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The Transition from Social Network to Gamification for Education: Knowledge Level of Thai Higher Education Students
 

The Transition from Social Network to Gamification for Education: Knowledge Level of Thai Higher Education Students

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This is Dr. Poonsri Vate-U-Lan full-paper for the 57th World Assembly of the International Council on Education for Teaching (ICET 2013)

This is Dr. Poonsri Vate-U-Lan full-paper for the 57th World Assembly of the International Council on Education for Teaching (ICET 2013)

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    The Transition from Social Network to Gamification for Education: Knowledge Level of Thai Higher Education Students The Transition from Social Network to Gamification for Education: Knowledge Level of Thai Higher Education Students Document Transcript

    • 1 | P a g e 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
    • 2 | P a g e 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
    • 3 | P a g e  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
    • 4 | P a g e  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
    • 5 | P a g e  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
    • 6 | P a g e  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
    • 593 | P a g e 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
    • 594 | P a g e 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.
    • 595 | P a g e 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
    • 596 | P a g e 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.
    • 597 | P a g e 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
    • 598 | P a g e 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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