‘Phygital’ or physical plus digital,
is a combination of a physical circumstances
or tangible objects and digital or online
technology-driven experience. This paper
introduces a challenge on potential phygital
learning environments that may induce
superior learning experiences for students
as compared to experienced realized
through either physical or digital
experiences. ‘Phygital learning’ is a novel
design concept to induce a new dimension of
learning experiences while students interact
with the physical context simultaneously as
the digital information similarly enhances
levels of competence. The authors also
illustrate a conceptual idea of phygital
learning which transforms theory to
practice. Finally, the paper argues that the
new concept of phygital can elevate
learning outcomes in alignment with 21st
Century technology by adding a form of
smart data as opposed to big data into the
mix to address a broader array of learning
styles.
Artificial Intelligence in Education focusing on the Skills3.0 projectInge de Waard
This presentation was given during the Elearning Fusion conference in Warsaw, Poland - April 2019. The presentation begins with a bit of algorithm, AI, machine learning history and background, provides some examples of AI in learning and finalizes with the Skills 3.0 project where InnoEnergy is working on.
Andreas Schleicher presents important data that should be considered for the Future of Education looking at digitalisation, labour markets and changes in the work force, inclusion, the need for creativity and other social and emotional skills and the importance of teachers in building the Future of Education.
Find out more about the OECD work in Education at https://www.oecd.org/education/
Artificial Intelligence in Education focusing on the Skills3.0 projectInge de Waard
This presentation was given during the Elearning Fusion conference in Warsaw, Poland - April 2019. The presentation begins with a bit of algorithm, AI, machine learning history and background, provides some examples of AI in learning and finalizes with the Skills 3.0 project where InnoEnergy is working on.
Andreas Schleicher presents important data that should be considered for the Future of Education looking at digitalisation, labour markets and changes in the work force, inclusion, the need for creativity and other social and emotional skills and the importance of teachers in building the Future of Education.
Find out more about the OECD work in Education at https://www.oecd.org/education/
Artificial Intelligence and mobile robotics are transforming businesses and the economy: this deck explores possible futures for companies and workers.
Global Internet of Medical Things (IoMT) Market is estimated to grow from USD 56.23 Billion in 2019 to reach USD 415.35 Billion by 2027, at a CAGR of 28.5 % during the forecast period from 2020-2027.
This is a presentation I prepared for a course on emerging technologies and concepts for my students. I discuss the concept of Education 4.0 as a tool to help to rethink education to better align future workers, today's life-long learners, with the new business requirements of industrie 4.0
In the context of higher
education, e-business can be viewed as the
series of interconnected processes initiated
with student application for entry and
completed upon graduation. While
e-learning is an integral component of this
process, the assessment component remains
primarily manual. This leads to an
educational paradox whereby students are
encouraged to e-learn, on one hand, while
they are imposed in old-fashioned
assessment practices, on the other. It also
establishes a business paradox whereby
universities strive to maximize their
financial incomes through research funding
but still do not exploit ICTs to minimize
their costs in the pillar of assessment. As
ICT skills span the requirements of
university students horizontally and across
departments, developing an e-Assessment
System for ICT skills could address both
paradoxes. This paper presents an
e-Assessment system implemented within a
nursing university department setting with
79 participants in Cyprus. Findings of a
quasi-experimental design that validated
the system’s effectiveness indicate that
performance of students who used the
system were significantly different than
those students who followed a traditional
learning process.
Artificial Intelligence and mobile robotics are transforming businesses and the economy: this deck explores possible futures for companies and workers.
Global Internet of Medical Things (IoMT) Market is estimated to grow from USD 56.23 Billion in 2019 to reach USD 415.35 Billion by 2027, at a CAGR of 28.5 % during the forecast period from 2020-2027.
This is a presentation I prepared for a course on emerging technologies and concepts for my students. I discuss the concept of Education 4.0 as a tool to help to rethink education to better align future workers, today's life-long learners, with the new business requirements of industrie 4.0
In the context of higher
education, e-business can be viewed as the
series of interconnected processes initiated
with student application for entry and
completed upon graduation. While
e-learning is an integral component of this
process, the assessment component remains
primarily manual. This leads to an
educational paradox whereby students are
encouraged to e-learn, on one hand, while
they are imposed in old-fashioned
assessment practices, on the other. It also
establishes a business paradox whereby
universities strive to maximize their
financial incomes through research funding
but still do not exploit ICTs to minimize
their costs in the pillar of assessment. As
ICT skills span the requirements of
university students horizontally and across
departments, developing an e-Assessment
System for ICT skills could address both
paradoxes. This paper presents an
e-Assessment system implemented within a
nursing university department setting with
79 participants in Cyprus. Findings of a
quasi-experimental design that validated
the system’s effectiveness indicate that
performance of students who used the
system were significantly different than
those students who followed a traditional
learning process.
Text Neck Epidemic: a Growing Problem for Smart Phone Users in ThailandDr Poonsri Vate-U-Lan
This research study examined the
rapid changes in computer user behavior
among Thai internet users, and analyzed
differences in the computer health risk
between desktop users and mobile device
users. The emphasis is on “Text Neck”
which has become a global epidemic
affecting millions of people of all ages using
various computer devices. The purpose of
this study was to consider the incidence and
relationship between health problems, and
Thai Internet users’ behavior on computer
and smart devices. The main research
instrument was an internet-based survey
which yielded 642 responses. The research
findings reflected that the text neck health
problem in Thailand is growing. This
survey found that the smart phone device
was the most popular computer application
rather than desktop computers as almost
two thirds of Thais always have their smart
phones with them. The research isolated
other behaviors of Thai computer users that
contribute to health problems as the survey
found that almost two thirds of respondents
never wear glasses to protect their eyes
from the blue light that emanates from
computer screens (64.33%). Almost one
third of participants continuously worked
on the computer without a break (30.84%).
