Guidance Documents

Maropeng Modiba and Sandra Stewart

356

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Total Quality Management: Managing and Leading Quality Schools

Dr. Victor M. Arguelles and Prof. Raymond Lorenzo Arguelles

363

Educational Success of Private Schools from the Principals’ Perspectives

Bob Chui Seng YONG

371

Development of an Instruction Model on Local Wisdom based on the

Experience Teaching Approach Using the Participation Process for

Elementary Students

Mrs. Srijantarat Kantawang

381

Teachers’ Perceptions of Teaching on Challenging Times: Findings from a 3-

Year Research Project

Maria Assunção Flores

390

Dialogic Teaching: How to Situate Dialogue Back in Classrooms

Roman Švaříček, Ph.D.

391

Towards Quality Early Childhood Education in Oman: Moving from

Licensure to Accreditation

Azza Habib

392

The Challenges of Teacher Leaders in Nigeria Public Secondary Schools

Tola Olujuwon

393

Mirrors of Practice and Windows of Possibility: The Possible Effects of

Digital Stories for Educators

Jane Nicholls, MEd

404

The Development of an Internal Quality Assurance System for Basic

Education Schools with Application of the Four Noble Truths Principle

Sompap Chaiyo

411

Internal quality assurance, Four Noble Truths Teacher Understanding of

Standards

Dr. Maria Assunção and Dr. Shirley Van Nuland

420

Family Involvement in Higher Education in Oman: Faculty Perceptions Dr. Humaira Al-Suleimani, Dr. Thuwayba A. Al-Barwani and Dr. Tayfour S. Albeely

421

Measuring against Expectations: What Higher Education faculty Want vs.

the Reality of Student Characteristics Thuwayba Al Barwani, PhD, Humaira Al Suleimani, PhD and Otherine Neisler, PhD

422

Supporting Teachers to Improve Quality of Teaching: Analysis of Post

Lesson Teacher Refletion

Yumiko ONO and Kensuke CHIKAMORI

423

Development of the Knowledge and Experience Evaluation System in

Transferred Education for Technical Diploma Curriculum of College under

the Vocational Education Commission

Miss Bulan Jenruamjit

424

Technological Mediation and Teachers’ Identity in Brazil

Monica Cristina Celano Cavalcante and Cleonice Puggian

432

Sub-theme 4: 21st Century Student Support Practices and Programs

Social Studies Lecturer’s Proficiency in the Use of Computer for Effective

Teaching in Colleges of Education in the South West Nigeria

Adediran Adekunle Amos and Dr. Solomon Adebayo Olabode

440

The Qualification Framework for English Teachers at Basic Education Level

in Thailand

Sita Yiemkuntitavorn PhD

446

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How Learning Object Modules on the Topics of the Circle and the Parabola

Influenced School Students and Teachers?

Sakorn Boondao

453

When worlds collide – Examining the challenges faced by teacher education

programmes combining professional vocational competence with academic

study, lessons from further education to higher education

Dr. Angela Shaw

460

Co-Teaching in Inclusive Classrooms to Meet Diverse Needs

Dr. Katherine D. Perez

467

The Effect of Cooperative learning method on Students’ Retention in Junior

Secondary School Mathematics

Eze, Foluke B

475

The Effective of Using Web board to Enhance the Ethics and Knowledge

Construction of Undergraduate Students of Ramkamhaeng University

Dr. Sayamon Insa-ard

480

Don’t count on the quality of children’s counting books

Ann C. LeSage

489

Artificial Intelligence as a Tool for Educational System Development in

Nigeria

Stella N. Nwigbo

497

A Study of Sukhothai Technical College Students’ Opinion in Applying Social

Network Media in English Instruction

Suwat Niyomthai

502

The Role of Feedback in Scaffolding Learning: Reflections on the Intended

and Unintended Effects of Student Feedback as a Basis for Learning Support

Edmore Mutekwe and Maropeng Modiba

508

Out of School Literacy Support Programmes in South Western Nigeria:

