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Transcripción

ThaiSim 2011
ThaiSim 2011
3rd International ThaiSim Conference
Quality, life-long learning
through simulation/gaming
24-26 March, 2011 (Thurs-Fri-Sat)
Thai Ayothaya Business Administration College, Ayutthaya, Thailand
http://www.thaisim.org/
Free professional on-line group:
http://www.linkedin.com/groups?gid=2376328&trk
Welcome to Ayuthaya
p2
ThaiSim 2011 –3rd International Conference – Ayuthaya, Thailand
******* Please arrive on time for all sessions *******
Programme overview – Day 1 - Thurs, 24 March, 2011
08h00
08h50
to
09:25
Room
Abstracts for the sessions will be found starting on page 18 – Abstracts
Registration & setting up of posters
Opening ceremony (20m) – 08:50 to 09:20
502
A Science
503
504
B Health
C Social
dimensions
505
301
303
D Language
E Methodology &
communication
W Workshop
09:25
to
09:55
1. Jeenthong:
Nimit-rnun:
Siamese fighting Health and
fish
nursing science
09:55
Break (5m): Hurry for your coffee & take it into the next parallel session; drink it there.
10:00
to
10:35
2. Jeenjenkit:
Science game
club
10:40
to
12:05
12:10
to
13:05
13:10
to
13:45
13:50
to
14:25
14:30
to
14:45
14:50
to
15:55
Room
Siritarungsri:
Citizenship
behaviour
Wattakiecharoen Chalongbun:
: Stroke
Assertive
rehabilitation
behaviour
Soranastaporn:
Introductions
Indragkura: Job
interviews
Woodhouse:
Debriefing
W1: Promuska:
Negotiation in
urban planning
Watts: Group
work
Crookall: Learning through debriefing: Playing and reflecting
Lunch (55m) – 12:10 to 13:05
3. Leteurtre
Fishery
management:
Kruthaka:
Nutrition for
healthy living
Toyoda: Social
capital
Krataipetch:
Libraires
Jones: Crosscultural
Wortley: Games technologies & the future of learning
Break (15m) – 14:30 to 14:45
Upadhyay: Cross cultural communication: Reflecting on experience
502
503
504
505
301
303
A Science
B Health
C Social
dimensions
D Language
E Methodology &
communication
W Workshop
Indrangkura:
Education
seminar
16:00
to
16:35
4. Chueamang:
Virtual
chemistry lab
Noyudom:
Tracheal
suctioning
Hirunsalee:
Disaster
mitigation
16:40
to
17:15
5. Prasunin:
Solar system
Krasaemit:
Dictionary skills
Phetrapornchote:
Putthiwanit:
Law of business
Word game
debt
17:15
18:00
to
21:00
Conference dinner: You will go by bus from the conference hotel (not the college) to
the restaurant. The bus will leave at 18h00 sharp; it will not wait if you are late !!!
Kongmee:
Online language
learning
W2:
Woodhouse:
Pipitkul: Library Debriefing
skills
Free time (45m)
Posters will be on shown in the main auditorium throughout the conference.
http://www.linkedin.com/groups?gid=2376328&trk – http://www.thaisim.org/
p3
! ! ! ! Please arrive on time for all sessions ! ! ! !
Programme overview – Day 2 - Fri, 25 March, 2011
Abstracts for the sessions will be found starting on page 18 – Abstracts
08h00
to
08:55
Room
09h00
to
09h35
09h40
10h00
to
10h35
Room
10h40
to
11h15
11h20
to
11h55
12h00
to
12:55
13h00
to
13h35
Room
13h40
to
14h15
15h20
to
16h55
17h00
to
17h35
Games morning (55m): Everyone is welcome to run a game and to participate. Post your game
description and sign-up sheet on the notice board. See Day 2 workshops for details.
502
503
504
505
301
302
303
304
G
Technology
H Social
dimensions
I Language
J Technical
& vocational
K Libraries
L
Addendum
M
Addendum
M
Addendum
1. Muankaen: IT
memory
Nammakhunt: IT
Mngmt
Soranastaporn:
Marco Polo
Saechin:
PowerPoint
pictures
Sribouban:
Children’s
books
Padungpun:
Critical
thinking
Nutkasem:
Listening
Denpaiboon
: Public
space
Break (20m)
Bhinjo: Simulation in mathematics
502
503
504
505
301
302
303
217
G
Technology
H Mngt &
technology
I Language
J Technical
& vocational
K Libraries
W
Workshop
W
Workshop
W
Workshop
Charoensathitcha:
Buriphan:
Listening & Engineering
speaking
Hamad:
Lapmak:
Whanchaai
3. NammakManagemen
Animated
hunt: PHP
m: Idioms
cartoons
t game
2. Nakaram: Ititsirisak:
Mechanical
Short path
algorithm
equipment
Krataipetch:
Vocabulary Watts:
Formative
assessment
Pipitkul:
Library
skills
de
Bonnafos:
Visions in
3D
Kantamara:
Business
Lunch (55m)
Kanegae: Urban gaming simulation: Disaster mitigation
502
503
504
505
301
302
303
217
G
Technology
H Mngt &
technology
I Language
J Technical
& vocational
K Libraries
W
Workshop
W
Workshop
W
Workshop
4. Batpho:
Number
sorting
5.
Sreewirote:
Identificatio
n matching
6. Phunapa:
engineering
mechanics
Chantarisa:
Intelligence
Mapping
Sayenko:
Phonetics
Lunpong:
Word
processing
Pumsawai:
Community
histories
Sittilears:
shell sort
Si-uam:
Vocabulary
Phombee:
Thai comm
skills
Kitbamroong:
Chinese
Sukaseam:
Typing
skills
Kraingu:
Thiemnuch:
measuring
Thai tales
devices
Wonglakorn Hill:
: Road
Lifelong
safety
learning
Kantamara:
Business
cont.
Hantang:
Cell
functions
17:35
Free time (25m)
18h00
College dinner: Dinner is provided in the college auditorium, 6th floor
19h15
Games evening (120m): Everyone is welcome to run a game and to participate. Post your game
description and sign-up sheet on the notice board. See Day 2 workshops for details.
http://www.linkedin.com/groups?gid=2376328&trk – http://www.thaisim.org/ p4
Day 3 – Outing
Outing to:
o visit historic places in Ayuthaya, such as temples,
o ride elephants and visit a floating market.
Lunch will be provided.
Timetable:
o Busses leave the hotel & school at 08:00. Be sure to have breakfast and check out before.
o Busses arrive in Bangkok at 16:30.
Set down points include: Mueang Thong Thani (Nonthaburi), Victory Monument, Suvarnabhumi.
Speak with the organizers to see if you can be dropped at a convenient place for you and the bus.
Reminders for the benefit of everyone
You are kindly requested to read these notes carefully. They will help you to gain respect from
colleagues and to show respect, both as presenter (session leader) and as delegate (session participant).
• Times and rooms are indicated on the programme plans at the start of this book.
• Presenters. Please:
o Check your room and equipment well before your session, during a break or at lunch.
You need to make sure that your PowerPoint show is working on the computer provided,
or that the digital projector will work with your own computer. You will not have time at
the start of your session to do this.
o Start and end your session on time. If you were not able to start on time, you must still
finish on time!! If someone steals time from your session, this does not give you the
right to steal time from others!!
o Go to your room five minutes early, even if you have to leave your previous session
before it finishes – but please leave discretely.
o Do NOT read from a written text. Participants will go to sleep!!
o Get people to participate as much as possible.
o Provide ample time at the end for people to ask questions. Invite them to ask questions.
• Participants: Please:
o Arrive at your session in good time, so that it can start on time.
•
•
If you really must be late, please avoid entering the room at the front (near the speaker), but rather
through a door at the back.
o Show respect for the presenter by refraining from chatting about things irrelevant to the
session. If you wish to chat with your friend, go out of the room!!
o Show your interest in the session by asking questions at the end.
Mobile phones. Switch off your mobile phones before you go to any session.
No smoking near the session rooms or in corridors. Go right outside of the building.
p5
Contents
Programme overview – Day 1 - Thurs, 24 March, 2011 ------------------------------ 2
Programme overview – Day 2 - Fri, 25 March, 2011 --------------------------------- 3
Day 3 – Outing ------------------------------------------------------------------------------ 4
Reminders for the benefit of everyone --------------------------------------------------- 4
Committees----------------------------------------------------------------------------------- 9
International Honorary Committee ....................................................................................9
Programme & Proceedings Committee ............................................................................10
Organizing Committee .......................................................................................................11
Local Arrangements Committee .......................................................................................11
Programme Book Committee ............................................................................................12
Preface---------------------------------------------------------------------------------------12
Opening speeches --------------------------------------------------------------------------13
Abstracts-------------------------------------------------------------------------------------18
Reminders for the benefit of everyone ..............................................................................18
Notes to help presenters do their sessions (papers & workshops)..................................19
Days 1 & 2 poster abstract----------------------------------------------------------------20
Days 1 & 2 || Poster || Plenary || Language EN || University & research -------------------------------------------------------20
Using the REHAB game for teaching collaborative natural resources management ------------------------------ 20
Day 1 abstracts -----------------------------------------------------------------------------20
Keynote sessions 1, 2 & 3....................................................................................................20
Day 1 || Keynote 1 || Plenary || Language EN || University & development ---------------------------------------------------21
Impact of games technologies on the future of learning----------------------------------------------------------------- 21
Day 1 || Keynote 2 || Plenary || Language EN (& TH) || All ----------------------------------------------------------------------21
The quality of learning depends on the quality of debriefing: Learn by playing and reflecting----------------- 21
Day 1 || Keynote 3 || Plenary || Language EN || Professional & development -------------------------------------------------22
Effective cross cultural communication: Reflecting on experience -------------------------------------------------- 22
Day 1 – Workshop sessions – Room 303 ...........................................................................23
Day 1 || Session W1 || Workshop || Language EN & TH || University & urban planning-------------------------------------23
Urban planning negotiation with gaming simulation: A participation workshop ---------------------------------- 23
Day 1 || Session W2 || Workshop || Language EN || University & development ----------------------------------------------23
Debriefing games: Some useful techniques using Excel ---------------------------------------------------------------- 23
Day 1 – Paper sessions ........................................................................................................23
Day 1 – Track A – Science – Room 502 ...........................................................................24
Day 1 || Session A1 || Paper || Language EN || Research & university----------------------------------------------------------24
Siamese fighting fish: A simulation/game about their aggression and courtship -----------------------------------24
Day 1 || Session A2 || Paper || Language EN & TH || Primary & secondary ---------------------------------------------------24
An online high school science game club-----------------------------------------------------------------------------------24
Day 1 || Session A3 || Paper || Language EN || University & development-----------------------------------------------------25
IdeasFishery: A role-playing game to encourage collective fishery management ----------------------------------25
Day 1 || Session A4 || Paper || Language EN || Primary & Secondary ----------------------------------------------------------25
A virtual chemistry laboratory for science high school ------------------------------------------------------------------25
Day 1 || Session A5 || Paper || Language EN & TH || Primary & Secondary---------------------------------------------------26
Simulated camp fire classroom: Teaching about the solar system -----------------------------------------------------26
Day 1 – Track B – Health – Room 503..............................................................................27
Day 1 || Session B1 || Paper || Language EN & TH || Vocational & University -----------------------------------------------27
Learning by computer – for health and nursing science students ------------------------------------------------------27
Day 1 || Session B2 || Paper || Language EN & TH || Vocational & university ------------------------------------------------28
Home-made parallel bamboo bars for Thai stroke rehabilitation ------------------------------------------------------28
Day 1 || Session B3 || Paper || Language EN || Secondary ------------------------------------------------------------------------28
Game-based learning to promote good nutrition for healthy living----------------------------------------------------28
Day 1 || Session B4 || Paper || Language EN || Undergraduate -------------------------------------------------------------------29
Game-based leaning to develop practical skills in tracheal suctioning -----------------------------------------------29
Day 1 || Session B5 || Paper || Language EN & TH || All -------------------------------------------------------------------------29
Dictionary skills with games --------------------------------------------------------------------------------------------------29
Day 1 – Track C – Social dimensions – Room 504...........................................................30
Day 1 || Session C1 || Paper || Language EN || Primary & secondary ----------------------------------------------------------30
Using group-dynamics games to improve organizational and citizenship behaviour ------------------------------30
Day 1 || Session C2 || Paper || Language EN&TH || Primary & secondary ----------------------------------------------------30
Assertive behaviour role-play game -----------------------------------------------------------------------------------------30
Day 1 || Session C3 || Paper || Language EN || Research & measurement -----------------------------------------------------31
Measuring social capital with gaming/simulation: The CULTIVATION GAME----------------------------------31
Day 1 || Session C4 || Paper || Language EN || Research & measurement ------------------------------------------------------32
Encouraging students to engage in disaster mitigation activities: The 4R Game -----------------------------------32
Day 1 || Session C5 || Paper || Language EN & TH || Primary & secondary ---------------------------------------------------32
Law of business debt: A simulation game ----------------------------------------------------------------------------------32
Day 1 – Track D – Language – Room 505 ........................................................................33
Day 1 || Session D1 || Paper || Language EN&TH || Primary & secondary-----------------------------------------------------33
Making Introductions Game---------------------------------------------------------------------------------------------------33
Day 1 || Session D2 || Paper || Language EN & TH || All -------------------------------------------------------------------------34
A job interview simulation for practicing listening and speaking in English ----------------------------------------34
Day 1 || Session D3 || Paper || Language EN & TH || University & development---------------------------------------------34
Learning through vocabulary: The library puzzle game -----------------------------------------------------------------34
Day 1 || Session D4 || Paper || Language EN & TH || University & vocational------------------------------------------------35
Online role-playing games for second language learning and teaching-----------------------------------------------35
Day 1 || Session D5 || Paper || Language EN || Secondary & Development ----------------------------------------------------36
Effect of increase in allotted time on game playing performance: Case study of an online word game -------36
Day 1 – Track E – Methodology & communication – Room 301 ...................................36
Day 1 || Session E1 || Paper || Language EN || Secondary & development -----------------------------------------------------36
p7
Debriefing games: Some useful techniques-------------------------------------------------------------------------------- 36
Day 1 || Session E2 || Paper || Language EN || University & professional ------------------------------------------------------37
Assessing group work in simulation and gaming------------------------------------------------------------------------- 37
Day 1 || Session E3 || Paper || Language EN || University & development -----------------------------------------------------37
Cross-cultural simulation in a liberal arts program: Experiencing patterns and issues---------------------------- 37