On occasions, 62.3 percent of users
experienced pain in the neck and/or
shoulder regions when working on the
computer.
From Software through Art to Social EntrepreneurshipLetizia Jaccheri
The main goal of my research through 30 years is to understand software by empirical studies. While researchers traditionally use students as subjects to pilot studies before they are carried out in industrial environments, the supporting pillar of my working method is to set up studies with students that go beyond the contribution to scientific literature and identify benefits for other stakeholders. The four primary actors are: students, instructors, industry, and researchers Later, in our studies we have identified issues that appear at the intersection between art and software. Artistic software projects have often a social goal and are highly innovative. Our studies in art and software have given the ground for two research directions. The first is maker movement and its role in educational practices. Typical topics of interest vary from engineering -oriented pursuits such as electronics, robotics, 3D printing to the use of art and craft. Leveraging the beneficial outcomes from the Maker Movement approach and programming languages designed for children, together with a group of researchers, and artists we have designed, implemented and evaluated workshop programs. In our studies we have identified the important factors that characterize the design of the activities and the main aspects of children's engagement in such software intensive activities The second research direction is to harness the power of big data, increase collective and individual awareness about societal problems and ultimately create the needed intelligence that will lead entrepreneurs and policy makers to innovative solutions for societal challenges towards a sustainable society.
The lecture can be run at different level of interaction with the audience by using interactive tools
This presentation deals with a historical account as well as an conceptual ground and leads towards modern concept of learning i.e. Collaborative Learning
The "Supporting Students with TEL" is a module within the PGCLT(HE) at Canterbury Christ Church University. This is the presentation that was given to academic staff that puts TEL in an historical and cultural context before looking at what CCCU does now
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
Hindsight Imbalance Online and Offline Life: Qualitative Feedback from Online...Dr Poonsri Vate-U-Lan
Vate-U-Lan, Poonsri. (2015, 20-21 July). “Hindsight Imbalance Online and Offline Life: Qualitative Feedback from Online Self Disclosure in Thailand.” In The Sixth International E-Learning Conference 2015 (IEC2015), “Global Trends in Digital Learning”, Bangkok, Thailand: The Thailand Cyber University Project (TCU), Office of the Higher Education Commission, Ministry of Education.
The main purpose of this study was to determine the relationship between teachers’
perceptions towards their leadership capacity and the school’s organizational climate at Choi Hung
Estate Catholic School, Hong Kong, China. The theories used in this study were Hersey-Blanchard
Situational Leadership Theory, Bandura’s Social Cognitive Theory, and Stage-Environment Fit
Theory. The survey collected data covered the whole population, 103 teachers of the selected institute participated. The research instrument was an online questionnaire including 1) Demographic information, 2) School Organizational Climate Questionnaire, and 3) the Teacher Leadership Capacity Questionnaire. The raw data collected was analyzed by frequency and percentages, descriptive statistics, and as well as standard deviation and finally, the correlation coefficient was analyzed using
Pearson product. The results of the study indicated that the teacher’s perception of their leadership
capacity was moderate (3.35), the level of school climate was moderate (3.07). The Pearson Product measuring correlation analysis indicated that there was a significant relationship between the teacher’s
perception of their leadership capacity as well as the school organizational climate were found to be
moderately positively correlated, r (103) =.547**, p = . 001. The school administration and the
teachers in the target school are recommended to enhance and embrace training programs for them to
enhance consistency, compassion, care as well as problem-solving.
The purpose of this study was to determine the relationship between teachers’ perception
towards the division head’s transformational leadership style and teachers’ motivation at Phuket
Thaihua Asean Wittaya School, Thailand. The theories used in this study were transformational leadership style and Herzberg’s Motivation- Hygiene Theory. The research instrument was an online
questionnaire including 1) Demographic information, 2) Multifactor Leadership Questionnaire (MLQ) 5X Short, 3) Teacher Motivation Questionnaire (TMQ). Statistics used in this study included
Frequency and Percentage, Mean and Standard Deviation of Descriptive statistics, and Pearson
Product Moment Correlation Coefficient. By analyzing the research results, the level of teachers’
perception towards the division head’s transformational leadership style was moderate (3.05), while
the level of teachers’ motivation was high (4.05). Moreover, teachers’ perception towards the division head’s transformational leadership style and teachers’ motivation at Phuket Thaihua Asean Wittaya
School, Thailand were found to be moderately positively correlated, r (129) =.466**, p = . 001. The
recommendation was that the division head should consider improving more transformational leadership style to influence teachers’ motivation.
The main purpose of this research was to study the relationship of the teachers’ perception
towards their organizational culture and their level of job satisfaction at Kantana Institute in Thailand
during the academic year 2021-2022. A total of one hundred and twenty-three (123) from the English
department under International Education at Kantana Institute were surveyed for this study. The main resource of data was the questionnaire that investigated the teacher’s perception towards
organizational culture and their job satisfaction at Kantana Institute. The collected data were analyzed
by using the mean, standard deviation, and Pearson Product Moment Correlation Coefficient. The
research findings indicated that the level of organizational culture was high in the school and from the
results of the teachers’ job satisfaction. The correlation analysis result showed there was a strong
positive relationship between teachers’ perception towards organizational culture and their level of
job satisfaction. The recommendations based on the results showed 1) Teachers constantly improve
their adaptability, increase their sense of responsibility as teachers, and actively communicate with
administrators to reflect their views on the surrounding environment, 2) Future researchers should
extend their studies to public and private higher education institutions to better assess lecturers’ job
satisfaction and organizational culture, and 3) Managers' perceptions of organizational culture and job satisfaction also need to be considered. In order to have a deeper understanding and be more accurate, descriptive explanatory exploratory research, qualitative, qualitative, and quantitative research
methods should all be considered.