Present Practices and Future Directions

Dr. Patricia Eziamaka Ezenandu

515

The MESH Project: Improving the Quality of Learning in Disadvantaged

Contexts via Translational Pedagogic Content Knowledge

James O‘Meara

524

Using Emerging Tools (Blogs, Web-Based Lessons and Electronic Feedback)

to Create Engaged Learning in EFL Classroom

Dararat Khampusaen

525

Educating teacher educators for Jamaica: The Master of Arts Programme in

Teacher Education and Teacher Development

Dr. Carol Hordatt Gentles and Dr. Mairette Newman

537

Developing Engaging Reading Pedagogies for Disadvantaged Students in Low

SES Australian Schools: Lessons Learnt From Students’ Voices

Clarence Ng, Brendan Bartlett and Claire Wyatt-Smith

545

Development of an Instructional Model with the Cooperative Discipline

Process for Developing Self-Discipline of Primary Education Level students

Kwansiri Kantaeng

550

Trend of Thai Teacher Education in the Next Decade of the 21th Century:

Teacher Professionality vs Student Learning Quality

Darunee Yotimart and Anupong Wongchai

561

Use of Electronic Resources by Postgraduate Students

Dararat Khampusaen

571

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Creativity and Multimedia for Elementary and High School Teachers

Martha M. Prata-Linhares and Alexandra Bujokas de Siqueira

579

Science Camp in Parks?: Obstacles and Possibilities

Virapong Saeng-Xuto et al.

585

The Transition from Social Networks to Gamification for Education:

Knowledge Level of Thai Higher Education Students

Dr. Poonsri Vate-U-Lan

593

Implementation of the Auto-Interactive Web-Board Service for Improving

the Remote Advisory System

Dr. Khajitpan Makaratat Kritpolviman

599

Creating of Medical Images of Skeletal System

Pichit Trivitayaratana et al.

608

The Development of Distance Education: A Case Study at National

Economics University, Hanoi Vietnam

Dr. Le Trung Thanh

613

The Evaluation of “Supporting Multilingual Education for Ethnic Minority

in Northern Thailand” Project: An application of Logic Model

Wiyada Lemtrakul, Ph.D.

620

Impact of Computer Assisted Instruction on Students Achievement in

Chemistry in Higher Institution

Nnaobi Azuka .F.

630

Educational Consequences of Australia’s Shift towards Asia in the Twenty

First Century

Dr. Dianne Cullen

631

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The Transition from Social Networks to

Gamification for Education:

Knowledge Level of Thai Higher Education Students

Dr. Poonsri Vate-U-Lan

Graduate School of eLearning, Assumption University of Thailand, 10240

poonsri.vate@gmail.com

Abstract

This research article reviews ‗Gamification‘ and other new technology strategies for

educational purposes. The objective of this research paper is to report a result of a case

study in a selected university in Bangkok. Gamification is the concept of applying game-

design thinking to non-game applications to make them more enjoyable and engaging.

Gamification has been recommended as a future innovation in student support which may

replace Social Networks. Gamification will influence learning management methods and

learning material design. The challenge of using gamification relates to educational

psychology and the guidance provided by educational technology. This case study was

conducted during a seminar in February 2013. Forty university students participated in this

case study. Twenty-nine students remained involved in the research, with 23 respondents

returning a completed survey form and six students being formally interviewed. Three

groups of university students participated in this research consisting of bachelor, master‘s

and doctoral degree students (60.9%, 21.7% and 17.4% respectively). All students came from

the Faculty of Industry Education, Department of Educational Technology in Vocational and

Technical Education. There were more male participants (60.9%) than female participants

(39.1%). The questionnaire mainly focused in eliciting the levels of knowledge towards eight

technology keywords: Infographic, Gamification, Mixed Reality, Social Networks, Cloud

Computing, Augmented Reality, Learning Management System (LMS) and Personal Learning

Environment (PLE). The research showed that almost all participants (91.3%) were familiar

with Social Networks. Also most of the participants (82.6%) were very interested in the

concept of gamification but a low 17.4% knew and understood what gamification actually

was in detail until participating in the research process and activities.

Keywords: Gamification, Higher Education, Social Networks, Thailand

Introduction

The focus of this research involves the potential application of gamification to enhance

learning and teaching. Gamification is the concept of applying game-design thinking to non-

game applications to make them more enjoyable and engaging. The development of computer

technology on the Internet is influence people‘s life styles. Many studies examine and

forecast a transformation of computer technology as it plays a vital role in society particular

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in education. The Internet and computer technology is a priority asset in the education

institutes‘ strategies to improve the quality of education performance. Online social networks

creates another effective channel of communication through the Internet which combines

email, short messages, blog technology and so forth. In practice, the education institutes

around the world leverage, Facebook or online social networking as a marketing tool such as

virtual tours, school pride, school swag, alumni groups, sharing department content, reaching

out to prospective students and places advertising (Kessler, 2011). Facebook is a good

example of marketing which has shown enormous growth, from 58 million users in late 2007

to 1 billion users in September 2012 or equivalent to a yearly increase of 77 per cent

(Pingdom, 2013). According to this outstanding growth rate of Facebook as a form of online

social networking, the future of the online social networking is developing into an area of

fascination for academic research for sound reasons.

