This document summarizes the results of a case study conducted with university students in Bangkok, Thailand on their knowledge of emerging educational technologies. The study found that most students were familiar with social networks, though less than 20% had in-depth knowledge of gamification prior to the study. While over 80% were interested in gamification, only a small percentage understood it in detail. The study assessed students' familiarity with terms like infographics, gamification, mixed reality, social networks, cloud computing, augmented reality, learning management systems and personal learning environments. Most participants were bachelor or master's students from the Faculty of Industry Education, Department of Educational Technology. The findings provide insight into students' awareness and interest in new educational technologies being

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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.

10. 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

11. 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.

12. 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

13. 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

14. 632 | P a g e