Day 1 || Session E4 || Paper || Language EN & TH || All -------------------------------------------------------------------------37
Using games and simulations in a seminar on education --------------------------------------------------------------- 37
Day 1 || Session E5 || Paper || Language EN & TH || University & development ---------------------------------------------38
The development of library skills with games and simulations-------------------------------------------------------- 38
Day 2 -----------------------------------------------------------------------------------------39
Day 2 – Keynotes 1 & 2.......................................................................................................39
Day 2 || Keynote 1 || Plenary || Language EN || Secondary-----------------------------------------------------------------------39
Simulation in mathematics: A case of sums of series integers --------------------------------------------------------- 39
Day 2 || Keynote 2 || Plenary || Language EN || All--------------------------------------------------------------------------------40
Urban gaming simulation: Disaster mitigation for cultural heritage - state of the art ----------------------------- 40
Day 2 – Workshops – morning & afternoon ....................................................................40
Day 2 || All-day session || Workshop || Language EN & TH || Teachers & students------------------------------------------40
Business simulation and change: From theory to practice -------------------------------------------------------------- 40
Day 2 || Morning || Workshop || Language EN || University & industry--------------------------------------------------------41
Create, experience and share your visions in 3D with 3DVIA--------------------------------------------------------- 41
Day 2 || Morning || Workshop || Language EN || University & professional ---------------------------------------------------41
Formative assessment in simulation groups: A hands-on session ----------------------------------------------------- 41
Day 2 || Afternoon || Workshop || Language EN || Teachers & trainers---------------------------------------------------------42
Encouraging lifelong language learning through games: A participation session---------------------------------- 42
Day 2 || Afternoon || Workshop || Language EN & TH || Primary, secondary -------------------------------------------------42
Using games to teach school children about road safety near schools ----------------------------------------------- 42
Day 2 – Workshop...............................................................................................................43
Day 2 || Morning & evening || Workshop || Language EN & TH || Any--------------------------------------------------------43
Games morning & evening---------------------------------------------------------------------------------------------------- 43
Anyone who would like to run a simulation or game-------------------------------------------------------------------- 43
Day 2 – Track G – Technology – Room 502 .....................................................................44
Day 2 || Session G1 || Paper || Language EN & TH || Vocational & University -----------------------------------------------44
IT memorization game --------------------------------------------------------------------------------------------------------- 44
Day 2 || Session G2 || Paper || Language || ------------------------------------------------------------------------------------------45
Using simulation for teaching short path algorithms--------------------------------------------------------------------- 45
Day 2 || Session G3 || Paper || Language EN & TH || Secondary & university ------------------------------------------------45
PHP scripting game------------------------------------------------------------------------------------------------------------- 45
Day 2 || Session G4 || Paper || Language En & TH || Primary & secondary-----------------------------------------------------46
Number sorting game ---------------------------------------------------------------------------------------------------------- 46
Day 2 || Session G5 || Paper || Language EN & TH || Primary & secondary ---------------------------------------------------47
Identification matching game------------------------------------------------------------------------------------------------- 47
Day 2 || Session G6 || Paper || Language EN & TH || University & development ---------------------------------------------48
Learning effectiveness in engineering mechanics (static): A bridge building game------------------------------- 48
Day 2 – Track H – Management & technology – Room 503...........................................48
Day 2 || Session H1 || Paper || Language EN & TH || Primary & secondary ---------------------------------------------------48
IT simulation project management -------------------------------------------------------------------------------------------48
Day 2 || Session H2 || Paper || Language EN & TH || All -------------------------------------------------------------------------49
A puzzle game for telling names and functions of mechanical equipment-------------------------------------------49
Introduction of a management game-----------------------------------------------------------------------------------------50
Time and space intelligence and mapping skills with games -----------------------------------------------------------51
Day 2 || Session H5 || Paper || Language EN & TH || Primary & Secondary---------------------------------------------------51
Data shell sort game-------------------------------------------------------------------------------------------------------------51
Developing English typing skills with games------------------------------------------------------------------------------52
Day 2 – Track I – Language – Room 504 .........................................................................52
Day 2 || Session I1 || Paper || Language EN & TH || Primary & secondary ----------------------------------------------------52
Marco Polo Game ---------------------------------------------------------------------------------------------------------------52
A video fairy-tale listening and speaking game ---------------------------------------------------------------------------53
Matching Idioms Game---------------------------------------------------------------------------------------------------------54
Day 2 || Session I4 || Paper || Language EN & TH || University -----------------------------------------------------------------54
Phonetics games in teaching English pronunciation to Japanese students -------------------------------------------54
Day 2 || Session I5 || Paper || Language EN & TH || All --------------------------------------------------------------------------55
Using a Crossword Puzzle to Develop English Spelling Skills---------------------------------------------------------55
Day 2 || Session I6 || Paper || Language EN & TH || All --------------------------------------------------------------------------56
Using simulation to teach ‘Phra Apai Manee’, a famous Thai tale ----------------------------------------------------56
Day 2 – Track J – Technical & vocational – Room 505 ..................................................57
Day 2 || Session J1 || Paper || Language EN & TH || University & vocational-------------------------------------------------57
PowerPoint picture collaboration game -------------------------------------------------------------------------------------57
Day 2 || Session J2 || Paper || Language EN & TH || University & Vocational ------------------------------------------------57
Matching Memorization Game -----------------------------------------------------------------------------------------------57
Day 2 || Session J3 || Paper || Language EN & TH || All --------------------------------------------------------------------------58
Using a competitive game for teaching animated cartoons--------------------------------------------------------------58
Satisfaction with learning of a word processing program by using games -------------------------------------------59
Day 2 || Session J5 || Paper || Language EN & TH || University & Vocational ------------------------------------------------60
Grapevine game for Thai communication skills---------------------------------------------------------------------------60
Matching game for measuring devices and reading scales --------------------------------------------------------------61
Day 2 – Track K – Libraries – Room 301.........................................................................62
Day 2 || Session K1 || Paper || Language EN & TH || All -------------------------------------------------------------------------62
Play and storytelling: A game based on children’s books ---------------------------------------------------------------62
Learning through vocabulary: The Library Puzzle Game ---------------------------------------------------------------62
Day 2 || Session K3 || Paper || Language || University & development---------------------------------------------------------63
The development of library skills with games and simulations --------------------------------------------------------63
p9
Using games in retrieving local communities’ histories and provincial mottos ------------------------------------ 64
Day 2 || Session K5 || Paper || Language EN & TH || Primary -------------------------------------------------------------------65
Selling and buying fruits in Chinese: A simulation ---------------------------------------------------------------------- 65
Day 2 || Session K6 || Paper || Language EN & TH || All--------------------------------------------------------------------------66
Cells and their functions: A matching game------------------------------------------------------------------------------- 66
Day 2 – Tracks L, M, N – Addendum – Room 302, 303, 304 ..........................................67
Day 2 || Session L1 || Paper || Language EN & TH || Elementary ---------------------------------------------------------------67
Jeopardy: Critical thinking ---------------------------------------------------------------------------------------------------- 67
Day 2 || Session L1 || Paper || Language EN & TH || All -------------------------------------------------------------------------67
Using matching game for listening to tales -------------------------------------------------------------------------------- 67
Day 2 || Session N1 || Paper || Language EN & TH || All -------------------------------------------------------------------------68
Exploring public space in slum communities with simulation/gaming----------------------------------------------- 68
Proceedings ---------------------------------------------------------------------------------69
Acknowledgements-------------------------------------------------------------------------70
ก – Conference supporters -------------------------------------------------------------------------- 70
กก
ก – Organizing Committee --------------------------------------------------------------------------- 70
About ThaiSim -----------------------------------------------------------------------------71
Members -------------------------------------------------------------------------------------------------------------------------- 72
Objectives ------------------------------------------------------------------------------------------------------------------------ 72
ThaiSim seeks to answer questions such as:------------------------------------------------------------------------------- 72
ThaiSim undertakes the following activities:------------------------------------------------------------------------------ 72
Learning and development ---------------------------------------------------------------------------------------------------- 72
Relevant terms ------------------------------------------------------------------------------------------------------------------- 74
Committees
International Honorary Committee
Chair: Songsri Soranastaporn - Mahidol University, Salaya, Thailand
Members:
Raza Abbas - Pathway - Global Training & Consulting Company, Pakistan
Guillaume Alinier - Hertfordshire Intensive Care & Emergency Simulation Centre, University of
Hertfordshire, England
Young Kyun Baek - Korea National University of Education, Korea
Diane Carr - Institute of Education, University of London, England
Margaret Mei Hua Chen - Wenzao Ursuline College of Languages, Taiwan
Daniel Burgos Solans - ATOS Origin Research & Innovation, Barcelona, Spain
Maiga Chang - Athabasca University, Canada
http://www.linkedin.com/groups?gid=2376328&trk – http://www.thaisim.org/ p 10
CHEE Yam San - National Institute of Education, Singapore
Christopher Clark - General Dynamics’ Information Systems & Technology Group, USA
David Crookall - Université de Nice Sophia Antipolis, France
Peter Dieckmann - Danish Institute for Medical Simulation, University of Copenhagen, Denmark
Richard D. Duke - Universituy of Michigan, USA
Vinod Dumblekar - MANTIS, India
Samantha Grainger - British Council, UK / Thailand
Wu-Yuin Hwang - National Central University, Taiwan
Hidehiko Kanegae - Ritsumeikan University, Japan
Toshiko Kikkawa - Keio University, Japan
Christophe Le Page - CIRAD (French Agricultural Research Centre for International
Development), France
Rebecca Oxford - University of Maryland, USA
Paola Rizzi - University of Sassari, Italy
Precha Thavikulwat - Towson State University, USA
Shigehisa Tsuchiya - JASAG; Chiba Institute of Technology, Japan
Anand Upadhyay - Xperentia Training Systems, India
John Welsh - SYDAC Pty Ltd (A Knorr-Bremse Company), Australia
Joseph Wolfe - Experiential Adventures LLC; Academy of Management; USA
Shelley Shwu-ching Young - National Tsing Hua University, Taiwan
Montira Watcharasukarn - University of Canterbury, New Zealand
YEO Gee Kin - SSAGSg, Singapore
Eric Zhi Feng Liu - National Central University, Taiwan
Programme & Proceedings Committee
Chair: Songsri Soranastaporn - Mahidol University, Salaya, Thailand
Proceedings Editors:
Chaweewan Denpaiboon - Thammasat University, Thailand
Patchara Pipitkul - Srinakharinwirot University, Thailand
Members:
Thomas Apperley - University of New England, Australia
David Crookall - Université de Nice Sophia Antipolis, France
Chaweewan Denpaiboon - Thammasat University, Thailand
Vinod Dumblekar - MANTIS, India
Kalayanee Jitkarun - KMUTT, Thailand
Vipat Kuruchittham - Malaria Consortium Asia, Thailand
Patchara Pipitkul - Srinakharinwirot University, Thailand
Organizing Committee
Chair: Urairat Yamchuti - Thonburi University
Members:
Stella Brutton - Université de Nice Sophia Antipolis, France
Chaweewan Denpaiboon - Thammasat University, Thailand - Member
Warampa Indrangkura Na Ayudthya - Thonburi University, Thailand - Registrar
Pathomporn Indrangkura Na Ayudthya - Thonburi University, Thailand - Vice Chair
Kalayanee Jitkarun - KMUTT, Thailand - Publication Director
Vipat Kuruchittham - Malaria Consortium Asia, Thailand
Natsarun Leesirisearn - Lumnamping College, Thailand - Treasurer
Songsri Soranastaporn - Mahidol University, Thailand - Secretary
Alexandra Vella - Université de Nice Sophia Antipolis, France
Local Arrangements Committee
By Thai Ayothaya Business Administration College
Chair: Chatchai Phukayaporn
Members
Naruemol Pechrasuwan - Coordinator
Phirote Wongsen - Accommodation (conference hotel & pre-conference residence)
Thaleongkiat Wikayee - Equipment & media
Sujin Phungboonkao - Social & cultural programme
Support staff
Komsan Charoensuk
Phitchamon Klumcharoen
Thawan Sudso
Kamolthip Promjui
Patipat Srikum
Kobkaew Janta
p 12
Programme Book Committee
Programme book
This programme book was produced with hard work from several dedicated people, including: Stella
Brutton, David Crookall, Pongchai Dumrongrojwatthana, Kalayanee Jitkarun, Natsarun Leesirisearn,
Kornkanok Promduangsri, Songsri Soranastaporn, Alexandra Vella, Urairat Yamchuti.
Language
Language editors include: Maurice Broughton, David Crookall, Vinod Dumblekar, Michael Jones Ernest
Songsri Soranastaporn, Timothy Ralph Woodhouse.
Translation
Translators for some English abstracts include: Sirinit Chanawong, Karan Supamas Engchuan, Panicha
Nitisakunwut, Singhanat Kenny Nomnian, Thanawat Nutayangkool, Songsri Soranastaporn, Suwanan
Sopatanarote, Salisa Vidhayasai.
Apologies to people who have inadvertently been omitted.
Preface
ก
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ก . Presently, the socio-economy, science and technology, as well as the environment are changing
dramatically, so persons need to be well-rounded, learn for all of their life, and share their knowledge
and experience gained from both formal and informal education systems. Thus, these persons will be
quality learners who are lifelong ones, and teachers play important roles to prepare and to develop their
students systemically. All organizations in both private and government sectors, at the same time,
should promote and collaborate to create lifelong learning. Therefore, all organizations play essential
roles to develop Thai education and learning.