Role of ICT Improving Quality of Future Teachers: A Proposed ICT Competency...Dr Poonsri Vate-U-Lan
Role of ICT improving quality of future teachers by Asst. Prof. Dr. Poonsri Vate-U-Lan. An invitation from the Teacher Education Center under the auspices of UNESCO, Shanghai, China, 2021
Toward Understanding the Impact of Artificial Intelligence on Education: An E...Dr Poonsri Vate-U-Lan
Yukimi Takahashi and Poonsri Vate-U-Lan
Graduate School of Advanced Technology Management, Assumption University of Thailand, Bangkok, Thailand
DOI: 10.34190/ECIAIR.19.091
Proceedings of the European Conference on the Impact of
Artificial Intelligence and Robotics ECIAIR 2019
Hosted By EM-Normandie Business School
Oxford, UK 31 October–1 November 2019
Edited by Dr Paul Griffiths and Dr. Mitt Nowshade Kabir
By Dr. Poonsri Vate-U-Lan
Graduate School of Advanced Technology Management
Assumption University of Thailand
Education ICT Forum 2019
Redesign Education System In A Disruptive World
Co-hosted by Ministry of Digital Economy and Society and The Association of Thai ICT IndustryAt Centara Government Complex Hotel & Convention Centre Chaeng Watthana, 25-26 April, 2019
eLearning in practice in Higher Education by Prof. Edward ReeveDr Poonsri Vate-U-Lan
• From an American Perspective, the purpose of this presentation is to provide you with a good overview of “E-learning in Practice in Higher Education”
• Showcasing E-Learning at Utah State University: A Leader in E-Learning & Distance Education.
One of the graduation requirements: Having a research paper based on dissertation published or have obtained an acceptance of publication by a peer reviewed journal or conference proceeding
Climb to success
Begin
No return
Dream big
Reach the top
Success
Internet of Things in Agriculture: a Case Study of Smart Dairy Farming in On...Dr Poonsri Vate-U-Lan
Publish in Proceeding of the 15th International Conference on Developing Real-Life Learning Experience: Smart Education for Sustainable Development (DRLE2017), King Mongkut’s Institute of Technology Ladkrabang (KMITL) Bangkok, Thailand. June 16, 2017
The objective of this paper is to report a case study of smart dairy farming in Ontario, Canada which is the future of food production and ways that advancements related to the Internet of Things (IoT). It is impacting upon agricultural practice in the form of smart farming. Smart farming is the practice of intelligent agricultural management based upon technological data gathering farm practice for the purpose of increased levels of quality, production, and environmental protection. This paper will illustrate one example whereby partnerships among the academic world, government agencies and local food producing communities in Canada are adapting innovative thinking and smart technologies to address the need to implement the more effective agricultural practice. Food From Thought is a Canadian research project, based upon high-tech information systems to produce enough food for a growing human population while sustaining the Earth’s ecosystems. The paper will outline how one dairy farmer in Ontario has been able to apply smart farming technologies to increase milk production while maintaining the health of his cattle and preserving the environment. The review of applications of smart farming in Ontario such as digital tracking for a cow, genomic testing, digitally signaled birth, sensor driven crop management and data driven dairy production also details in this article.
Poonsri Vate-U-Lan, Donna Quigley, Panicos Masouras: Internet of things in ag...Dr Poonsri Vate-U-Lan
The objective of this paper is to report a case study of smart dairy farming in Ontario, Canada which is the future of food production and ways that advancements related to the Internet of Things (IoT). It is impacting upon agricultural practice in the form of smart farming. Smart farming is the practice of intelligent agricultural management based upon technological data gathering farm practice for the purpose of increased levels of quality, production, and environmental protection. This paper will illustrate one example whereby partnerships among the academic world, government agencies and local food producing communities in Canada are adapting innovative thinking and smart technologies to address the need to implement the more effective agricultural practice. Food From Thought is a Canadian research project, based upon high-tech information systems to produce enough food for a growing human population while sustaining the Earth’s ecosystems. The paper will outline how one dairy farmer in Ontario has been able to apply smart farming technologies to increase milk production while maintaining the health of his cattle and preserving the environment. The review of applications of smart farming in Ontario such as digital tracking for a cow, genomic testing, digitally signaled birth, sensor driven crop management and data driven dairy production also details in this article.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. Published by Siam Technology Press, Srisakdi Charmonman Institute, Siam Technology College
Special Issue of IJCIM
Proceedings of the
Thirteenth International Conference
on eLearning for Knowledge-Based Society
The Computer Association of Thailand Under the Royal Patronage of HM the King
The Interdisciplinary Network of the Royal Institute of Thailand
Under the Royal Patronage of HRH Princess Maha Chakri Sirindhorn
Srisakdi Charmonman Institute, Siam Technology College
The Interdisciplinary Network Foundation for Research and Development
Asia-Pacific eLearning Association, Thailand Chapter of the Internet Society
Thailand Chapter of the Computer Society of the IEEE
Thailand Chapter of the ACM, Thailand Internet Association
Association of Thai Internet Industry, Prof. Dr. Srisakdi Charmonman Foundation
Organized by
IJCIM
INTERNATIONAL JOURNAL OF THE COMPUTER,
THE INTERNET AND MANAGEMENT
Senior Editor-in-Chief: Srisakdi Charmonman
Editor-in-Chief: Pornphisud Mongkhonvanit
www.charm.SiamTechU.net www.ijcim.th.org www.eLearning2016.com
Volume 24 Number SP3 15 December 2016 ISSN 0858-7027
2. Foreword
The Thirteenth International Conference on eLearning
for Knowledge-Based Society
For the thirteenth year in a row, I am very pleased that the International Journal of
the Computer, the Internet and Management (IJCIM) has the privilege of publishing
Proceedings of the Thirteenth International Conference on eLearning for Knowledge-Based
Society including 57 papers from 14 countries. To once again devote an entire issue to
eLearning is thus an extraordinary opportunity for us.