The research findings of Gartner Inc., (2011a), ‗Gamification‘ was driven by novelty and

hype and it is positioned to become a highly significant trend over the next five years.

Gamification was forecast to be the future of marketing tool for communication, by 2014,

more than 70 percent of Global 2000 organizations will have at least one ‗gamified‘

application (Gartner Inc., 2011a). Gamification has been recommended as a future innovation

in student support which will replace Social Networks (Gartner Inc., 2011b). Gamification

will influence learning management methods and learning material design (Gartner Inc.,

2011a). The challenge of using gamification relates to educational psychology and the

guidance provided by educational technology. Therefore, this research is focused on the

knowledge level of Internet users within Higher Education in Thailand in the new computer

technologies. The research employed a survey and interview methodological approach to

elicit feedback on gamification and other new technology strategies designed for educational

purposes. The objective of this research paper is to report a result of this case study in a

selected university in Bangkok. The research findings, noting the limited sample, should

indicate important recommendations in order to select and plan to use the emerging

technologies in future based on this study.

Literature Review

‗Games and Gamification‘ and ‗Game-Based Learning‘ were highlighted as an emerging

technology that will be adopted within two to three years after commencing with some

prominence from 2012-2013, as detailed in a Horizon Report (2013 - Higher Education

Edition). The report is a series of comprehensive research ventures which were established in

2002 identified and described emerging technology in education around the globe (the New

Media Consortium, the EDUCAUSE Learning Initiative, & an EDUCAUSE Program, 2013).

By undertaking a parallel comparison of business sector and education arena, most of the

future computer technologies are focusing on human interaction and mobile computing such

as human augmentation, volumetric and holographic displays, automatic content recognition,

natural-language question answering, speech-to-speech translation, big data, gamification,

augmented reality, cloud computing, Near Field Communication (NFC), gesture control,

virtual worlds, biometric authentication methods and speech recognition (Gartner Inc., 2012;

the New Media Consortium, the EDUCAUSE Learning Initiative, & an EDUCAUSE

Program, 2012, 2013). This current study has selected eight technology keywords which are

significant to education and business those are: Infographic, Gamification, Mixed Reality,

Social Networks, Cloud Computing, Augmented Reality, Learning Management System

(LMS) and Personal Learning Environment (PLE). Based upon the below literature,

gamification will play the important role in the near future of computer technology.

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By 2015, more than half of organizations which manage innovation processes will gamify

those processes (Gartner Inc., 2011b). The broad definition of gamification is the way to

apply game mechanics to non-game environments in order to motivate people and change

behavior (Gartner Inc., 2011a). According to the same report, by 2014, a gamified service for

consumer goods marketing and customer retention will become as important as Facebook,

eBay or Amazon (Gartner Inc., 2011b). Gamification can be applied into many activities for

instance innovation, marketing, training, employee performance, health and social change

(Gartner Inc., 2011b). The strategies which drive gamification to be an outstanding computer

technology are gamification: 1) accelerates feedback cycles since it increases the velocity of

feedback loops to maintain engagement, 2) provides clear goals and well-defined rules of

play to ensure players feel empowered to achieve goals, 3) builds a compelling narrative that

engages players to participate and achieve the goals of the activity, 4) provides many short-

term, achievable goals to maintain engagement (Gartner Inc., 2011b). Thus gamification is

considered a mechanism that adds collaboration and opportunities within the organizations

(Gartner Inc., 2011b). Gamification is an approach that aims to inspire deeper, more engaged

relationships and to change behavior, however it needs to be implemented with care and

thought (Gartner Inc., 2011a).

The new computer applications under the gamification concept were designed to slowly gain

traction in the enterprise sector as the corporate workforce inducement to stimulate ideas of

blending fun and engagement into the workplace or classroom (Mak, 2013). Currently,

gamification is influential beyond the initial focus of media, fitness, eCommerce, local retail,

financial services and above all education (Chang, 2012). Predictably, this concept is

expanding in the education sector as well (Mak, 2013). The inspiration of gamification

becomes a groundbreaking development which integrated into a collaborative platforms and

massively online open courses purposes (Mak, 2013). It will be used for redefining the

traditional sense of education and teaching methodologies (Mak, 2013).