ThaiSim, the Thai Simulation and Gaming Association, is affiliated with ISAGA (International
Simulation and Gaming Association, registered in the Netherlands). ThaiSim organizes an annual
conference; the theme for our third conference, ThaiSim 2011, is Quality, life-long learning through
simulation/ gaming. Experts, researchers and scholars from Thailand and other countries around the
world will take part in academic debates, research presentations and teaching techniques about using
games and simulations, so this is a good opportunity for them to share and exchange their knowledge
and experience. Hence, the conference will provide significant opportunities for participants to learn and
to exchange knowledge and ideas because using games and simulations are one of the most effective
ways to promote learning and teaching effectively and efficiently. Therefore, our association, ThaiSim,
hopes that this conference will contribute significantly to the second Thailand educational reform.
In the name of the association, my gratitude goes to all professionals, researchers and participants from
educational institutes and companies who have supported ThaiSim to achieve its goals, including
organizing this conference. Our association would like to thank every participant, presenter and support
staff for making this conference a memorable and worthwhile event. We invite you to work hard and
play hard!
__ Dr. Urairat Yamchuti
Vice President, Thonburi University, Thailand
President, ThaiSim
Opening speeches
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. Quality, life-long learning through simulation/gaming
On 24 March 2011
At Thai Ayothaya Business Administration College, Thailand
The President of the Thai Simulation and Gaming Association (ThaiSim), the committee and all
participants.
I am most honoured and gratified to be the chairperson of this opening ceremony for ThaiSim
2011, the 3rd International ThaiSim Conference, on the theme Quality, life-long learning through
simulation/gaming being held today.
p 15
The theme Quality, life-long learning through simulation/gaming recognizes the importance of
research presentations, idea sharing, and recommendations on topics related to the implementation of
simulations and gaming in learning, evaluation, and research. Not only do we gain knowledge of new
products from this academic conference, but also we attempt to promote the advancement of Thai
education to international standards.
To achieve this goal, if every educational institute and organization collaborates to develop
teaching and learning, evaluation, and research, Thailand’s education can progress and hence improve
the Thai economy, society, and quality of life of all Thais. Social problems such as crime, violence, and
social disputes could decrease and thus influence national credibility in terms of people’s standard of
living and economic investments.
As a result, economic growth, social harmony, and the cultural strengths of Thailand will be
based on education which everyone can take part in developing and determining. I truly hope that this
conference is going to be a great success and achieve every intended goal.
Finally, I am grateful to every single participant of this conference for dedicating your valuable
time to share knowledge and experience in order to develop Thai education collaboratively. Your
participation in this conference is going to provide benefits for yourself and your organizations in the
integration of teaching and learning, evaluation, and research. I hope the achievement of this academic
conference will offer the means to gain real practice and other opportunities.
I am confident this conference will achieve all these goals. Now is the auspicious time for me to
declare open ThaiSim 2011, the 3rd International ThaiSim Conference: Quality, life-long learning
through simulation/gaming.
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10. Université de Nice Sophia Antipolis (UNS), France
11. Thai Association of Teachers of French under the patronage of HRH Princess
Maha Chakri Sirindhorn, founded by HRH Princess Galyani Vadhana Krom Luang Naradhiwas
Rajanagarindra (Association Thaïlandaise des Professeurs de Français/ATPF)
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p 17
Conference Speech for the 3rd International ThaiSim Conference, 2011
On 24 March 2011
At Thai Ayothaya Business Administration College.
The Governor of Ayutthaya Province, Distinguished colleagues.
In the name of the organizers of the 3rd International ThaiSim Conference, 2011: Quality, life-long
learning through simulation/gaming, I am deeply honoured that the Governor of Ayutthaya Province has
agreed to preside over the opening of the 3rd International ThaiSim Conference, 2011: Quality, life-long
learning through simulation/gaming.
This Conference is the 3rd conference that our association has organized.
It aims to provide an academic arena for research presentation, idea sharing and recommendations on the
theme “Quality, life-long learning through simulation/gaming” and gathering notable products from this
conference for further national development.
In this conference, the 150 participants include 102 general participants and 48 research presenters, who
will present their studies. This number consists of 132 Thai participants and 18 participants from 10
foreign countries including: Japan, Taiwan, India, Indonesia, Singapore, France, Spain, the United
Kingdom, the Netherlands and the United States of America.
To organize this conference, our association has received considerable support from faculty members,
educators, and many educational institutes as follows.
1. Thai Ayothaya Business Administration College
2. Thonburi University
3. Mahidol University
4. Rajamangala University of Technology Srivijaya
5. Suranaree University of Technology
6. King Mongkut's University of Technology Thonburi
7. Chulalongkorn University
8. Thammasat University
9. Winitsuksa Lopburi School under Royal Patronage
10. Université de Nice Sophia Antipolis (UNS), France
11. Thai Association of Teachers of French under the patronage of HRH Princess
Maha Chakri Sisindhorn/founded by HRH Princess Galyani Vadhana Krom Luang Naradhiwas
Rajanagarindra (Association Thailandaïse des Professeurs de Français/ATPF)
12. Illinois State University Alumni Association, Thailand Chapter
13. Simulation & Gaming: An Interdisciplinary Journal (Sage Publications) of which David
Crookall, a professor at Université de Nice Sophia Antipolis (UNS), France, is the editor and
who provides stimulating collaborative effort and dedication in his work for the association.
We also thank our sponsors, in particular
-
The World Buddhist Television of Thailand, Yannawa Temple
-
Dassault Systèmes, France
Particularly, our gratitude goes to Thai Ayothaya Business Administration College,
directed by Dr. Chartchai Pukayaporn, and to Thonburi University, directed by Ajarn Bancha
Kerdmanee. They have greatly assisted ThaiSim and the conference in innumerable ways.
I would now like to invite the Governor of Ayutthaya Province to give the opening speech for the 3rd
ThaiSim Conference, 2011: Quality, life-long learning through simulation/gaming. Thank you.
Abstracts
Sessions are of several types: Keynote; Workshop; Paper; Poster; Games evening & morning
Abstracts are listed in chronological order in each track.
Language. Some sessions will be in English (maybe with some Thai). However, if ‘EN & TH’ is
indicated, and an abstract is provided in Thai, then the session is likely to be in Thai (maybe with some
English). If the session is indicated ‘EN & TH’, then the author has indicated that they are able and
willing to do their session in English, and therefore you, as on non Thai speaker, may request that they
do so. Thai people are good in English, if a little shy at first. They are certainly better than they think
(just like the French). Thai also acknowledge that they need to speak English to reach out to the world
and will make a real effort to accommodate foreigners (not always like the French).
The games evening and morning sessions do not have abstracts, but please see the workshops section,
below.
Reminders for the benefit of everyone
You are kindly requested to read these notes carefully. They will help you to gain respect from
colleagues and to show respect, both as presenter (session leader) and as delegate (session participant).
• Times and rooms are indicated on the programme plans at the start of this book.
• Presenters. Please:
o Check your room and equipment well before your session, during a break or at lunch.
You need to make sure that your PowerPoint show is working on the computer provided,
or that the digital projector will work with your own computer. You will not have time at
the start of your session to do this.
o Start and end your session on time. If you were not able to start on time,
you must still finish on time!! If someone steals time from your session,
this does not give you the right to steal time from others!!
o Go to your room five minutes early, even if you need to leave your previous session –
discretely.
o Do NOT read from a written text. Participants will stop participating and
go to sleep!!
o Get people to participate as much as possible.
o Provide ample time at the end for people to ask questions. Invite them to ask questions.
o More notes to help you will be found on p Error! Bookmark not defined..
•
Participants: Please:
o Arrive at your session in good time, so that it can start on time.
•
•
p 19
If you really must be late, please avoid entering the room at the front (near the speaker), but rather
through a door at the back.
o Show respect for the presenter by refraining from chatting about things irrelevant to the
session. If you wish to chat with your friend, go out of the room!!
o Show your interest in the session by asking questions at the end.
Mobile phones. Switch off your mobile phones before you go to any session.
No smoking near the session rooms or in corridors. Go right outside of the building.
Notes to help presenters do their sessions (papers & workshops)
Paper presentations
•
Always avoid reading a text. Much better to speak in an impromptu fashion, following your PowerPoint
slides.
• Always finish before or on time. Never go beyond your allotted time. Even if
someone else made you start late, you still must finish on time!!
•
Aims / contents: Paper presentations may have any of the following aims and/or content:
•
•
•
•
•
•
•
Provide a brief summary of a piece of research or a project, either completed or still in progress.
Research papers should, if possible, include (1) objectives of the study, (2) perspective(s) or theoretical
framework, (3) methods of inquiry (including participants, contexts, data collection and analysis, etc.), (4)
results, and (5) discussion and/or conclusions. The methods section for research presentations should be
short, and take no more than five minutes in total. Further references, literature reviews and details about
your methodology should be put in your handout. People are mostly interested in the results of your
research, your discussion of the results, and the way in which your work fits in with or contributes to
simulation/gaming practice (and perhaps theory).
Project papers can tell about the origins of the project, difficulties you encountered, successes that you had,
results that you obtained, lessons that you learned, plans for future development. Projects can include
designing a game, implementing a simulation/game curriculum, integrating simulations and games into an
existing curriculum. Projects can also include just plans for a new project in the future, about which you
would like audience feedback, such as a new research project or a publication.
Outline a game or simulation or some aspect of experiential learning activity (such as debriefing), or
describe its design, use, results, debriefing procedure, etc.; preferably with photos or even a very short film,
to illustrate. Describe how you used and debriefed a simulation/game in your classroom.
Allow a short hands-on demonstration by some of the audience, preferably with short introduction and
commentary by you. Show or demonstrate (parts of) a new game, and ask the audience for feedback and
ideas on how o improve it.
Outline concepts. New ideas, concepts, theories, synthesis, etc. This is usually a difficult sort of paper to
do. It should include some practical things that illustrate the ideas discussed, and perhaps include some
audience discussion.
Handouts: It is usual for presenters to have short handouts available (one to two pages is suggested). If
an audience member wishes to have a longer document, then you can send it later (after the conference)
by email.
Workshops (hands-on) sessions
•
•
•
•
These are important sessions in a conference on games, simulations, experiential and hands-on learning.
Please note the following:
These sessions must be activity-based and involve participation from the audience. The session must not
be used simply to allow yourself a long paper.
These sessions must contain a substantial portion of hands-on, participation in a simulation, game or
experiential exercise, followed by debriefing and then discussion of the simulation/game. Workshop
presenters should also have all necessary game materials available.
The typical structure of your session should follow this format (maximum total = 80 minutes):
•
•
•
•
Introduction – short talk on rationale, aims, use of your game, simulation or exercise – 5 to 10
minutes.
Hands-on participation (including setup).
Debriefing. Do not neglect this aspect; it is an essential part of the simulation/game procedure.
This is the debriefing of the game or simulation, as you might do it in class, for example. This is
not to be confused with the discussion with your conference audience (below).
Discussion, commentary or questions by the audience about aspects of the game, simulation,
debriefing, adaptation, new ideas, difficulties in running or debriefing, previous results, etc.
Days 1 & 2 poster abstract
Days 1 & 2 || Poster || Plenary || Language EN || University & research
Using the REHAB game for teaching collaborative natural
resources management
Pongchai Dumrongrojwatthana
Chulalongkorn University, Thailand
Keywords: REHAB; collaborative management; role-playing game; share learning
This research presents the results from the use of a computer-assisted gaming and simulation called
“Rehab” to encourage students’ understanding in the topics of collaborative natural resources
management. A 20 cells (5 columns x 4 rows) game board representing 4 levels of plant biomass was
used as a common landscape. Students were assigned to play the role of conservationists (2-3 students)
and harvesters. In each round of play, conservationists had to set up 3 protected cells in the landscape to
conserve a rare species, while harvesters had to send their labours to harvest the biomass for their
income generation. Therefore, both of them have to share this common land. Two scenarios were played,
no communication among players and communication and negotiation is available for them. After
gaming sessions, the dynamics of landscape in both scenarios were presented followed by the debriefing
session. It was found that students got better understanding in many aspects such as dynamics of
environment due to human activities, tragedy of the commons, conservation practices, important of
discussion and negotiation in collaborative management, and share learning among students in the class.
Some suggestions, for example time management and increase degree of realism of the game, were
informed by students to improve the use of this game in the future.
Day 1 abstracts
Keynote sessions 1, 2 & 3
By chronological order. Keynotes will be held in the auditorium – 6th floor.
p 21
Day 1 || Keynote 1 || Plenary || Language EN || University & development
Impact of games technologies on the future of learning
David Wortley
Immersive technologies Strategist, UK
Keywords: games; immersive technologies; learning; personalisation; simulation;
The use of games as an important component of learning is far from new. Ever since the dawn of time,
humankind and the animal kingdom have used gameplay as a very important development tool, most
frequently designed to equip the young and experienced with the necessary skills to survive in the real
world. Games have always been a powerful learning environment because of their freedom to explore
and experiment and of their immersive nature.
Before technology became applied to games based learning, learning in a games environment had been
made more effective by the role of a coach with the skills to not only “show and tell” but also to observe
the learner, guide, correct and motivate in a highly personalised way. Great coaches understand the
complexities of human performance and development and have the ability to translate what they see in
individual performance into instructions and learning activities which improve and develop.
The immersive technologies which we now apply to games provide the same attractive learning
environment to the young but the design of these applications increasingly embeds coaching and
development within the game design itself and tends to make the previously valuable human intervention
redundant.
This presentation looks at the emerging characteristics of immersive technologies and draws some
conclusions about their impact on how, where, and when we learn and who we learn from.
Day 1 || Keynote 2 || Plenary || Language EN (& TH) || All
The quality of learning depends on the quality of
debriefing: Learn by playing and reflecting
David Crookall, Rungrawee Samawathdana
Université de Nice Sophia Antipolis, France, Winitsuksa School, Thailand
Keywords; Communication; debriefing; discussion; experiential learning; learning; games;
processing experience; quality learning; reflecting; sharing; social interaction; teamwork
The two main objectives of this session are:
• To give you a taste of participation in one type of game; and
• To emphasize the necessity of debriefing for learning to take place.