Sample papers are on IoT and IoE Impacts on Education; Massive Open Online
Courses Current Situation; E-Learning as a Tool in Bridging the Gap between Engineering
and Spiritual Learning; Case Studies of E-Learning Experiences from Students and Staff;
Demand for Video Courseware in E-Learning; Development of an Open-Access
Interactive Website Database for High School Mathematics Learning Materials; The
Digital Sign Language Dictionary Book of American Etymology for Hearing Impaired;
The Impact of Immersion on Learning in Augmented Reality Environments; Phygital
Learning Concept: From Big to Smart Data; and Fill Me App: an Interactive Mobile Game
Application for Children with Autism.
In my capacity as the Senior Editor-in-Chief of the International Journal of the
Computer, the Internet and Management, I would like to thank those who have made the
Thirteenth International Conference on eLearning for Knowledge-Based Society and its
Proceedings possible. The main organizers are the Computer Association of Thailand
Under the Royal Patronage of HM the King, The Interdisciplinary Network of the Royal
Institute of Thailand Under the Royal Patronage of HRH Princess Maha Chakri
Sirindhorn, Srisakdi Charmonman Institute of Siam Technology College,
The Interdisciplinary Network Foundation for Research and Development, Asia-Pacific
eLearning Association, Thailand Chapter of the Internet Society, Thailand Chapter of the
Computer Society of the IEEE, Thailand Chapter of the ACM, Thailand Internet
Association, Association of Thai Internet Industry, Prof. Srisakdi Charmonman
Foundation, and Siam Technology College. Also crucial has been our sponsoring
organizations, Siam Technology College. Finally, I must also thank all the members of the
Organizing Committee, as well as the staff of the Office of President Emeritus of Siam
Technology College, and staff of the IJCIM.
(Prof. Dr. Srisakdi Charmonman)
Senior Editor-in-Chief of IJCIM
Srisakdi Charmonman Institute, Siam Technology College
3. CONTENTS
Message from the Prime Minister iii
Report to the Chairman of the Opening Ceremony iv
Opening Address by the Chairman,the National GoodGovernance Organization v
Message from the President of Siam Technology College vi
Foreword vii
IoT and IoE Impacts on Education
By Prof. Dr. Srisakdi Charmonman and Pornphisud Mongkhonvanit (Thailand)
Massive Open Online Courses Current Situation
By Moncef Bari and Rachida Djouab (Canada)
1.1-1.8
2.1-2.9
E-Learning as a Tool in Bridging the Gap between Engineering
and Spiritual Learning
By Akhil Deshpande, Anuj Deshpande, and Swati Joshi (India)
3.1-3.5
Case Studies of E-Learning Experiences from Students and Staff
By Lim Kin Chew (Singapore)
4.1-4.7
Demand for Video Courseware in E-Learning
By Inpong Luanglath (Laos)
5.1-5.6
Development of an Open-Access Interactive Website Database for High
School Mathematics Learning Materials
By Allan Nicolai Valerio, Gerald Cris Capistrano, and Lynie Dimasuay
(Philippines)
6.1-6.5
The Digital Sign Language Dictionary Book of American Etymology
for Hearing Impaired
By Yada Atanan, Thanyaporn Chaivichian, and Monticha Chuenmano
(Thailand)
7.1-7.4
The Impact of Immersion on Learning in Augmented Reality
Environments
By Christian Wagner (Hong Kong)
8.1-8.3
Phygital Learning Concept: From Big to Smart Data
By Poonsri Vate-U-Lan (Thailand), Panicos Masouras (Cyprus),
and Donna Quigley (Canada)
9.1-9.6
Fill Me App: an Interactive Mobile Game Application for Children
with Autism
By Marylene Eder, John Maruel Diaz, Joanne Ruth Madela, Marife Mag-usara,
and Dhally Dith Sabellano (Philippines)
10.1-10.6
Web Based Remote Controlling and Condition Monitoring of the Heavy
Machineries
By Akhil Deshpande, Vinayak Kulkarni, and Anuj Deshpande (India)
11.1
Introducing Gatotkaca Birth Stories in the Game
By Leocadia Pranatalisa, Ridwan Sanjaya, and Albertus Dwiyoga Widiantoro
(Indonesia)
12.1
4. Technical Aspects in NFC Utilization for Class Attendance
By Naftalita Calista Putri, Ridwan Sanjaya, and Albertus Dwiyoga Widiantoro
(Indonesia)
13.1
Introducing Indonesian Culture through Game
By Septyana Hardianti Yunanto, Lidya Oktorina Kusuma Sakti,
and Vania Wahyu Febriani (Indonesia)
14.1
Voice Morphing for Education Game Development
By Fajar As'Ari and Vania Wahyu Febriani (Indonesia)
15.1
Character Education about Anti-Drugs through Game
By Lidya Oktorina Kusuma Sakti, Septyana Hardianti Yunanto,
and Vania Wahyu Febriani (Indonesia)
16.1
Hortari: a Gamification Application for Engaged Teaching and Learning
in Higher Education
By Junar Landicho, Anghela Perpetua Dela Cerna, Jeric James Marapao,
Gerwin Balhin, and Rachelle Paid (Philippines)
17.1
iReadNotes: a Preliminary Study of a Real-Time Sheet Music to Sound
Renderer Android Application
By Love Jhoye Raboy, Elisha Lapiz, and Kirk Jann Garcia (Philippines)
18.1
Designing Assets of Game “Misfortune Animal Rare”
By Christine Ayu Wulandari and Brenda Chandrawati (Indonesia)
19.1
The Benefits of Educational Game for Five Years Old Children
By Khoirul Anam Shona and Brenda Chandrawati (Indonesia)
20.1
Game Character Development with Adobe Photoshop CS6
By Maryuni and Brenda Chandrawati (Indonesia)
21.1
Implementation of Artificial Intelligence in a Game
By Khoirul Fikri Shona and Brenda Chandrawati (Indonesia)
22.1
Game Making Framework Development for Collaborative Learning
By Aprilia Christanti, Cecilia Murniati, and Ridwan Sanjaya (Indonesia)
23.1
Tahu Bulat Games as One of Tasikmalaya Typical Foods Promotion
Media
By Elisa Purnamasari and Albertus Dwiyoga Widiantoro (Indonesia)
24.1
Graphic Design on Educational Game to Introduce Numbers to Children
