Digital citizenship has become an essential aspect of modern education. As technology becomes increasingly ubiquitous daily, there is a growing need to cultivate digital citizenship skills among students worldwide. Few studies have explored the potential of game-based learning using ubiquitous technologies to enhance digital citizenship education. Game-based learning has emerged as a promising approach to engage learners and promote the development of these crucial competencies. Moreover, ubiquitous learning approaches can provide seamless educational experiences across various contexts and devices. This paper proposes a comprehensive framework for designing and implementing a ubiquitous game-based learning system to foster digital citizenship in the Thai educational context. Drawing on existing research, this study analyzed the challenges and opportunities associated with this endeavor, addressing considerations around technology integration, pedagogical design, and implementation strategies. The study revealed that a ubiquitous game- based learning system could leverage AI-powered personalization to tailor learning experiences and provide real-time feedback to cultivate digital citizenship among Thai K-12 students. The findings also provide valuable insights for researchers, educators, and policymakers interested in leveraging innovative learning approaches to nurture digitally literate and responsible citizens in Thailand.

In academic writing, the competency to argue is important. However, first-year students often have difficulties to construct good arguments. Advances in natural language processing (NLP) have made it possible to better analyze the writing quality of texts. New tools have emerged which can give students individual feedback on their texts and the structure of their arguments. While the use of these argumentation learning support tools can help create better texts, using them in an academic context also carries risks. Learning scenarios are needed that promote argumentation competency using argumentation tools while also making students aware of their limitations. To address this issue, this paper investigates how a learning design with an argumentation learning support tool can be developed to increase the argumentation competency of first-year students. The conjecture-mapping technique was used, to visualize our assumptions and illustrate the developed learning design. As part of a fi rst design cycle, the learning design was tested with 80 students in seven academic writing classes at the University of St.Gallen in Switzerland. Preliminary findings suggest that the learning design might be helpful to improve the argumentation competency as well as the data-literacy of students (in relation to argumentation tools). However, further research is necessary to confirm or reject our hypotheses.

In personalized learning systems, personal information and learning information are usually analyzed for providing proper instruction for individuals. On the other hand, scholars have indicated the challenge of proposing models owing the lack of taking various data types into account. Several previous studies have indicated that without properly incorporating learning behavior into the personalized learning systems might fail to help students learn with proper learning process. To address this issue, this study proposes a model for analyzing ongoing learning data and adapting personalized learning experience. Besides, this study presents an overall structure of a personalized learning system that can work with the proposed mechanism. In comparison with other models, the proposed model performed the best with high accuracy; consequently, it can be deployed in the presented learning system. The findings of this study not only address the significance of ongoing learning experience in the personalized learning system but also enable a practical example to increase learning motivation in the online learning world, in particular STEM-related courses.

Most existing personalized learning support systems facilitate students' learning by providing learning suggestions or learning content to individual students based on their background or profiles. It is difficult to adapt learning activities to respond to students' ongoing learning performances and status, leading to the limitation in enhancing online personal learning performance and learning attitudes. To address this issue, a mastery learning mechanism was proposed to monitor individual students ongoing learning situations, moreover, students' conceptual learning problems, learning styles and current understanding status were considered for providing effective personalized learning activities. An online personalized learning support system was developed basing on the novel mastery learning mechanism. The experimental results show that the students who learned with our proposed system had better learning attitudes toward the learning activities, better understanding and higher perception of the usefulness of the learning system, and better learning performance of Simple Electricity on Physics course than those who learned with the conventional system.

In recent years, researchers have attempted to develop adaptive web-based learning system to help and facilitate students' improvement of learning performance. Moreover, learning environment that involves physical hands-on experimentation and/or virtual computer-simulated experimentation related to pedagogical aspects is extremely important. Consequently, it becomes an interesting issue to develop an adaptive web-based learning system which provides suitable learning environment for individual students. In this study, we propose a set of personal learning activity rules to elicit and integrate the learning styles and learning experience provided by individual students. Based on the proposed approach, an adaptive web-based learning system was implemented on a physics lesson to investigate the effectiveness of this innovative approach. The empirical findings suggest that students who learned in adaptive web-based learning system based on the proposed approach had better learning performance than those who learned in conventional web-based learning environment.

One of the challenges of promoting students constructing knowledge on abstract topic as energy is helping them make the relationship between the theoretical-world and their life outside the classroom, through inquiry of the elements of energy consumption by daily used household electrical appliances in the digital game. Factors that increase students’ conceptual learning progression in the digital game-based inquiry learning are challenged to be investigated. In this study, factors of Enjoyment, Inquiry, and Intention to Use were selected as important attitudes in learning game and promoting conceptual learning progression. To verify the effectiveness of the game, sixty-six secondary school students participated in the digital game-based inquiry learning for energy education. The results showed that the game impacted moderately on improving the students’ conceptual understanding progression on energy consumption topic, students’ inquiry of the game has a significant relation with their learning progression, and students’ enjoyment and intention to use with the game do not significantly have a relation with their learning progression. Our results suggest that there are attitudinal factors affecting conceptual learning progression gained by the digital game-based inquiry learning.

Science-based education in 21st century needs qualified and innovative science teachers who are expertise in using information and communication technology as pedagogical tool for their work and as cognitive tool for student learning. As such, a framework of Technological Pedagogical and Content Knowledge (TPACK) has been recognized as a theoretical basis for development of professional science teacher. This paper reported a pilot study result of implementing TPACK-focused preservice science teacher program for science degree-graduated students. The study participants were 54 preservice science teachers in a master degree of education at Khon Kaen University, Thailand. The alignment of 2-year courses has been particularly designed based on TPACK for students who graduated in 4-year bachelor degree of science. The results showed that the preservice science teachers have been cultivated their technological pedagogical knowledge (TPK) and technological content knowledge (TCK) during enrollment in the program. This could be implied that the TPACK-based approach should be used as a basis to create well-designed coursework in teacher education program.