In this session I will attempt to do three things, for which I need your help – to participate in and
debrief a game. As we will not have much time, I ask you to focus and to be fast in doing things.
Together, we will do three different things:
•
•
•
Participate in a game, using Lego™ blocks. The game can be used for a wide range of topics,
such as teamwork and negotiation. In this session, I will use it to illustrate some basic principles
of games.
Debrief the game. Here you will work in small groups to discuss your experience in the game.
This is where your real learning starts.
Examine some basic elements of learning from games, especially the importance of debriefing.
Here I will do a short talk.
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Day 1 || Keynote 3 || Plenary || Language EN || Professional & development
Effective cross cultural communication: Reflecting on
experience
Anand Upadhyay
Xperentia Consulting Pvt. Ltd, India
Keywords: awareness; communication complexity; cross-cultural communication; debriefing;
interaction: participation; play; skills
This cross cultural communication session is designed to satisfy two main objectives. First, participants
gain an increased awareness regarding the complexity and importance of communication in a multi cultural environment. The second objective is to provide a detailed understanding of the distinct skills
involved in effective communication. The session is highly interactive, encouraging participants to
participate and learn together. It consists of:
• Introduction: The presenter will highlight some aspects effecting cross cultural communication
in the current environment.
• Briefing - simulation/game procedure: This is the briefing of the game, where participants are
briefed about the rules of the game.
• Hands-on participation (including setup): Participants will play a game which is designed to
build awareness and understanding.
• Debriefing: The participating will be asked to reflect on, and then discuss their experience.
p 23
Day 1 – Workshop sessions – Room 303
Day 1 || Session W1 || Workshop || Language EN & TH || University & urban planning
Urban planning negotiation with gaming simulation: A
participation workshop
Sarunwit Promsaka Na Sakonnakron, Siyanee Hirunsalee, Hidehiko Kanegae
Ritsumeikan University, Japan
Keywords: urban gaming simulation; role-playing game; art of negotiation
Imhotep is the urban gaming simulation addressing the controversial problems and complexity of urban
development both of the beginning of urban planning and of regional planning in a playful way with a
logic board game, which makes Imhotep easy to play with using only colour ball pens, pencils and a
couple of paper. In this game, every participant is considered as one of stakeholders who can make their
own decision by negotiation based on the rules of the game and role-play simulation. There are three
main stakeholder roles; citizens, the pharaoh identified as a decision maker and a group of consultants.
Even stakeholders might be able to maximize their interest in the beginning of the game, they also might
be able to compromise the dilemma of planning for a decent standard of living during planning
processes, and to come up with protecting public interest. Consequently, the participants can make an
urban planning map, which improves relevant interventions based on the common interest under their
mutual agreement, whereas participants can have experience in planning in a practical way that is based
on different viewpoints of players, which broadens their knowledge beyond a classroom.
Day 1 || Session W2 || Workshop || Language EN || University & development
Debriefing games: Some useful techniques using Excel
Timothy Ralph Woodhouse
Dhurakij Pundit University, Thailand
Keywords: business; EFL; human-computer interaction; interaction; participation patterns; participant
perceptions; problem-based learning; research perspectives; SIMSOC; simulation/gaming
Simulation is indispensable for a L2 language learner who cannot experience the target culture of that
target language in order to acquire the necessary socio-cultural aspects of communication.
This game session provides 4 scenarios, using Excel, participants will receive on-hands experience of
handling managerial issues and be challenged to communicate decisively, persuasively, and assertively.
Day 1 – Paper sessions
In chronological order by track, such as ‘B2’. To know the time and room of each session, look at the
day plans at the start of this programme book. Look for session slot, e.g., ‘C3’, and also first author’s
surname and English title.
Day 1 – Track A – Science – Room 502
Day 1 || Session A1 || Paper || Language EN || Research & university
Siamese fighting fish: A simulation/game about their
aggression and courtship
Tadsanai Jeenthong, Chanon Kowasupat, Pintip Ruenwongsa, Namkang Sriwattanarothai,
Bhinyo Panijpan
Institute for Innovative Learning, Mahidol University, Thailand, Faculty of Science, Mahidol University,
Thailand
Keywords: active learning; aggression; behaviour component; courtship; debriefing; Siamese fighting
fish; simulation.
The beautiful Siamese fighting fish are native to most Asian countries. Their body and fin colour and
shape are attributes valued by fanciers as mush as their two other noticeable behaviours, viz., aggression
and courtship. When two fighters are in each other’s sight they would display their aggressiveness by
darkening their body colour(s), expanding all the fins, flaring the gill covers, bending the body etc.
While observing the displaying fish, biology students usually could not see all the various components of
the display. We thus devised physical objects and gestures by performers to aid the learning which can
be judged by the distinct components as well as the overall picture of each fish and their relative
positioning and attitude. Regarding the courtship display between a male and a female, similar props
and gestures were devised for each behaviour component. We also devised games on these two
behavioural aspects for individual student or groups of students to complete by showing their conceptual
and factual knowledge. After the active learning unit is completed, the instructor could score students
learning by each component and total display. Debriefing was conducted to ensure individual and
overall learning.
Day 1 || Session A2 || Paper || Language EN & TH || Primary & secondary
An online high school science game club
Usa Jeenjenkit, Bhinyo Panijpan
Faculty of Science Mahidol University, Thailand, Mahidol Wittayanusorn School, Thailand
Keywords: club; online game; high school; science
The Online Science Game Club is an academic club at our Mahidol Wittayanusorn School having 24
high school students as members. Serious online games on various science topics such as polymer,
matter, rock, pollution etc. are provided for the students to play and learn once a week. The instructor
has been accumulating these games from websites deemed suitable for different student levels. She has
also created worksheets, for students to work with, aiming at helping and evaluating their learning.
Students have the choice of many types of online games, for example, multiple choice, drag and drop,
filling the blanks with letters of the alphabet or words. They work in pairs and groups to promote their
learning with peers and to support group members to win games. It was found that these games also gave
p 25
them the opportunity to go through the learning cycle. Students stated that learning this way was fun
and interesting.
Day 1 || Session A3 || Paper || Language EN || University & development
IdeasFishery: A role-playing game to encourage collective
fishery management
Elsa Leteurtre, Chutapa Kunsook, Pongchai Dumrongrojwatthana, Christophe Le Page
Paris SUD-XI & Cirad Green, France, Chulalongkorn University, Thailand
Keywords: agent-based model; blue swimming crab; collective action; companion modeling approach;
fishery management; Kung Krabaen Bay; role playing game.
A role-playing game, called IdeasFishery, has been elaborated under the frame of a Companion
Modeling approach to stimulate communication among managers, fishermen and researchers involved in
the blue swimming crab fishery of Kung Krabaen Bay, in Thailand. It simulates the fishery evolution
resulting from decisions made by fishermen from three villages, using two types of fishing gears and
harvesting in two different areas. Players (fishermen from two villages) are interacting through physical
supports while a computer agent-based model informs them on their catches and on the crab population
evolution. Managers and researchers are involved in the process as observers; a collective debriefing
based on the outputs of the game being organized with all participants after each session. Two scenarios
were played during a two-day workshop: a first one freely, to observe players spontaneous reactions
when discovering the game, and a second one including a facilitated phase of communication among
them. At the end of the process, participants enlightened the high-quality of communication that it
allowed. Fishermen made propositions to pursue collective actions. However, a month later, their
initiatives were in abeyance. This example emphasis the potential benefits of such approach and the need
to invest it in long-term management process.
Day 1 || Session A4 || Paper || Language EN || Primary & Secondary
A virtual chemistry laboratory for science high school
Chaiwat Chueamang
Mahidol Wittayanusorn School, Thailand
Keywords: chemistry laboratory; experiment; high school; virtual chemistry laboratory
As chemistry teaching and learning emphasizes on learning by doing the experiment as well as analyzing
the experimental results for constructing concepts, students should have as many opportunities as
possible to gain experience in laboratory exercises. They should be familiar with how to use laboratory
equipments, glassware, chemicals and be aware of safety in laboratories. In this study we designed the
virtual chemistry laboratories for 72 high school students (grade 10). The virtual laboratories dealt with
both quantitative and qualitative chemistry such as solubility, solids, acids and bases. These virtual
chemistry laboratories were designed for uses at different steps of teaching and learning such as the
engagement, the exploration, or the practice depends upon instructor’s lesson plan. Instructor proposed
objectives and questions for the laboratories as well as identifying physical and chemical properties of
chemicals used in those virtual laboratories. Students were asked to learn or answer questions by using
these virtual chemistry laboratories which they could do online in or after classes. It was evident that
students gained conceptual understanding and expressed positive attitude toward the virtual chemistry
laboratory. It gives students outside class at anytime to gain more experience in learning chemistry
experiments.
Day 1 || Session A5 || Paper || Language EN & TH || Primary & Secondary
Simulated camp fire classroom: Teaching about the solar
system
Supornjit Prasunin, Nualchawee Thean-Aen
Mubankru Technology School, Thailand
Keywords: None provided
The purposes of this activity are: (1) to help students learn details of the Solar System using a camp fire
technique, and (2) to compare the learning achievement before and after using the role-play activity. The
target group of this activity is 20 second-year vocational students. Equipment used in this study include
the lesson plan, learning evaluation forms, and instruction forms. To begin with, students are divided
into four groups. Each group will pick a ballot for their assignment, the subjects of which are “The Tale
of Moon”, “The Tale of Venus”, The Tale of Sun”, and “The Tale of Pluto”. Each group thencreates a
simulated scenario based on the group’s assignment. The teacher provides two hours for the groups to
rehearse and find props. Then each group takes a number to find out which order their group will
perform, a number for the summary representative, and a number for the discussion representative. Each
group will be given ten minutes to perform their group’s play in front of the class. Then, each group’s
representative will summarize and discuss about the role plays. After conducting this activity, 80% of
the students show more interest and get a better understanding about the solar system. They are also
highly participative in the activity.
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Day 1 – Track B – Health – Room 503
Day 1 || Session B1 || Paper || Language EN & TH || Vocational & University
Learning by computer – for health and nursing science
students
Nongpimol Nimit-rnun, Supattra Thichai
Christian University, Thailand
Key words: Computer-assisted Instrument Program (CAI); nursing program; health-seeking behaviour.
The Graduate school at Christian University focuses on self – directed learning through computer –
assisted instrument program (CAI) among adult learners in nursing school curriculum, especially
learning about health – seeking behavior topics among patients. Simulations were used for students to
learn and practice. According to the success in the last academic year, CAI program was developed for
repeated testing in the following academic year. The nurse educator and educational technician who
were in the research team developed more attractive and exciting CAI program in terms of pictures, size
of letters, and the test items. The subjects were 28 master’s student nurses who were willing to join the
study. Statistical techniques used in data analysis were calculated in percentage, mean, SD., and paired t
– test. The results revealed the effectiveness of the program significantly. Satisfaction scores were at a
high level. Moreover, this study suggests instructors create more subjects or topics by the use CAI. This
study illustrates that CAI is an effective teaching method in terms of knowledge gain and adult learners’
satisfaction.
This paper begins by briefly reviewing the research project which was funded by Christian University of
Thailand. Next, the presenter will describe the program, and then explain how simulation was
implemented. Finally, examples will be provided.
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Day 1 || Session B2 || Paper || Language EN & TH || Vocational & university
Home-made parallel bamboo bars for Thai stroke
rehabilitation
Jeuajan Wattakiecharoen
Christian University, Thailand
Key Words: stroke; parallel bars; functional abilities; rehabilitation.
Rehabilitation may improve the functional abilities of stroke patients regardless of age and neurological
deficit, and decrease long-term patient care costs. Therefore, patients’ homes were designed and created
as simulations for replacing the Rehabilitation Department in hospitals. In addition, these homes and
simulations served as places for real practicing of patients. Patients that have experienced stroke may
often need help when walking. Some patients may need to have someone standing next to them while
walking. This assistant will usually stand on the side that is affected. Ten stroke patients in the research
lose control of one side of the body using parallel bars can help them strengthen their muscles and
relearn to walk without assistance. Using the parallel bars as a support structure, the patients progress
from simply supporting their weight to learning to handle shifts in weight, and ultimately walking back
and forth along the length of the bars. Purchasing parallel bars can be expensive, but you can make them
yourself at home with bamboo. Parallel bamboo bars are used for a variety of training exercises,
including sitting and walking. Home-made parallel bamboo bars are easy to make, economical, and
functional.
Day 1 || Session B3 || Paper || Language EN || Secondary
Game-based learning to promote good nutrition for
healthy living
Chonlada Kruthaka, Pintip Ruenwongsa, Piyachat Jittam
Mahidol University, Thailand
Keywords: food; game-based learning; healthy diet; nutrition.
Nowadays, increasing obesity/overweight among school-age children has become a public health
concern because its association with chronic diseases. This is a result of diets which are more than
meeting the recommended dietary allowances (RDAs), e.g., over eating high caloric food (such as fast
food). Thus it is an imperative in today’s education to promote students’ healthy eating habits.
In order to accomplish the objectives of good eating habits, it is necessary to design and implement an
effective teaching and learning strategies to enhance conceptual understanding concerning nutrition. An
interactive game for instructing healthy food habits has been developed with a focus some aspects of
food choice for healthy living. In this game, the player must take a variety of healthy foods to achieve
complete nutrient intakes in a limited time. Positive scores will be given for consumption of healthy
foods, while negative scores given for taking unhealthy ones. Additionally, food sources and their
nutrient compositions are provided with helpful visual information. Suggestion warnings about
unhealthy foods are also given. Game-oriented task assignments are to encourage comprehension and
p 29
facilitate knowledge construction. Students design menus reflecting their awareness of nutritional
composition of foods. From our implementation of the game, the developed game-based learning unit
was a positive one for students.