By Wahyu Febriyanto, Veinta Sonrizky Mayo, and Brenda Chandrawati
(Indonesia)
25.1
The Utilization of Video Conference Applications for E-Learning
By Albertus Dwiyoga Widiantoro (Indonesia)
26.1
Different Acceptance to Use E-Learning Technology among Students
and Lecturers in Higher Education: a Literature Review Study
By Bernardinus Harnadi (Indonesia)
27.1
GUI and Background Design for “Dolanan” Game
By Elsa Regiana and Hendra Prasetya (Indonesia)
28.1
5. Simulation and Implementation on Climate Change Countermeasures
Using Game
By Viena Patrisiane, Ridwan Sanjaya, and Albertus Dwiyoga Widiantoro
(Indonesia)
29.1
A Development of Mobile Game Application to Enhancing Scientific
Understanding of Human Immune System Based on Gagne’s Learning
Theory and ADDIE Model
By Chanin Jaingam, Supakorn Khlaichaloem, Chanin Tungpantong,
Waiyawat Saitum, and Charoenchai Wongwatkit (Thailand)
30.1
Design of Learning System for Kindergarden Via Game
By Enggar Dwi Utami and Brenda Chandrawati (Indonesia)
31.1
Learning Environmental Hygiene Sites to Children through Games
of Let’s Clean
By Elsa Regiana and Brenda Chandrawati (Indonesia)
32.1
Augmented Reality Game Based on User’s Point of View
By Gregorius Alvin Raditya Santoso and Brenda Chandrawati (Indonesia)
33.1
The Design of Game Review Website Wordpress-Based
By Gregorius Alvin Raditya Santoso, Yohanes Pratama, and Hendra Prasetya
(Indonesia)
34.1
The Study of Selection Background Music
By Irfan Najmudzin and Erdhi Widyarto (Indonesia)
35.1
Montessori and the Internet Giants is the Montessori Education,
a Success Factor for Innovations for IoT and IT Companies? Could it be
the Solution for Rapid Improvements not only in ASEAN Schools?
By Andreas Becker (Germany) and Jarinya Sonvisai (Thailand)
36.1
Customer Engagement through Social Media: Learnings for Hospitality
Industry in India
By Amit Jain, Shubham Jain, and Sonal Jain (India)
37.1
Effects of Authentic Learning on Generic Skills and Characters
By Lyna Latifah, Kardiyem Kardiyem, Nurdian Susilowati,
and Rediana Setiyani (Indonesia)
38.1
Re-Visiting Information Technology from the Perspective of Recent
United Nations Assessments
By Ioan Voicu (Romania) and Glen Chatelier (India)
39.1
The Study of Collaborative Learning and Software Development Life
Cycle for IT Group Project
By Sorapak Pukdesree (Thailand)
40.1
eLearning of Digital Identity Management and Digital Uniqueness
for Color Blind People for Start-ups in Thailand
By Piya Hirunwat (Thailand)
41.1
Design and Development of a Mobile-Based Student Response System
By Kobkiat Saraubon, Prachyanun Nilsook, and Panita Wannapiroon
(Thailand)
42.1
6. Program to Develop Training Techniques to Foster Individual’s
Self-Esteem and Empowerment for Social Development Officers
By Pattaraporn Kongwijit (Thailand)
43.1
The Study of Lemongrass Plants to Develop the Innovative Learning on
the Computer Network via the Constructivist Theory of Local Wisdom
in Chowraka Village, Tambon Na-Fai, Mueang Chaiyaphum District,
Chaiyaphum Province
By Surin Cortong and Sirinan Thanadca (Thailand)
44.1
E-Learning as a Supplementary Learning Method
By Peter Teranet Sethabutra, Punprapa Sripusitto (Thailand),
and Ya Huei Wang (Taiwan)
45.1
The Development of the Flipped Classroom Model Integrated with
the Facebook-Based Learning Platform to Enhance Lifelong Learning
Skills for Undergraduate Physical Education Majors
By Narumon Rodniam (Thailand)
46.1
Ontology of Encourage Knowledge Sharing Factors Align with Theory
of Planned Behavior in Virtual Learning Communities
By Patarawat Pitawan and Narongrit Phuangphairot (Thailand)
47.1
E-Learning a BOON for Rural Education in India
By Jim Hawkinson (India)
48.1
Authentication of Web-Based Application for Smartphone with the NFC
Feature
By Timotius Edwin, Ridwan Sanjaya, and Albertus Dwiyoga Widiantoro
(Indonesia)
49.1
Collaborative Language Learning through Game-Making
By Cecilia Murniati, Ridwan Sanjaya (Indonesia), and Kristine Blair (USA)
50.1
A Study of Faculty Adoption of Online Course Management
and E-Learning
By Elisabeth Rain Ory (Indonesia)
51.1
Mapping Educational and Legal Policies in the Virtual Environment:
the Case of the Most Vulnerable Group
By Seyed Reza Eftekhari (Iran)
52.1
Learner Acceptance towards E-Learning
By Kenny Irene Elisabeth Sely (Indonesia)
53.1
Exploring the 21st
Century Digital Technology Literacy of EFL Teachers
By Dararat Khampusaen (Thailand)
54.1
Library 3.0 as a Sustainable Innovation
By Ridwan Sanjaya (Indonesia)
55.1
The Role Model of Mobile Education Game for Elementary School
Students
By Erdhi Widyarto (Indonesia)
56.1
Information Dissemination Via Web and SMS for Disaster Preparedness
and Awareness
By John Benedict Bernardo and Neiljoy Daian Quipanes (Philippines)
57.1
7. Appendix A. Editorial Board 58.1
Appendix B. Organizing Committee 59.1
Appendix C. Supporting Personnel 60.1
Appendix D. Author Names 61.1
Appendix E. About the Senior Editor-in-Chief 62.1
Appendix F. About the Editor-in-Chief 63.1
Appendix G. Supporting Organizations 64.1
Appendix H. Index Copernicus 65.1
Appendix I. Thai Citation Index 66.1
Appendix J. ASEAN Citation Index 67.1
8. The Thirteenth International Conference on eLearning for Knowledge-Based Society, 15 December 2016, Thailand
9.1
Phygital Learning Concept:
From Big to Smart Data
Poonsri Vate-U-Lan1
,
Donna Quigley2
Graduate School of eLearning,
Assumption University of Thailand, Thailand
1
poonsri.vate@gmail.com
2
home196726@hotmail.com
and Panicos Masouras3
Department of Nursing,
Cyprus University of Technology, Cyprus
3
panicos.masouras@cut.ac.cy
Abstract - ‘Phygital’ or physical plus digital,