Both in theory and practice, the eLearning approach is different from games and gamification

(Raymer, 2011). Crucially, the technique to deliver knowledge through gamification needs to

be carefully designed (Raymer, 2011). The important point is consideration to align with

other educational theories and focus on learning objectives. Gamification is not only just for

communicate with students but also encourage students to achieve higher competency level

through the ―edutainment‖ circumstances. Academia has a responsibility to develop both

advances and advantages from the assets, benefits and strengths of game mechanics which

has the capacity to make study more pleasurable, measurable, productive, and rewarding

reflecting on the insightful research of Chang (2012).

The gamification technique places emphasis on the three F‘s: Feedback, Friends and Fun

(Lee, 2013). These three F‘s can be explained for instruction approach. Feedback should be

provided when students commit to do a learning task, and the teacher should reward those

students for their commitment. Friends can create camaraderie and collegiality which

increases motivation for participating in the classroom. Fun drives learning ability rapidly

and reduces boredom. In spite of the reward type, a good gamification strategy relies on

recognizing and rewarding students to reinforce and promote desired behaviors and actions

(Lee, 2013).

According to this literature review, gamification is in the beginning stage of implementation.

The prototype of gamification in education is still in progress of work. Therefore, the

researcher is interested in examine the knowledge level of university students who will be the

main users in the near future towards gamification and other emerging technology keywords.

Research methodology

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This case study employed a survey and interview methodology as the two research

mechanisms to explore the knowledge level of university students towards the eight

technology keywords. Both the survey and interview were implemented during a face-to-face

seminar in a selected university located in Bangkok Thailand in February 2013. The survey

content have been designed and consulted with two experts: one expert in education

measurement and another expert in educational technology. The questionnaire has been

modified according to the advice. The survey form was distributed when the participants first

arrived to the seminar and registered. The organizer has collected the completed survey forms

before the formal seminar commenced. The questionnaire mainly focused in eliciting the

levels of knowledge towards eight technology keywords: Infographic, Gamification, Mixed

Reality, Social Networks, Cloud Computing, Augmented Reality, Learning Management

System (LMS) and Personal Learning Environment (PLE). The questionnaire was brief and

uncomplicated and used plain language. Survey participants were requested to categorize

their knowledge levels towards eight technology keywords; 1) neither know nor understand;

2) saw it before but do not understand it; and 3) know and understand it well. During the

break in the seminar, the face-to-face interviews were conducted by inviting six

representatives, two students from each level bachelor, master‘s and doctoral degree using

random selection.

Research findings

The population was 40 university students who participated in the seminar. There were 23

respondents or more than half of participants returning the pre-seminar-survey form and six

students were subsequently interviewed. Three groups of university students participated in

this research consisting of bachelor, master‘s and doctoral degree students (60.9%, 21.7% and

17.4% respectively). All students were studying at the Faculty of Industry Education,

Department of Educational Technology in Vocational and Technical Education. There were

more male participants (60.9%) than female participants (39.1%). The results of the findings

are illustrated in Figure 1. According to the Figure 1, the bar graph shows the percentage of

three levels of knowledge: the zero level of knowledge (I neither know nor understand),

moderate decrease (I saw it before but do not understand it) and fair knowledge (I know and

understand it well) of each technology keywords in order. From the top of Figure 1, the

research findings indicated that almost all participants (91.3%) understand Social Networks

concept quite well. The knowledge level of gamification is at the second from the top, which

earned 82.6 per cent of fair knowledge. Only about one third (34.8%) of the respondents

indicated that they neither know nor understand learning management system (LMS) which is

one of the most common systems of education today. This might be because this group of

university students was in the traditional mode of learning so not all students are familiar

with LMS. In other words, all the rest of participants or about two thirds stated that they do

not understand or even know about LMS. Approximate two fifths (43.5%) of participants

neither knew nor understood mixed reality and cloud computing. Interestingly, less than one

tenth (8.7%) of respondents stated knowing and understanding the concept, function and

practice of the personal learning environment (PLE). Only small groups of people or 13 per

cent of participants knew and understood the infographic concept well. About three fifths

(65.2 %) of participants stated the lowest knowledge level for the augmented reality (AR)

technology concept. This finding can imply that generally people neither know nor

understand about AR. Interestingly, there were three technology keywords that none of

participants select moderate decrease level of knowledge (I saw it before but do not

understand it) those were; social network, gamification and mixed reality.