Day 1 || Session B4 || Paper || Language EN || Undergraduate
Game-based leaning to develop practical skills in tracheal
suctioning
A-ngun Noyudom, Watcharee Ketpichainarong, Pintip Ruenwongsa
Keywords: game; multimedia-based learning; practical skills; simulation; tracheal suctioning.
The ever increasing number of patients demands both the quantity and quality of nurses. Many nursing
schools respond by merely increasing the number of nursing students exacerbating the problem of
teacher shortage. This happens when many patients are now more aware of their right that they could
reject nursing students practicing on them. Therefore, many nursing students are not sufficiently trained
in practical skills such as intravenous injection and tracheal suctioning. The latter is a method for
removing secretion from the airway of the patients. Complications such as bleeding, infection and
hypoxia will occur if the nurses lack skills/techniques for suctioning. Game/simulation in multimediabased learning unit has been widely used and appears to improve both knowledge and practical skills in
many fields of study. We aim to develop and investigate the effectiveness of game and simulation in a
learning unit on tracheal suctioning for nursing students. In the unit, we construct the games and
interactive simulations that allow students to complete the tasks by using their understanding of key
concepts for setting up the right conditions to address case scenarios for tracheal suctioning. The
students also practice the way to diagnose patients’ symptoms to see whether they need suctioning or
not. Although the learning unit can be used by the students individually, we will organize them to
complete some tasks within groups. The debriefing session should be conducted to ensure that all
students meet the objectives of the learning.
Day 1 || Session B5 || Paper || Language EN & TH || All
Dictionary skills with games
Nantaporn Krasaemit, Thanongsak Thonglamul
Panchaporn Pittaya School, Thailand
Keywords: dictionary skills
The purposes of this research are: (1) to improve the dictionary search skills of Grade 3/2 students; and
(2) to compare student achievement in dictionary search skills before and after using the simulation.
Among two groups of students taught, the sample selected for this study is a group of 23 students at
Grade 3/2, Semester 2, Academic Year 2010, Punchapornpittaya School, Krathumban, Samut Sakhon.
The experiment was done within two weeks during two, fifty-minute periods. Research instruments
include: the lesson plans for teaching dictionary search skills; the achievement test in dictionary use; and
the simulation game. The t-test was used to compare the students’ achievement test results before and
after training. The results showed that the students using the simulation to practice the search for
meaning of words in the dictionary got higher achievement test scores after training.
Day 1 – Track C – Social dimensions – Room 504
Day 1 || Session C1 || Paper || Language EN || Primary & secondary
Using group-dynamics games to improve organizational
and citizenship behaviour
Boontip Siritarungsri
Sukhothai Thammthirat Open University, Thailand
Keywords: Group-dynamics games; Organizational citizenship behavior, School of Nursing; Sukhothai
Thammathirat Open University.
Background: It is believed that group-dynamic games can be used for people to learn about themselves,
interpersonal relationships, and build relationships between groups. School of Nursing, Sukhothai
Thammthirat Open University, Thailand is an example case study. Aim: The purposes of this study
were to explore how “Group-dynamic games” can help personal development, character building, and
conflict organization management, and to use “Group-dynamic games” for building Organizational
Citizenship Behaviour. Method: Group-dynamic games were study tools which designed by Serm
Association in three days workshop. Three moderators who conducted group-dynamic came from Serm
Association. Ten faculty and four secretary staffs enrolled in the School of Nursing, Sukhothai
Thammthirat Open University had been participated in the group-dynamic using games. Results: The
moderators used “conversation” and “games” seriously, for challenging participants’ behaviour. It also
had done with thinking about what people had said and responding reflectively, analytically, and
imaginatively to the process. The practice of conversation is almost a lost art. The most significant
intellectual achievement is not so much in problem solving, but the participants are active in the group
dynamic process and capable of finding their voice through peer-to-peer interaction. As the groupdynamic games, faculty and secretary staffs are now enjoyable as a good teamwork in the school.
Conclusions: These findings support the notion that group-dynamics games can encourage
organizational citizenship behaviour of School of Nursing. The question arose how the good teamwork
and environment climate will be sustainable. This issue needs to be further study.
Day 1 || Session C2 || Paper || Language EN&TH || Primary & secondary
Assertive behaviour role-play game
Putcharee Chalongbun, Isareeya Keatwutiikan
Affiliation not provided.
Keywords: None provided.
p 31
The purposes of this game are: (1) to develop assertive behaviour in students, (2) to have fun and to
build relationships, and (3) to encourage them to think creatively. The target group of this game is fourth
grade students. Equipment used in this study is as follows: pictures with and without captions of male,
female, and giant actors. This game and simulation is divided into two practices: definition and action.
The first objective is to have students understand and memorize the definition of each action performed
by the actors. To begin with, the teacher explains the definitions of actors, components, and actions.
Students are divided into groups of 4-5. One group picks up an envelope which contains pictures of
actors. Then they perform the roles they are assigned from the envelope while students of other groups
try to guess the meaning of each action. The second exercise is a play. Students pick up one episode of a
play, and watch a video on Ramayana. Then, they perform their roles in front of the class. The teacher
and students give scores for each group. The group which gets the highest scores is the winner. Finally,
both teacher and students debrief. After playing this game, students demonstrate an improved level of
assertive behaviour.
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Day 1 || Session C3 || Paper || Language EN || Research & measurement
Measuring social capital with gaming/simulation: The
CULTIVATION GAME
Yusuke Toyoda, Hidehiko Kanegae
Keywords: Bayanihan; CULTIVATION GAME; expected social capital; experiment; game theory;
gaming; simulation; measurement; offered social capital; Philippines; traditional mutual support.
This study aims to measure social capital with focus on people helping others, not ones helped by others.
Previous studies have measured social capital indirectly, such as by finding out environments where
social capital might be revealed, asking expectations that social capital may reveal, and showing the past
events where social capital worked as expected by researchers. The study shows it is possible for gaming
simulation to reflect the social capital of the real world in its virtual world and to directly measure social
capital. “Cultivation Game Ver. 1.0” can be better improved, which is with a focus on the Philippine
traditional mutual support, Bayanihan, and developed in a village in the Philippines, however, the study
demonstrates that players change their relations of mutual support in accordance more because of their
partners in the game than because of their own personalities, and suggests that social capital in the real
world can be measured with gaming simulation. Further, the study presents challenges to the
measurement of social capital by gaming simulation.
Day 1 || Session C4 || Paper || Language EN || Research & measurement
Encouraging students to engage in disaster mitigation
activities: The 4R Game
Siyanee Hirunsalee, Hirotada Yasui, Hidehiko Kanegae
Keywords: Student volunteerism-based disaster management; gaming simulation; student volunteers.
4R has its goal to bridge the gap of Town and Gown from the Gown side, and instilling enthusiasm of
college students to participate in disaster volunteerism by mainly using role playing game; comprised the
role of residents, role of volunteer and role of residents who are the victim in disaster, and board game.
Even though, the main target of this game is to play with the university students, however, this game is
flexible and scalable in term of the number of players and target group of players. Through the game,
once the students play the assigned roles, they will earn the knowledge related surviving in disaster and
understand the difficulties of the community members and the victims. Moreover, they will get to know
the basic activities of volunteers related to disaster. Last but not least, in debriefing, students will learn
how important of the student supports, in light of this, it will instill enthusiasm of the student to join in
disaster volunteerism. From the researchers’ point of view, this game could also provide the opportunity
for the researchers to understand the encouragement and discouragement n of students in participating in
disaster volunteerism activities.
Day 1 || Session C5 || Paper || Language EN & TH || Primary & secondary
Law of business debt: A simulation game
Umaporn Phetrapornchote
Thonburi Université, Thailand
Keywords: Business, debt, law
This paper will present teaching techniques used in teaching business law on debt. The purposes of this
simulation are: (1) to help students understand business law on debt, (2) to enable students to analyze the
situations and apply law to solve problems, and (3) to have students work as a team. To begin with,
students are divided into groups of 5-6 members. Then each student in each group picks up number
p 33
labels and put them into their group’s box. Next, students play their roles (creditors and debtors)
according to situations provided. After they finished their role-play, students tell their class how they
solved the problems and give their results. Finally, both teachers and students discuss and make
conclusions. After playing this simulation, students demonstrate improved understanding of business
laws on debt.
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Day 1 – Track D – Language – Room 505
Day 1 || Session D1 || Paper || Language EN&TH || Primary & secondary
Making Introductions Game
Songsri Soranastaporn, Panicha Nitisakunwut
Keywords: English teaching; game; introducing
The importance of ability in using English is increasing more and more, especially in the next five years
because of free trade in ASEAN. Thai students around the country are preparing to enter in this market,
as are university students. Though both groups realize they will have chances to get a better job and a
higher salary if they can perform well in English communication, some still need to be motivated. Thus,
a game is used to teach the language of introductions. The purposes of this game are: (1) to provide
opportunities for students to communicate in English by using all 4 skills, and (2) to have students
become more familiar with their friends. To begin with, the teacher briefly reviews the language used
for teaching introductions. Next, students practice these language functions by repeating after the
teacher or the audio-tape and do their exercises in the assigned chapter. Then students sit in a circle and
each student is given one A4 sheet of paper to draw a picture of the person sitting on their right. They
also have to interview this person by using the target language or create new questions to elicit
information. Then all students show their paper to their class. Finally, some students are randomly
selected to introduce the person they have drawn to the class. To conclude, students learn and use the
language of introduction, and they feel confident when they use this target language in front of the class.
Moreover, students enjoy this game.
Day 1 || Session D2 || Paper || Language EN & TH || All
A job interview simulation for practicing listening and
speaking in English
Warampa Indragkura Na Ayudthya
Thonburi University, Thailand
Keywords: business English, job interview, simulation
The purpose of this simulation is to develop listening and speaking skills of job interview for students in
the Faculty of Business Administration, Thonburi University. Job interview is one of the lessons in the
Business English course. It is necessary for the students to apply it in the future. The sampling of this
research was 35 students who enrolled this subject in semester 2 of the academic year 2010. This
simulation process consists of 3 lesson plans, the listening and speaking skill tests of job interview, and
the examples of questions and answers of job interview. After doing the simulation, we found that the
students were able to improve their both skills of making questions and answers.
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Day 1 || Session D3 || Paper || Language EN & TH || University & development
Learning through vocabulary: The library puzzle game
Darin Krataipetch, Patchara Pipitkul
Srinakharinwirot University, Thailand
Keywords: library game, library science, information science
This paper discusses the views of students who have learned from the Library puzzle game in the class
of Library and Information Science. Library puzzle game is a game to find words related to professional
librarians from the character table. In this table, the letters are words hidden vertically, horizontal and
diagonal. The results obtained from the Library puzzle game is to learn and train students to have
knowledge of the terminology associated with the profession of Library and Information Science in
English. Makes it easy to remember words. And has been a joyous one because the game is a skill that
allows learning to the practice.
p 35
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Day 1 || Session D4 || Paper || Language EN & TH || University & vocational
Online role-playing games for second language learning
and teaching
Isara Kongmee
Northumbria University, England & Naresuan University, Thailand
Keywords: ethnography; action research; virtual ethnography; online gaming; MMORPGs; online
learning.
Massively-Multiplayer, Online, Role-Playing Games (MMORPGs) create a large virtual community.
Online gaming shows potential not just for entertaining, but also in education. The research investigates
the use of commercial MMORPGs to support second language teaching in Thailand. The form of
MMORPGs offers digital safe-space in which students can communicate by using target language with
global players. This qualitative research bases on ethnography and action research investigating the
students’ experiences of language learning and performing during playing the MMORPGs. In the real
world the researcher observes the interaction with the MMORPGs by the students through actual
discussion, and screen video captures while playing. On the other hand, researcher’s character in
MMORPGs enables the researcher to get inside view point when communicating with the students’
MMORPG characters through action research. This allows anonymous/ privacy supports such as ingame instruction, a building confidence, and some supports around language issues under friendly
circumstance. Using action research with MMORPGs in the real world facilitates a number of factors:
language practising opportunities and personal/group experience with native/ second language speakers
for the students. The researcher can also develop tutorial exercises and discussion for teaching plans
based on the students’ experiences with the MMORPGs.
Day 1 || Session D5 || Paper || Language EN || Secondary & Development
Effect of increase in allotted time on game playing
performance: Case study of an online word game
Chutinon Putthiwanit
Providence University, Taiwan ROC
Keywords: time; computer game; online game; game playing performance; word game; online word
game; simulation; gaming.
Online game players tend to manage their time differently. However, no matter what the time on playing
an online game is spent positively or negatively, we may assume that when the time in each online-game
round is increased, players tend to perform more interaction with the opponent player. Though there is
the number of research studies on time usage in computer game, notwithstanding, there is no research
explores the direct effect of time given on online game playing performance. As a result, this research
aims to investigate the effect of time given on player performance based on the case of online word
game. 93 online word games (186 players) were randomly observed via the biggest online board game
website in Thailand. The result shows that increase in time does not have effect on player performance.
The managerial implication for further development is that webmaster may offer only time restricted
games for players to avoid high traffic in website; that is, this will certainly solve the online game lag
problem.
Day 1 – Track E – Methodology & communication – Room 301
Day 1 || Session E1 || Paper || Language EN || Secondary & development
Debriefing games: Some useful techniques
Timothy Ralph Woodhouse
Dhurakij Pundit University, Thailand
Keywords: business; EFL; human-computer interaction; interaction; participation patterns; participant
perceptions; problem-based learning; research perspectives; SIMSOC; simulation/gaming
This paper proposes a scenario-based “learning-by-doing” approach for undergraduate Thai students
majoring in English, and examines Thai student perception of their learning experience. This paper
suggests that simulation is essential for an L2 language learner, based on results of action research
conducted by the researcher in a Thai university class.
p 37
Day 1 || Session E2 || Paper || Language EN || University & professional
Assessing group work in simulation and gaming
Frances Watts, Amparo García-Carbonell
Universitat Politècnica de València, Spain
Keywords: assessment; debriefing; group work; collaborative work; process; product
Simulation and gaming used in teaching and training frequently requires group work. In the classroom it
is essential that the groups function well, which is best verified by polling group members and by the
facilitator’s observation of the group, followed by debriefing. Often the results of the group’s work must
also be graded, which can be done in a number of ways. This paper will offer a brief review of common,
straightforward methods of assessing process and product when using group work.