is a combination of a physical circumstances
or tangible objects and digital or online
technology-driven experience. This paper
introduces a challenge on potential phygital
learning environments that may induce
superior learning experiences for students
as compared to experienced realized
through either physical or digital
experiences. ‘Phygital learning’ is a novel
design concept to induce a new dimension of
learning experiences while students interact
with the physical context simultaneously as
the digital information similarly enhances
levels of competence. The authors also
illustrate a conceptual idea of phygital
learning which transforms theory to
practice. Finally, the paper argues that the
new concept of phygital can elevate
learning outcomes in alignment with 21st
Century technology by adding a form of
smart data as opposed to big data into the
mix to address a broader array of learning
styles.
Keywords - Big Data, Blended Learning,
E-Learning, Digital, Perception, Phygital,
Physical, Smart Data
I. INTRODUCTION
Phygital learning is a concept of a smart
learning ecosystem which balances digital
contents or online technology-driven
experience together with physical or live-
contexts. Phygital learning relies on advanced
technologies to increase meaningful and
effective interaction among students,
instructor, data and environment. The potential
of phygital learning will contribute a positive
effect at all levels from global to the individual
since digital contents should influence people
to be more involved in physical contexts and
not be isolated in the realm of virtual reality.
Phygital learning is a disruptive innovation
since its concept leverages and does not
replace the potential of eLearning or blended
learning [1]. An imperative in 21st
century
accelerates to the digitisation of everything‟s
arrival [2] at the same time as an era of big
data which is not big insights enough [3]. The
phenomenal of open educational resources,
massive online open courseware or MOOC and
eLearning courses have established an
enormous online knowledge base but what
people want are the answers or accurate
information rendering specific to the learning
objectives [3-5]. To provide a clear
understanding of a novel concept, this article
describes how a phygital learning concept
applies to the psychomotor domain subjects
that require motor skills and tasks such as
playing musical instruments, being an athlete
requires a standard of instruction planning for
activity-based learning that begins from less
complex perception to the higher end outcomes
9. Phygital Learning Concept: From Big to Smart Data
The Thirteenth International Conference on eLearning for Knowledge-Based Society, 15 December 2016, Thailand
9.2
[6, 7].
II. LITERATURE REVIEW
A. Learning Domain
Learning is developmental process that
enhances the brain‟s growth and changes after
the individual moves through series of
cognitive checkpoints such as process,
connection, cataloguing, and practice [8].
Learning domains include three main
categories: cognitive, affective, and
psychomotor [8]. Each domain represents a
progress of learning from basic to deeper
levels of learning [8]. The concept of “Phygital
Learning” is to enhance all three learning
domains especially the psychomotor domain
which requires a mind/body connection [6].
Digital media normally presents only visual
and audio components and is not totally
adequate to address all learning domains.
Nevertheless, music education for example,
has an increased capacity to induce holistic
development and improve the psychomotor,
affective, and cognitive domains of students
[7, 9, 10]. A review of the results of the
psychomotor domain for music education
proven by Kibler Barker and Miles‟s (1970)
the taxonomy enables effective classification
of music objectives [7, 10]. The psychomotor
domain according to the taxonomy developed
by Kibler et al (1970) consists of four levels:
Gross Body Movements, Finely Coordinated
Movements, Non-Verbal Communication Sets,
and Speech Behaviours [9]. The activity-based
on live- physical contexts for music education
such as playing musical instruments, singing
or other similar activities which aim to create
student psychomotor skills might be
considered to follow these four steps for
holistic development of students.
B. Phygital Concept
The convergence of physical and digital
channels is an extra dimension of interaction
and engagement recommended in business.
This is considered as an issue of stimulus as
just one side of the digital or physical
dimensions of stimuli might not simulate
sufficient spontaneity within a learning
environment. The combination needed to
provide a deeper meaningful experience to
business customers [11-14]. The fundamental
concept of phygital at a minimal level is
comprised of content, context and consistency
[14]. Technology and applications on mobile
devices such as quick response (QR),
augmented reality (AR), geofencing, iBeacon
and Google Glass will blur the boundary
between physical and digital and create a new
ecosystem [11, 12, 15].
C. Related Research Studies
Phygital was coined as a term in the retail
industry while the fact its concept suits many
fields-particularly education. Phygital projects
of Homeplus in the Republic of Korea made a
significant change by expanding 76 per cent of
their online shoppers and 130 percent of online
sales [16]. Phygital concepts appeal to the
deeper senses rather than only digital
perception since people can touch, smell and
taste the product physically while perceiving
an interesting well design digital media [13].