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Figure 1: Knowledge level

Additionally, the researcher selected independent samples in the form of a t-test to check

variation between genders and found the statistically significant differences only knowledge

towards cloud computing where males‘ knowledge was higher than females‘ knowledge at

the 0.05 level. Thus, based upon the majority of the findings, it can be assumed as not

signifying a notable different knowledge level between male and female.

The interview was conducted to discuss what induces or stimulates university students‘ need

and will to learn about new technology concepts. The result can be summarized: university

students were interested in mobile learning technology and research on the mobile device.

The demand of knowledge was driven by how to use the mobile device effectively and what

is the modernized mobile application supporting education. The demand of knowledge in

terms of being a programmer for mobile device was in the moderate level only.

Recommendation, discussion and Summary

According to this research finding, the transition from social networks to gamification for

education in Thailand might present a similar trend as that which occurred in the business

sector. It can be forecast that learning institutes will gamify learning process as a key

innovation within education. This was supported by the high level of knowledge and interest

of Thai university students who participated in this research which showed that almost all

knew about social network technology concepts proficiently; almost as high as their

knowledge of gamification. The reason for this might be because game-based learning

concept is not totally new in Thailand. The influence of mobile technology growth creates a

better potential to learn new concepts of technology it would seem giving an incitement in

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how to stimulate new learning and the possible extensive use of applications to support

heightened learning within this dimension. As this study employed both qualitative and

quantitative research methods, the additional recommendation is the rapid development of

technology that is likely to affect the university student life style based on this minor study.

There will be a great opportunity to empower the quality of education by several computer

technologies. The convergence of gamification and education will reduce the gap of

academic and entertainment in the near future whilst holding an attractive capacity to impact

positively on learning and teaching. The learning institute should consider leveraging new

computer technology to enhance the quality of instruction and above all, the consideration of

balancing the importance of human touch and hi-end technology needed strategically now to

enhance the future of education.

References

Chang, T. (2012, 11th May). Gamification: Insights and Emerging Trends Retrieved 6th

May, 2013, from http://techcrunch.com/2012/05/11/gamification-insights-trends/

Gartner Inc. (2011a, 9 November). Gartner Predicts Over 70 Percent of Global 2000

Organisations Will Have at Least One Gamified Application by 2014 Retrieved 6

May, 2013, from http://www.gartner.com/newsroom/id/1844115

Gartner Inc. (2011b, April 12). Gartner Says By 2015, More Than 50 Percent of

Organizations That Manage Innovation Processes Will Gamify Those Processes

Retrieved May 15, 2013, from http://www.gartner.com/newsroom/id/1629214

Gartner Inc. (2012, 16th August). Gartner's 2012 Hype Cycle for Emerging Technologies

Identifies "Tipping Point" Technologies That Will Unlock Long-Awaited Technology

Scenarios Retrieved 6 May, 2013, from

http://www.gartner.com/newsroom/id/2124315

Kessler, S. (2011, Oct 17). 7 Ways Universities Are Using Facebook as a Marketing Tool

Retrieved May 15, 2013, from http://mashable.com/2011/10/17/facebook-marketing-

colleges-universities/

Lee, J. (2013, 8th April). The Three F‘s Of Successful Gamification Retrieved 6th May,

2013, from http://www.retailtouchpoints.com/retail-crm/2440-the-three-fs-of-

successful-gamification

Mak, H. W. (2013, 25th May). Top Talks for Education Gamification at GSummit 2013 SF

Retrieved 6th May, 2013, from http://www.gamification.co/2013/03/25/education-

gamification-at-gsummit-2013-sf/

Pingdom (2013, Feb 5). Facebook may be the largest ―country‖ on earth by 2016 Retrieved

May 15, 2013, from http://royal.pingdom.com/2013/02/05/facebook-2016/

Raymer, R. (2011, September). Gamification: Using Game Mechanics to Enhance eLearning

Retrieved 6 May, 2013, from http://elearnmag.acm.org/featured.cfm?aid=2031772

the New Media Consortium, the EDUCAUSE Learning Initiative, & an EDUCAUSE

Program (2012). Horizon Report: 2012 Higher Education Edition, from

http://net.educause.edu/ir/library/pdf/hr2012.pdf

the New Media Consortium, the EDUCAUSE Learning Initiative, & an EDUCAUSE

Program (2013). Horizon Report: 2013 Higher Education Edition, from

http://net.educause.edu/ir/library/pdf/hr2013.pdf

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