Day 1 || Session E3 || Paper || Language EN || University & development
Cross-cultural simulation in a liberal arts program:
Experiencing patterns and issues
Michael Ernest Jones
Keywords: Multi-cultural curriculum; intercultural skills; cultural self-assessment; group assessment;
communities of practice; student-centred curriculum.
This paper presents the rationale and framework of a proposed multi-cultural syllabus to be used as a
Liberal Arts foundation course at an unspecified Thai university. The intent of the course is to broaden
student’s exposure to the multi-cultural world and to develop intercultural skill sets. The major
component of this course will require students to develop a society composed of multiple cultures, aided
by the use of self-assessment and group evaluation tools, and creative media and reflective activities.
The class will rely on a variety of cross-disciplinary readings and constructivist activities to engage the
students in a “student-centred classroom,” developing communities of practice, and gaining competence
in living within or realizing the importance of possessing a multicultural perspective. The development
of a “student-centred classroom” is of particular importance to Thai universities with student-centred
pedagogical philosophy; and the Ministry of Education (MOE) of the Royal Thai Government (RTG)
because the concept of student-centred curriculum is being promoted as one aspect of educational reform
in Thailand.
Day 1 || Session E4 || Paper || Language EN & TH || All
Using games and simulations in a seminar on education
Pathomporn Indrangkura Na Ayudthya
Key words: education, seminar, simulations, Thonburi University, Thailand
This study examines the development of an educational seminar to train and advance the theoretical and
practical skills through the use of games and simulations to thirty-five student-teachers of the Graduate
Diploma Program in the Teaching Profession at the Graduate School, Thonburi University. The process
of this simulation is as follows. First, a teacher explains theory, principles, and preparation of seminar as
well as presentation preparation. Second, students prepare for their teaching in their actual classrooms
and presenting in a seminar. Third, students teach what they plan in their class. Fourth, students present
the results of their teaching in the Graduate Diploma Course. Fifth, teachers evaluate their presentation
and select some to present in the real seminar. Finally, students organize the seminar by themselves;
while their teachers are their consultants. The instruments consist of a games and simulation teaching
plan, informational documents, work sheets, and a self-assessment questionnaire. The results showed
that after the seminar, the participants are able to work as seminar organizers and have increased their
theoretical knowledge by 90%.
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Day 1 || Session E5 || Paper || Language EN & TH || University & development
The development of library skills with games and
simulations
Patchara Pipitkul
Keyword: library game, simulations, library skills.
This article discusses the use of games and a simulation in teaching library library skills. The study
population consisted of 50 students from Grade 4 to skills at an elementary school. The games and
simulation used in this study were Dewey Decimal Game, Defining Parts of a Book Game, and a
simulation on books shelving. The purposes of this study were to study and compare the library skill
levels before and after using the game and simulation to teach Grade 6 of Ban Saleang Thong School,
Chaiyaphum Province. The study was conducted in 2010 using a mixed method research design. The
result of the study showed that the difference of the students' library skills before and after using the
p 39
games and simulation was statistically significant at the .05 level. It also found that the game and
simulation help students have a positive attitude towards learning because they can learn and gain
knowledge with fun.
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Day 2
Day 2 – Keynotes 1 & 2
Day 2 || Keynote 1 || Plenary || Language EN || Secondary
Simulation in mathematics: A case of sums of series
integers
Bhinyo Panijpan
Keywords: cooperative learning; debriefing; illustration; physical aid; scaffolding; simulation; sums
of basic series integers
Only a few months after a long exposure to the procedure on how to derive a general formula for a
simple sum of integers, say, 1 to 10, most students generally do not remember the formula or worse do
not know how to begin to derive it. The problem is more severe with summation of power integers, e.g.,
12 + 22 + 32 + … n2 or 13 + 23 + 33 + … n3, at which both students and mathematics teachers are stuck.
We attributed these difficulties to the overly abstract method of induction generally taught in school and
thought that concrete simulations should help learning and retention somewhat.
Without looking up the literature we attempted to come up with our own physical and visual models to
simulate the formal mathematical proofs for the summations of the above integers. We used computerdrawn illustrations, plasticine (play dough) models as well as folded papers as teaching aids. These were
tried several times with high school students and pre-service teachers. Together with funneled
instruction and scaffolding by the instructor and class debriefing, students could grasp the concepts and
retain the formula derivation capability for longer periods. We found out later that our models were
unlike those published in the literature. However, we might try out some of these other models in our
future instruction.
Day 2 || Keynote 2 || Plenary || Language EN || All
Urban gaming simulation: Disaster mitigation for cultural
heritage - state of the art
Hidehiko Kanegae
Keywords: planner education; community planning; urban gaming Simulation
Urban gaming simulation has existed for just half a century. This paper aims to describe current state of
urban gaming simulation according to the context of disaster mitigation for cultural heritage. This
keynote explains 3 periods after the World War II as history of urban gaming simulation trends in
simulation and gaming world. And it introduces one of our challenges recent training of urban gaming
simulation for young researchers and students in planning fields.
Day 2 – Workshops – morning & afternoon
Day 2 || All-day session || Workshop || Language EN & TH || Teachers & students
Business simulation and change: From theory to practice
Pornkasem Kantamara
Keywords: business simulation, change
A computerized simulation is an effective tool that can help bring the learners the real situation as much
as possible. In this workshop, the participants actively play a role of change agent assigned to lead
change in an organization within three years. Through playing this computer simulation, the participants
learn how to plan and develop effective strategies to implement the change and to overcome common
change obstacles in an organization, such as, staff’s resistance, lack of management support, and limited
resources. The debriefing, which is a significant aspect of learning through simulations, is conducted by
the presenter. In addition to playing the simulation, selected accompanying in-class activities will also
be conducted with the participants. In the end, there is a discussion on the participants’ lessons learned
and how they can apply them to their own context.
Note: The workshop can be conducted either in Thai or English depending on the participants.
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Day 2 || Morning || Workshop || Language EN || University & industry
Create, experience and share your visions in 3D with
3DVIA
Joseph de Bonnafos
Dassault Systèmes, Singapore
Keywords: 3DVIA, share visions, universal language, visions
3DVIA is the newest of Dassault Systèmes’ six brands. The 3DVIA philosophy is simple: establish 3D
as the universal language for businesses and consumers to communicate. The 3DVIA suite of products
makes it easy to create, experience and share visions accurately and without boundaries, besides your
imagination.
After a brief introduction of 3DVIA, the presenter will illustrate the concept of 3D as the universal
language with several examples from various industries: architecture, interior design, life-science,
manufacturing, virtual training etc.
Day 2 || Morning || Workshop || Language EN || University & professional
Formative assessment in simulation groups: A hands-on
session
Amparo García-Carbonell, Frances Watts
Universitat Politècnica de València, Spain
Keywords: collaborative work; debriefing; formative assessment; giving credit; group work; process;
Giving credit where due is crucial to the success of any group endeavour. Peer and self assessment can
help avoid the pitfalls that often appear in group work, such as free loaders and the sucker effect, while
proving efficient in helping the facilitator to assure smooth running of a simulation. This workshop will
offer participants a practical session using THE PARKS COMMISSION, a simulation that requires
forming groups of five people who have to work together to reach group and individual objectives.
Day 2 || Afternoon || Workshop || Language EN || Teachers & trainers
Encouraging lifelong language learning through games: A
participation session
Jonnie Hill, Diana Budi
Universitas Negeri Surabaya, Indonesia
Keywords: game design, lifelong language learning
This workshop presents five criteria that participants may use when in designing and implementing
lifelong learning games. Participants will play EASY A, a game that encourages the exploration of fun,
engagement, instructional outcomes, practicality, and habit-formation in games. In an open forum, a few
selected games for lifelong learning will be presented. The forum will be followed by debriefing.
Day 2 || Afternoon || Workshop || Language EN & TH || Primary, secondary
Using games to teach school children about road safety
near schools
Nuttiya Wonglakorn, Phattarasuda Witchayaphong
Suranaree University of Technology, Thailand
Keywords: gaming simulation; road accident; road safety near school
Most schools in Thailand, students travel to and from school each day by various modes of transport and
as pedestrians. The vast majority of students do travel to and from school safely but there
are some students who lacked caution in traveling to school. Therefore, to
prevent accidents that occur have to create knowledge and understanding of road safety near the schools.
Using Road safety rally game (RSR Game) which is a tool to help convey the information to learn about
road safety around the school for young children. Player will have the skills and knowledge in many
areas such as process thinking as a team, the courage to express their ideas and initiatives are creative.
Moreover they will get enjoyment from playing the game as well. The main purpose for youngsters to
further increasing safety for children during school travel times. Expect result for the children to learning
and understanding in the dangerous from road accident, discipline in using vehicles on the road with
other people, respect in traffic laws and be participate in accident prevention issues. All of these will lead
to be a sustainable in road safety.
p 43
Day 2 – Workshop
Day 2 || Morning & evening || Workshop || Language EN & TH || Any
Games morning & evening
Anyone who would like to run a simulation or game
Anyone can offer to run a game in the morning and evening of Day 2. This is a great opportunity to get
to know games and people.
The purposes of these sessions can include any of the following:
•
•
•
•
•
•
Have fun and meet new people;
Try out a new game or prototype;
Get ideas from colleagues for adapting a game;
Running well-known or classic games (such as the NASA game, STARPOWER).
Learn more about games and simulations – and debriefing, especially in the best way possible, by playing
or testing them.
Write your own purpose here! ___________________________________________________
If you wish to run a game or simulation, please do the following:
•
•
•
•
•
Write a short description on an A4 size sheet of paper. About half a page is fine. You do not need to do
an academic abstract, but a short description would be useful.
Tell us the name of the game, minimum and maximum number of participants, its main purpose(s),
why you like it, and any other things that you consider important or that would attract people to come to
your game session.
Indicate approximate length of time needed: 1 hour is best for the morning and 2 hours is best for the
evening of Day 2.
Give the description as soon as possible on Day 1 to a conference staff member, who will post it on the
appropriate notice board, along with a sign-up sheet. You can, of course make your own sign-up sheet too
– this will avoid mistakes, especially in maximum numbers.
We may have enough slots for only 6 or 7 games, so it is important to give your description and sign-up
sheet as soon as possible to a member of staff. Once we run out of rooms, no more can be accepted.
If you would like to take part in a game or simulation, pls look at the posted descriptions and decide
which one to attend and write your name on the sign-up list. A few basic rules will help this work well:
•
•
•
•
if you sign up, you must go to the session;
if you start to participate, pls do not leave in the middle;
once a sign-up list is full, it is full, so please choose another list; do not add your name beyond the
maximum number indicated on the list;
you may go to a session without signing up beforehand, but then you may only be able to observe; if the
presenter says that you are able to participate, then you should stay until the end of the game and
debriefing, and not leave in the middle.
Day 2 – Track G – Technology – Room 502
Day 2 || Session G1 || Paper || Language EN & TH || Vocational & University
IT memorization game
Saowapha Muankaen, Akeratana Nophakant
Keywords: computer devices, memorization
The aims of this game are: (1) to help students learn computer devices which are used as input,
processing, and output, and (2) to help them study the functions of computer devices and accessories.
The target group of this game is 40 computer science students. A computer, a LCD projector, a list of
questions and hints, a timer, and gifts are used as equipment in this game. To begin with, students are
divided into groups of five members. The process of playing this game is divided into two steps: analyze
questions and state the names of computer accessories correctly. First, the teacher distributes one
question to one group, and students have to analyze the given question within a minute. Then, they raise
their hands to present their results on a first-come, first-served basis. If the group gives the correct
answer, it gets a chance to play a jigsaw game displayed on the LCD projector. They then try to answer
the next question. If their answer is incorrect, the next group has its turn to give the correct answer, and
the game continues. Finally, the group that provides the most numbers of correct answers is declared the
winner. After playing this game, students demonstrate improved attainment of skills in computer devices
and accessories.
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Day 2 || Session G2 || Paper || Language ||
Using simulation for teaching short path algorithms
Nantawan Nakaram, Sittisak Thongsuk
Keywords: graphics model, short path algorithms
The study entitled Using a graph model simulation to teach short path algorithms has the aim to create
simulation media for teaching short path algorithms by using a graphicsdel composed of short distances.
The scope of the study examines: 1) The model graph. e.g., the climax point’s set and the dimensions
set; and 2) Steps in calculating the shortest distance. The learning process in the simulation is comprised
of five steps: 1) Selecting the model graph components; 2) Setting the weight value for each point in the
model graph; 3) Checking whether the goal point will be selected (If selected, the operation will be
terminated and the shortest distance will be displayed. The operation will continue unless the goal point
is selected); 4) Selecting the goal point with the lowest weight value (In case of equal weight, the goal
point’s importance priority will be considered); and 5) Increase the weight and value of the goal points
for those goal points selected in steps 3 and 4 will be redone. Early evaluation reveals that most students
at most levels are satisfied with learning via a graph model simulation to teach short path algorithms.
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Day 2 || Session G3 || Paper || Language EN & TH || Secondary & university
PHP scripting game
Anake Nammakhunt, Arunee Truphapoom
Keywords: PHP, structure, process, teamwork, computer science, project, programming,
The purposes of this game are: (1) to understand the purpose of the cross-platform, PHP Hypertext
Preprocessor scripting language (design by Lerdorf in 1995), (2) to help students understand structure and
process in PHP, (3) to train students to control their time while working, and (4) to encourage students to
work as a team. The target group of this game is 50 computer science students. Equipments used in this
study are as follows: pre-test, post-test, and training kits for writing a PHP script. To begin with, students
are divided into groups of 5. Each group will work as a programmer team. Team members act as a
project leader, a programmer, a tester, a contactor, and a system analyzer. The teacher provides them
with reading materials one week before class. Next, students practise and play their assigned roles for
two hours in class. After that, students present their work in class. After playing this game, students
demonstrate improved understanding and achievement of skills in writing a PHP script.