A phygital urban game, namely „Active
Parks‟ uses interactive xylophone and
involved more than 150 participants across
different ages, was found to be an enjoyable
way to encourage sedentary individuals to be
active in the playful environment [17]. The
experience of phygital spaces was presented to
the person involved who is interacting with
their mind and body, virtuosity in the context
of audience interactive interfaces in the New
Interfaces for Musical Expression [18]. The
research results from the phygital public space
approach in Volpiano, Italy demonstrated
higher benefits than expected because
participants became actively involved in each
stage with openness and transparency while
the phygital process was flexible and spent
less than the proposed budget [19]. UK
academic research found a gap between the
offered learning technologies and the selected
technology according to disruptive innovation
theory [20]. The same research demonstrated
that students preferred the simple and
convenient technologies to support their
learning even though there was a high demand
from educational resources to “bring your own
devices” (BYOD), was very practical [20].
10. Poonsri Vate-U-Lan, Donna Quigley, and Panicos Masouras
The Thirteenth International Conference on eLearning for Knowledge-Based Society, 15 December 2016, Thailand
9.3
In conclusion, phygital learning can be
described as a concept of smart learning
ecosystems. This form of education balances
the power of digital with physical spaces
systematically with an emphasis on the
subjects that are linked to skills within the
psychomotor domain. This skill area requires
practice with actual objects such as music,
sport, and cuisine. Phygital learning is not a
standalone mechanism but integrates many
elements that work seamlessly as an
ecosystem. It is a method that embodies many
functions and technologies working together to
form a smart learning system.
III. RESEARCH METHODOLOGY
The prototype of phygital learning has been
drafted and illustrated to present a clear vision
of this new concept. The phygital learning can
be equipped with state-of-art technologies that
bridge the physical environment with digital
media for educational purposes.
Fig. 1 A Prototype of Phygital Learning
The two important balances are a real
instrument representing the physical aspect
such as music instruments or sporting
equipment and a smart application or system
which represents the digital components such
as interactive video or mobile application that
students will learn from both features.
Phygital learning can occur at any place
indoors or outdoors where Wi-Fi is available
for an Internet signal. A traditional classroom
can be renovated to be a phygital learning
environment by adding an AR marker on a
physical object such as a poster or a board
(Fig. 1). The approach of phygital learning can
be described into an 8Cs process (Fig. 2): 1)
Connection, 2) Captivation, 3) Contexts, 4)
Contents, 5) Communication, 6) Collaboration,
7) Consistency, and 8) Competency. Each step
will be driven by instructors together with
students while they are physically presented at
the specific environment with the full
functionality of technology that supports each
stage in the smart learning ecosystem. Details
of each step are to follow.
Fig. 2 8Cs Processes of Phygital Learning
1. Connection to the advanced technology
when students arrive to a classroom, BYOD
needs to be fully implemented since each
student will use their own device. iBeacon or
similar technology will be triggered and
accessible on their devices. The physical
learning materials such as a board, poster or
book will be embedded with AR technology
which assists students to access to digital
learning material seamlessly, no need to type
URL.
2. Captivation by a „badge‟ or digital
tokens that will appear as an award icon on
student‟s profile after students accomplish
learning tasks such as either are integrated into
the phygital classroom, answer questions on
the interactive video or completion of a
11. Phygital Learning Concept: From Big to Smart Data
The Thirteenth International Conference on eLearning for Knowledge-Based Society, 15 December 2016, Thailand
9.4
learning skill. This will motivate students to be
active at higher levels.
3. Contexts represent real environments or
tangible objects in learning contexts. These
instruments such as any musical instruments in
the music class, a music note, piece of sporting
equipment or kitchen tools and other related
objects depending on the subject are all viable
tools to stimulate learning.
4. Contents include well-designed digital
media which is prepared specifically to meet
learning objectives in a micro-learning
environment. A game, an interactive video or
mobile applications should be created or
selected to make the phygital learning
meaningful. The “smart” digital contents need
to be straight forward to complement the
learning objectives, through the use of concise,
simple and interactive resources.
5. Communication enables students to
interact with both the context of the learning
and the content which complements the skill
and knowledge development. The two-way
communication requires an accurate advice
and feedback from instructors to students who
are willing to make a shift to improve their
skill and reach a level of competency in a new
learning environment.
6. Collaboration encourages students to be
active, share and shape the learning process,
not just be passive recipients. A smart learning
ecosystem will not be created in a
competitive environment but will establish a
team work atmosphere to foster learning and
the formulation of new knowledge and skills
that can be invaluable when instructors and
students collaborate with deeper interest.
7. Consistency requires discipline and is
crucial improving psychomotor skills. It is
recommended for students to perform
regularly in a phygital learning environment.
The digital learning media needs to be
designed to boost students‟ skills on occasions
when they are practicing alone or
communicating distantly with an instructor.
8. Competency is an expected outcome
from a comprehensive and all embracing
process underpinned by phygital learning.
Students should accomplish a deeper
knowledge and better skills according to the
learning objective which aims to induce
heighten skills and cognitive development
within the psychomotor domain.
The 8Cs processes of phygital learning
represent a pathway of progress that leads to
higher learning levels and results in deeper
competency of students.
IV. DISSCUSSION
Phygital learning concepts are still in the
implementation stage and are viewed as a
work in progress by those who accept any
relevant or useful advanced technology and/or
ideas that support deeper and superior
psychomotor learning. The various unique
subjects and skills which each dimension of
phygitial attributes its uniqueness will
influence and create an improved bridge to
learning in a practical dimension. Many
crucial factors for example such as strategy,
structure, systems, style, and staff of the
institution must be considered at the
preparation stage of any phygital projects. The
purpose, concept and 8Cs processes which are
still open to modification are recommended to
be experimented with using a scientific
research method. Instructional design of
phygital learning needs to result in a new way
to support the balance of the physical and
digital aspects linked to learning in harmony to
achieve the desired learning outcomes.