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Day 2 || Session G4 || Paper || Language En & TH || Primary & secondary
Number sorting game
Suphalak Batpho, Wattana Eakepamsin
Keywords: number sorting
The purpose of this game is to help students understand and gain skills in sorting numbers. The target
group of this game is university students who study data structure and algorithms. Equipment used in
this game is as follows: a box, number labels (alternatively, letter labels) to be used as a data set, and
instructions for playing this game. To begin with, students are divided into groups of 5-6 members.
Then, each student picks up 3 number labels and puts them into their group’s box. Next, students sort
number labels from their box according to instructions provided. Students have to pick up 2 number
labels They then pick up a third and have to compare the value of this additional number label to the
others, and insert it with the others in the correct order. After that, students pick up another label, and
repeat the process until all labels from the box are sorted into one pile. Finally, both teachers and
students check the results of sorting. After playing this game, students demonstrate improved
understanding and achievement of skills in sorting numbers.
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Identification matching game
Bancha Sreewirote
Keywords: electrical devices, wiring
The purposes of this game are: (1) to help students learn electrical devices of wiring with a belt strap line
more successfully in terms of names, functions, and principles, and (2) to work safety. Equipment used
by each group in this game is as follows: 1) a sandbox, 2) hammer wiring, 3) a cartridge meter, 4) a
twist drill, 5) a cutter, 6) a pair of flat-nose pliers, 7) an Iron Centre, 8) a pair of wire-cutting pliers, 9) A
Millimetre, and 10) an embroidered vest. This game can be played with 30-40 students. To begin with,
students are divided into 2 groups. Students in each group role-plays in pairs. One student picks up a
device and the other states the function of the selected device. Partners swap roles for each device picked
up until all devices have been used. The group which gives the most correct answers will be the winner.
After playing this game, students feel more confident, and can state the functions and principles of those
devices correctly.
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Day 2 || Session G6 || Paper || Language EN & TH || University & development
Learning effectiveness in engineering mechanics (static):
A bridge building game
Nittalin Phunapa, Teerapath Limboonrueng
Keywords: engineering, bridge building, construction, force system, force analysis
Engineering mechanics (statics) involves a responsibility for force system and force analysis. A part of
the subject mention about structure analysis for example bridges or links. A bridge building game can
help engineering students understand about construction system and force analysis to create endurance
bridges or links. The game has the potential to dramatically decrease this lag time by improving
engineering education. This paper discusses the integration of simulations and theory of engineering
mechanics (static) learning. These simulations can serve as self-paced learning modules, which can be
accessed for free over the Internet. This learning module is described in terms of widely-accepted
instructional design principles. Preliminary assessment of the module demonstrated that instructional
simulations can effectively teach engineering principles within the context of real-world problems.
Students found this type of learning to be both challenging and engaging.
Day 2 – Track H – Management & technology – Room 503
Day 2 || Session H1 || Paper || Language EN & TH || Primary & secondary
IT simulation project management
AnakeNammakhunt, Linda SaeTun
Keywords: project management, money planning, building teamwork, time planning
The purpose of this game is to help students gain skills in project management, money planning,
building teamwork, and time planning. The target group of this game is 40 computer science students.
Equipment used in this study is as follows: pre-test, post-test, and training kits for information
technology (IT) development project management. To begin with, students are divided into groups of
six. Each group will work as an IT Project Management team. Each team member will role-play as one
of the following: a project manager, a project leader, a system analyzer, programmer, a tester, a
salesman, and a customer. The teacher provides each group with reading materials one week before
class. Next, students practise and play their assigned roles for two hours in class. After that, students
present their work to the class. After playing this game, students demonstrate improved understanding
and achievement in IT project management skills.
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p 49
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Day 2 || Session H2 || Paper || Language EN & TH || All
A puzzle game for telling names and functions of
mechanical equipment
Ong-ard Ititsirisak
Aom-Noi Vocational College, Thailand
Keywords: game, mechanic equipments, vocational
The purpose of this game is to develop memorizing skills and to use the mechanic equipments correctly.
The target group is second year vocational students. Devices used for playing game included video,
pictures and functions of mechanic equipments, and labels of functions and attributes of mechanic
equipments. To play this game, (1) video concerning machines and equipments is display, so students
will have background knowledge. (2) Students are paired into ten. (3) Students look at pictures and
functions of mechanic equipments and try to understand their functions. (4) A teacher put five labels of
functions and attributes of mechanic equipments on the board. One label is for one answer or one round.
(5) The teacher selects one picture of mechanic equipments. (6) The teacher asks students to guess that
equipment. If they make a correct answer right away, they will get 10 scores. If they make a wrong
answer right away, they will have chances to choose the puzzle labels, one at a time, but their scores will
be minus for two for every label they choose. Students have to give answer in 2 minutes for one round.
(7) The pair which get the highest equipments and give the most correct answers will be the winner. To
conclude, students are able to tell the names and functions of mechanic equipments more correctly than
before.
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Introduction of a management game
Ryoju Hamad, Masahiro Hiji, Tomomi Kaneko, Chawalit Jeenanunta, Thanaruk
Theeramunkong, Ayu Koganezawa
Tohoku University, Japan, Hitachi East Japan Solutions, Ltd., Japan, Hokkaido Automotive Engineering
College, Japan, Sirindhorn International Institute of Technology, Thammasat University, Thailand
Keywords: management game; ICT; management of technology; faculty development; active learning.
We developed a business simulation game named Tohoku Management Game (TMG) and introduced it
at Thaisim 2010. There are three types of games, medical service, manufacturing, and software. We
collaborated with Sirindhorn International Institute of Technology, Thammasat University in August
2010 to determine its global and general efficiency. The game was introduced as a part of the formal
lecture “Entrepreneurship for IT Business” in the School of Information, Computer, and Communication
Technology (ICT). The school intended to increase the interests of students to work in industry as
entrepreneur by motivating method. In School of Management Technology (MT), the course was
provided as a special lecture. The school intended to interconnect knowledge or skill on management
which already exist in their students. There are about 45 students attending this course and most of them
worked well especially the students from the group of MT. Based on the result of questionnaire, we
would like to estimate its effectiveness of unique lectures by the collaboration between Japanese and
Thai University.
p 51
Time and space intelligence and mapping skills with
games
Sasikanda Chantarisa, Duantem Phokana
Denla Rama 5 Kindergarten School, Thailand
Keywords: space, time, mapping, intelligence
The purposes of this game are: (1) to develop the spatial temporal intelligence of students and (2) to
encourage students to think creatively and imaginatively. The target group of this game is 20
kindergarten students. Equipment used in this study is as follows: a map, symbols of places, a rope, a
cloth tape measure, a cartridge measure, rulers, a compass, and a jigsaw. This game & simulation
comprises of four steps. First, students place the symbols of places on the map, and measure the distance
from one place to the other. Next, they sit in a circle and draw a picture, recalling what they have
observed. Finally, they complete their jigsaw. After playing this game, students demonstrate an
improvement in spatial temporal intelligence.
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Day 2 || Session H5 || Paper || Language EN & TH || Primary & Secondary
Data shell sort game
Chesamae Sittilears, Noppadon Sittilears
Keywords: shell sort
The purpose of this game is to help students understand both principles and techniques of “Data Sort” by
using the “Sell Sort” technique. The target group of this game is second-year university students.
Equipment used in this game are as follows: a box, number labels, and instructions for playing this
game. Students are divided into groups of 5-6 members. Then, each student of each group picks up
number labels and puts them into the group’s box. Next, students sort their group’s number labels.
Finally, both teachers and students check the results of sorting.
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Developing English typing skills with games
Nuchanat Sukaseam, Sukanya Rattanacharoenchai
Aom-noi Vocational School, Thailand
Key words: English, typing skills
The purpose of this game is to increase the English typing skills of vocational students. Equipment used
in this game is as follows: computers, blank keyboards, letter, number, and symbol labels, and typing
assignments.To begin with, each student types what they are assigned for 2 minutes, and then they save
their files. Next, students work in a group of 5 to play a game by putting letters, numbers, and symbols
on the blank keyboard for 3 minutes. The group which provides the most correct answers will be the
winner. All students go back to their computers and start to type their previous assignments for 2
minutes, and then they save their files. Finally, students compare their results of typing before and after
playing this game. After playing this game, students type faster and more correctly, and they also say
that they like this game.
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Day 2 – Track I – Language – Room 504
Day 2 || Session I1 || Paper || Language EN & TH || Primary & secondary
Marco Polo Game
Songsri Soranastaporn, Panicha Nitisakunwut
Keywords: directions; English teaching; game; instructions.
p 53
The purpose of this simple game is to teach direction and instruction. The whole class can play this game
together. To play this game, students are divided into groups of 10 members. Each group takes turns to
complete the following procedure: A route with obstacles is made. One student in each group is blindfolded. The remaining students in the group will instruct the blind-folded student to walk safely to the
destination. Only one student in the group issues instructions at a time, while the rest wait and keep
quiet. The group which helps their student reach the destination first and safely will be the winner.
A video fairy-tale listening and speaking game
Piyawan Charoensathitcha, Jirakorn Klepkomuti
Banbangpradaeng School, Thailand
Keywords: fairy tale, listening, speaking, kindergarten, video
The purposes of this activity are: (1) to find the efficiency of listening and speaking capability
development of kindergarten students, (2) to encourage students to make interactive discussions in
sentences continuously by using fairy-tale books with illustrations. The target group of this activity is 26
Grade 1 kindergarten students aged between 4-5 years old, a mix of boys and girls. Equipment used in
this study is a VCD fairytale related to the lesson in the lesson plan, a learning experience plan, and
language perception forms. In the initial stage, the teacher will explain the tale. In the teaching stage, the
teacher tells a story with illustrations from the VCD. Then, both students and teacher discuss the
contents of the story. Each student memorizes the illustrations from the story, creates sentences
describing the illustrations, and summarizes the content of the story. Next students are divided into five
groups. Each group receives images of the characters in the story. Students have to narrate the story
related to those images. The teacher records the speech as a record for evaluation. After conducting this
activity, preschool students have experienced a training and learning activity using an illustrative fairytale, and demonstrate improved understanding and achievement of listening and speaking skills.
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Nipa Whanchaaim, Nittaya Ketpuntong
Banhuaypool School, Thailand
Keywords: idioms, matching, Thai, meanings, pictures, cards
The purposes of this game are to enable students: (1) to match pictures and Thai idioms correctly, and
(2) to explain the correct meaning of Thai idioms. The target group of this game is Grade 5 students.
Equipment used in this study are Thai idiom cards (statements and pictures) and analysis sheets. To
begin with, students sit in a circle, and the teacher gives a card face-down to each student. When every
student has a card, the teacher allows each student to see the card they are holding. Then students stand
up and run to find the student who has the Thai idiom with the same meaning in terms of a statement and
a picture. Then they sit together and write the meaning of that Thai idiom on an analysis sheet and
present their result to the class. Those pairs who give the correct answer and provide the best explanation
will be the winner. After playing this game, students gain high scores and can explain Thai idioms
correctly.
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Day 2 || Session I4 || Paper || Language EN & TH || University
Phonetics games in teaching English pronunciation to
Japanese students
Tetyana Sayenko
Nagoya University of Commerce and Business, Japan
Keywords: English phonetics; Japan, adult learners; pronunciation accuracy; motivation.
p 55
English Pronunciation is recognized as one of the biggest challenges for Japanese learners. A possible
answer to this problem could be found in the integration of professional instruction in English Phonetics
and guided student practice in recognition, differentiation, and production of English phonemes, words
and phrases. The use of phonetic games could increase students’ motivation to practice pronunciation
and could help them put English pronunciation awareness into practice. This article discusses the effects
of phonetic games, used in a 5-day Intensive English Pronunciation course, on students’ pronunciation
accuracy. Twenty 1st and 3rd year university students majoring in English participated in the study.
Student oral performance in English was video recorded at the beginning and at the end of the
experiment for further analysis and evaluation. The results of the study suggest that games based on the
integration of comparative-phonetic and psychological theories can be used as an effective tool in
correcting pronunciation mistakes of Japanese adult learners of English.
Day 2 || Session I5 || Paper || Language EN & TH || All
Using a Crossword Puzzle to Develop English Spelling
Skills
Yupadee Si-uam, Thaworn Chunkarun
Prachinnusorn School, Thailand
Key words: Crossword puzzle, English vocabulary
In this study, a crossword puzzle was employed to develop spelling skills and memorization strategies
for developing students’ English vocabulary. The group sampled were forty, grade 6 students at
Prachinusorn School, Samutsakorn, during the second half of the academic year 2010. The research tools
include ten crossword puzzles and pre- and post- tests. Descriptive statistics revealed that the students
can recall more vocabulary and enjoyed memorizing new words.
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Day 2 || Session I6 || Paper || Language EN & TH || All
Using simulation to teach ‘Phra Apai Manee’, a famous
Thai tale
Spisra Thiemnuch, Sukanda Woranartsomdee
Key words: memorization, plays, Phra Apai Manee, simulations, understanding
The purposes of this game are (1) to encourage students to memorize and understand the episode, “Nang
Pee Sui Sa Mud” (Mrs. Butterfly Ocean), from the story “Phra Apai Manee”; (2) to make the class more
interesting and motivational for the students, and (3) to get students to take on responsibility by
cooperating in a team and demonstrating qualities of creativity and courage. The target group of this
game is two classes of thirty students each in Mathayom 1 (Grade 7) at Ban Khun Prated School. One
class is an experimental group and the other is a control group. Equipment used in this study include:
assessment sheet and activity sheet related to the episode, “Nang Pee Sui Sa Mud.” To begin the game,
the teacher prepares the play manuscript for the class. Then the teacher asks the students to cooperate in
writing the dialog, preparing music, and sound recording. After that, the teacher discusses the purpose of
using plays as a source of learning. Next, the teacher and the students work together to select the
characters and consider what character are appropriate to each student. Later, the students do the
rehearsal. Each student will have to take charge of each task-related role: producer, director, stage
manager, costume and make-up artists, actor and actress, equipment and scene managers, and public
relations officer. Finally, the teacher collects and compares the result of the experimental and control
groups so as to find out how different they are. In examining the comparative results, the experimental
group demonstrated the abilities to better memorize and understand the story. They also showed a more
enthusiastic approach in performing the play. It is believed that this simulation could encourage students
to show courage, take more responsibility, support teamwork, and develop creativity.