Classroom management will differ from the
orthodox approach and this leap forward
requires new knowledge levels of advanced
technology that should to be the basis of
training for instructors and students
beforehand. Learning facilities and
infrastructure related to technology will play
an important role to position phygital learning
successfully within pedagogical environments.
12. Poonsri Vate-U-Lan, Donna Quigley, and Panicos Masouras
The Thirteenth International Conference on eLearning for Knowledge-Based Society, 15 December 2016, Thailand
9.5
V. CONCLUSION
The concept of phygital learning can be
applied to serve many aspects of education,
such as public relations for mass
communication however, this article is limited
to the specific subject of education. Phygital
learning was designed to improve quality and
effectiveness of education particularly within
the psychomotor domain which requires
extensive practice to establish a tangible and
developed skill. Phygital learning concepts
also emphasize the learning process as a
residual benefit which can be described as the
8Cs processes and interaction among
instructors, students, technologies and
instruments. The format of the smart learning
ecosystem in 21st
century cannot be fulfilled
based upon a single education component but
requires bridging the highlight of physical and
digital strategies together has endless
possibilities in terms of stimulating learning.
This paper offers a contribution to this
emerging field and provides a foundation to
consider as an alternative approach to solve
problems where particular subjects may use
limited in digital content which may be
ineffective from learning and teaching
perspective. The processes and results of
research in phygital learning will be boosted
and made accessible to educators in the near
future given its dynamic growth which
involves advanced technology and can
empower and rejuvenate education in multiple
ways.
REFERENCES
(Arranged in the order of citation in the
same fashion as the case of Footnotes.)
[1] Christensen, C., Raynor, M., and
McDonald, R. “What Is Disruptive
Innovation?”.
<https://hbr.org/2015/12/what-is-
disruptive-innovation>.
[2] Ernst&Young. (2011). “The digitisation
of everything”. London, UK.
[3] Harford, T. (2014). “Big data: A big
mistake?”. Significance, Vol. 11, No. 5,
pp. 14-19.
[4] Vate-U-Lan, P. (2015). “Transforming
Classrooms through Game-Based
Learning: A Feasibility Study in a
Developing Country”. Int. J. Game-
Based Learn., Vol. 5, No. 1, pp. 46-57.
[5] Vate-U-Lan, P. (2014). “Trends and
Directions of Technology in Elementary
Schools under the Bangkok Metropolitan
Administration”. in Proceeding, Vol.
2014, pp. 20.
[6] Snelson, C. (2010). “Mapping YouTube‟
Video Playlist Lessons‟ to the Learning
Domains: Planning for Cognitive,
Affective, and Psychomotor Learning”.
in 2010 Proceedings of Society for
Information Technology & Teacher
Education International Conference, Vol.
2010, pp. 1193-8.
[7] Sicherl-Kafol, B., Denac, O., Denac, J.,
and Zalar, K. (2015). “Music Objectives
Planning in Prevailing Psychomotor
Domain”. New Educ. Rev., pp. 101-110.
[8] Emporia State University. (2016).
“Learning Domains”.
<https://www.emporia.edu/studentlife/le
arning-and-
assessment/guide/domains.html>.
[9] Martinez-Pons, M. (2001). “Psychology
of Teaching and Learning: A Three Step
Approach”. A&C Black.
[10] Sicherl-Kafol, B., Denac, O., Žnidaršič,
J., and Zalar, K. (2015). “Analysis of
Music Education Objectives in Learning
Domains”. Procedia-Soc, Behav, Sci.,
Vol. 186, pp. 95-104.
[11] Kramer, A. (2014). “Retail Business
Models for the Future: The Convergence
of Physical and Digital Channels Blog
post”. Capgemini Capgemini Worldwide,
<https://www.capgemini.com/blog/cappi
ng-it-off/2014/01/retail-business-models-
for-the-future-the-convergence-of-
physical-and>.
[12] Rizki, J. (2016). “What is Phygital
Marketing?”.
<https://www.quora.com/What-is-
Phygital-Marketing>.
[13] Mottl, J. (2016). “Creating a „phygital
experience‟: Experts offer insight, tips
and strategy advice”.
Retailcustomerexperience.com.
13. Phygital Learning Concept: From Big to Smart Data
The Thirteenth International Conference on eLearning for Knowledge-Based Society, 15 December 2016, Thailand
9.6
[14] Dupre, E. “Let‟s Get Phygital”.
<http://www.dmnews.com/digital-
marketing/lets-get-
phygital/article/404486/>. Accessed 20
March 2015.
[15] Fortune Cookie, S. “Creating a
„phygital‟ ecosystem between brands
and consumers”. The Drum,
<http://www.thedrum.com/knowledge-
bank/2011/12/19/creating-phygital-
ecosystem-between-brands-and-
consumers>. Accessed 19 December
2011.
[16] Pan, J. “Phygital: Bridging Digital and
Physical Spaces”. What is phygital
technology?,
<http://www.logicsolutions.com/what-is-
phygital-technology/>.
[17] Tsekleves, E., Gradinar, A., Darby, A.,
and Smith, M. “Active Parks: „Phygital‟
urban games for sedentary and older
people”.
[18] Rokeby, D. (2011). “Keynote Lecturer 2:
Adventures in Phy-gital Space”. in
Proceedings of the International
Conference on New Interfaces for
Musical Expression, Oslo, Norway,
pp. 2.
[19] Bazzanella, L., Roccasalva, G., and
Valenti, S. “Phygital public space
approach: a case study in Volpiano”.
[20] Flavin, M. (2012). “Disruptive
technologies in higher education”. in
Research in Learning Technology 2012,
King‟s Learning Institute, King‟s
College, London, UK.