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Day 2 – Track J – Technical & vocational – Room 505
Day 2 || Session J1 || Paper || Language EN & TH || University & vocational
PowerPoint picture collaboration game
Weeranuch Saechin
Keywords: PowerPoint, collaboration
The purpose of this game is to help students learn and increase their skill of decorating pictures in
Microsoft PowerPoint. The target group of this game is first year university students. Equipment for this
game is: two computers with Microsoft PowerPoint installed, two projectors, two picture files, and a
countdown watch. To play this game, students are divided into two groups. The teacher introduces four
pictures in PowerPoint file format, which are installed in each group’s computer. One student from each
group comes to the front of the class to decorate the assigned pictures on their group’s computer in a
limited time of one minute. Each member of the group repeats the process until they finish the task. Four
students act as time keepers. After all students in both groups have finished, the teacher and students
vote for the most beautiful picture and it is the winner. Students feel more enthusiastic to learn the
computer program after playing this game.
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Day 2 || Session J2 || Paper || Language EN & TH || University & Vocational
Matching Memorization Game
Nara Buriphan, Yodnapha Ketmuang
Keywords: matching, memorization, engineering, computers
The purpose of this game is to help students learn to describe devices in terms of names, functions,
application, and maintenance. The target group for this game is engineering students. A computer
program and pictures are used as a means for learning. To play this game, students complete the
following steps: Each student works on one computer in which “Picture Program” has been installed,
and must complete the assigned task within one minute. Next, students write the names, functions,
application, and maintenance of each device on a piece of paper, and submit it to the teacher. The student
who provides the most correct answers will be the winner. After playing this game, students are able to
describe the devices correctly. This game helps students learn more and may be applied to other subjects.
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Day 2 || Session J3 || Paper || Language EN & TH || All
Using a competitive game for teaching animated cartoons
Tamnapa Lapmak, Ratcha Joradon
Mubankru Technology School, Nakprasit School, Thailand
Key words: cartoon animation, game, Macromedia
The purpose of this study is to use a game format to improve student learning and efficient use of
Macromedia Flash 8 to create cartoon animation. The sample used in this study is one group of 25second year vocational certificate students in Business Administration, Mubankru Technology School.
The instrument used was a brainstorming worksheet representing tools and functions in Macromedia
Flash 8. To start the game, the teacher showed pictures of cartoon animations, and the students in groups
of five were asked to brainstorm how to use the tools and functions presented in their worksheet to create
such an animation. The first group accomplishing the brainstorming game was then asked to present
their ideas in front of the class, and the whole class helped discuss whether the information is correct.
The results showed that this group of students playing the brainstorming game improved their abilities in
memorizing and learning the use of Macromedia Flash 8 for creating cartoon animation.
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Satisfaction with learning of a word processing program
by using games
Jutharat Lumpong, Poffapol Poonjun
Mubankru Technology School, Thailand
Key words: word processing, game
The purposes of the development of this game are to enhance the learning of a word processing program
and explore the student’s satisfaction for using learning games. The target group of this game is forty,
first year students who are studying in the Business Administration Certificate program at Mubankru
Technology School. This study employed two tools - the lesson plan and a satisfaction questionnaire.
The game began by dividing the forty students into two groups of twenty. Then each team sat together in
a group, but planned individual strategies on how to play the game. The game commenced with the
teacher asking a question that had two choices. Each team member had to write his/her answer within 20
seconds. Once written the answer couldn’t be changed. The teacher then showed the correct answer and
the judging panel scored each team member on how many correct answers he/she made. In the finale, the
teacher summarized the scoring. In conclusion and based on the results from the questionnaire, it is
believed that this game could enhance the learning of a word processing program in terms of acquiring
and memorizing information. It was found that the students could rapidly recognize and recall elements
of the word processing program rapidly.
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Day 2 || Session J5 || Paper || Language EN & TH || University & Vocational
Grapevine game for Thai communication skills
Samran Phombee, Chokchai Srianan, Bunbit Inseemeesak
Keywords: grapevine game, communication, Thai
The three aims of this game are to 1) develop Thai communication skills effectively and efficiently, (2)
create a learning environment, and (3) analyze the Thai communication process. The target group of this
game is students who study Thai communication. Equipment used in this game are as follows: A4 paper,
color pencils, geometry pictures, and a whistle. To begin, players are divided into two groups, each
having at least two players. Players of each group stand in separate lines, and each line should stay at
least one meter apart. The first player of each team looks at the geometry picture for one minute to
remember the details of geometry picture. Then, the first player recalls these details to the second player
of his team within one minute. The second player repeats this process to the third, and so on. The final
player draws the picture with details that he has received from his previous team member. The group
which is able to draw the geometry picture closest to what they were assigned will be the winner. This
game helps players analyze their communication skill. It helps them understand the elements of
communication and factors affecting the communication process.
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Seksan Kraingu, Siriporn Sathaentummawi
Aom-Noi Vocational College, Thailand
Key words: measuring device, games, performance
This game was developed to practice twenty vocational students in using measuring device and reading
and transforming the scales. The game’s instruments comprise of measuring device, an explanation
sheet, task sheets, and the objects to be measured. To start the game, the teacher hands the explanation
sheet for the students’ background knowledge. Then, the students will work in pairs to study the
knowledge and pictures about measuring device, and how to read and transform scales in the explanation
sheet. After that, each pair will randomly receive a task sheet that indicates a specific measuring tool and
a means to read and transform the scale in different situation .To complete the task, the students measure
the assigned object by choosing the right measuring device, reading the output and transforming the
scales within three minutes. Finally, the students present their performance during the task along with
giving their rationales. The pair that can complete the task correctly and give the most score would be
the winner.
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Day 2 – Track K – Libraries – Room 301
Day 2 || Session K1 || Paper || Language EN & TH || All
Play and storytelling: A game based on children’s books
Araya Sribouban, Patchara Pipitkul
Keywords: library game, play and storytelling technique, elementary school
This paper presents a case study which used techniques of playing and storytelling on children’s books
to promote reading for the elementary school students who participated in the reading camp project
organized by Srinakharinwirot University in Sa Kaeow Province. To collect data in this study, interviews
were employed with both students who told the stories and students who listened to the stories and
played the games. The results showed that using games and storytelling enhanced the interest of students
to read because they had fun and enjoyed playing the games. They also wanted to know how the story
ended . At the same time, they wanted to continue their reading. Thus, this technique can develop
reading habits and promote sustainable learning in the future.
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Learning through vocabulary: The Library Puzzle Game
Darin Krataipetch, Patchara Pipitkul
Keywords: library game, library and information science
The purpose of this Library Puzzle Game is to increase skills of searching and using librarian and
information science vocabularies by students. Puzzle charts are used as tools of this game. There were
vocabularies which are hidden in these charst in a vertical line, a horizontal line, and a diagonal line. To
play the game, students are divided into 5 groups. Then each group works on the puzzle charts to search
for 15 librarian and information science vocabularies and giving their meanings in 15 minutes. The
group which get the highest number of vocabularies and provide the correct meaning will be the winner.
Finally, both students and teachers discuss on librarian and information science vocabularies as well as
p 63
what they learn from this game. The results showed that students have chances to learn and practice
these vocabularies more than before. They could memorize them easier. They enjoy playing this game.
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Day 2 || Session K3 || Paper || Language || University & development
The development of library skills with games and
simulations
Patchara Pipitkul
Keyword: library game, library skills, simulations
This paper discusses the use of games and a simulation in teaching library skills at an elementary school.
The games and simulation used in this study were Dewey Decimal Game, Defining Parts of a Book
Game, and a simulation on books shelving. The purposes of this study were to study and compare the
library skill levels before and after using the game and simulation to teach library skills. The study
population consisted of 50 students from Grade 4 to Grade 6 of Ban Saleang Thong School, Chaiyaphum
Province. The study was conducted in 2010 using a mixed method research design. The result of the
study showed that the difference of the students' library skills before and after using the games and
simulation was statistically significant at the .05 level. It also found that the game and simulation help
students have a positive attitude towards learning because they can learn and gain knowledge with fun.
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Using games in retrieving local communities’ histories and
provincial mottos
Kittipol Pumsawai, Chanyawee Pothongchaiyapa
Watdan School, Baanbangpradang School, Thailand
Keywords: local communities, history, mottoes
The study aims to help students retrieving local communities’ histories and provincial mottos. The target
group of this game is 15 grade five students. Equipments used in the study are social books, a library and
the Internet, work sheets, and future boards which contain the names of provinces, their mottoes, and
pictures. To begin with, students are divided into a group of 5. Representatives of each group will select
provinces. Students of each group try to match the mottoes and pictures of each province. The group
which is able to get the correct answer most will be the winner. After playing this game, students pay
attention more to this class.
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Day 2 || Session K5 || Paper || Language EN & TH || Primary
Selling and buying fruits in Chinese: A simulation
Patitta Kitbamroong, Wei Ran
Nakprasith School, Wat Klang Bang Kaew School, Thialand
Key words: Selling and buying, simulation, Chinese conversation
This simulation is designed to practice Chinese conversation in the topic of selling and purchasing Fruits
in twenty-two Primary school students studying in Grade 5. The instruments consist of a simulation of
fruit market, artificial fruits and fake money. To run the simulation, the students will work in five
groups. Within each group, one of them will take a role as the seller and other five students act as the
buyers. The sellers will choose the kinds of fruits that they will sell, identify their prices, and prepare
their shops. The buyers choose to purchase any kinds of fruits and use Chinese to ask for prices and buy
w ǒ y à o hóng máo
the fruits they like. For example, they will ask the seller if they want some rambutans that,
dān
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zān m e m à i
丹, 怎么卖? ) +#&++ !&%3 ( “I want some rambutans, how much do you sell?”. Then, the
è r shízhā y ā gāng jān n ǐ y à o duāshāo
seller may respond that, 二十铢一公斤. 你要多少 ? ) &&")&1&ก! +#" ( “twenty bath a kilogram.
w ǒ yàosāngāng jān
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kilograms, please.” After that, the buyers can buy whatever they want. The results showed that the
simulation can do exercise more correctly.
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Cells and their functions: A matching game
Phukaon Hantang, Kittiwin Samphaotong
Center for Non-Formal and Informal Education Krathumbaen, Thailand
Keywords: cells, cell functions, matching
The purpose of this game is to enhance the students to do an experiment about cell and its function. The
target group of this game is 64 high school students (non-formal education). This study employed five
tools including information sheets, worksheets, photos, raw eggs, and flashcards. To begin the game, the
students get information sheets which offer some basic knowledge about cell and its function. Second,
the students are divided into seven groups of four members. Third, within 15 to 20 minutes, the groups
do the experiment according to the information sheets. They should compare their experiments of
cracking eggs and the information provided in terms of the figure of cell and its function. Fourth, each
group makes a summary of the experimental result. Fifth, each group presents their results to the class.
Sixth, the teacher and the students discuss about the figure of cell and its function. Seventh, the students
get back to their groups in order to play a game. Eighth, each group gets seven sets of photos and cell
function flashcards. Ninth, within three minutes, they have to match the photos and flashcards. Finally,
the group which finds out all the correct answer will win the game. The results of the study show that
making use of this game could help students to better understand and memorize about the figure of cell
and its function.
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Day 2 – Tracks L, M, N – Addendum – Room 302, 303, 304
Day 2 || Session L1 || Paper || Language EN & TH || Elementary
Jeopardy: Critical thinking
Thanasorn Padungpun, Jutharat Chuepromtham
Suksasomboon Anusorn School, Thailand
Key words: Jeopardy, games, elementary education
The purposes of this game are to enhance the students to practice listening, speaking, reading and writing
skills and to boost up their critical thinking. The target group of this game is twenty-nine Grade 2 (or
Prathom 2) students. This study employed two methods including information sheets and 20 question
flashcards. To begin the game, the information sheets are distributed to all students to study for 20
minutes. Then, the students are divided into 4 groups and sit in their own group. The teacher randomizes
one member of each group to read the question flashcard one by one. Then the students write the
answers on the information sheet provided. The one who can answer correctly will get one point. When
the 20 questions finish, the group which get the highest points win the game. Finally, the teacher and the
students do a debrief to discuss how much they learn from the game.
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Using matching game for listening to tales
Nanatana Nutkasem
Denla Rama 5 Kindergarten School, Thailand
Key words: listening comprehension, games, English tales
This game aims at practicing listening comprehension for English tales in 21 kindergarten students in
Denlah Pra Rama 5 School. The research instruments include three children tales: (1) the three little
pigs; (2) Goldilocks; and (3) Ping Pong Pig, and a matching game. To play the game, the teacher tells
each tale to the students that are sitting in three groups. After that, the teacher gives pictures of the tale
that has just been told for every group to order the pictures chronologically and use the pictures for
retelling the tale to class. Finally, to search for the winner, the teacher and students altogether evaluate
which group can retell the tale accurately and conclude meanings behind the tales.
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Exploring public space in slum communities with
simulation/gaming
Chaweewan Denpaiboon, I-soon Raungratanaamporn
Thammasat University, Thailand
Keywords: Gaming and Simulation, Public Space, Community Development
Games and simulations can be adapted to be used as a tool to raise awareness and understanding of
public issues and contexts. The purposes of this study are as follows: (1) to measure participant’s
knowledge and perception of the context of their public space; (2) to develop and apply games and
simulation for learning; (3) to share knowledge and experience between participants and facilitator
during activity; and (4) to raise participant’s awareness to the context of public space in slum
community. The target group of this study was children aged between 8 – 12 years old. Questionnaires
were used to check participant’s perception before and after running games. The results of this study
showed that participants understanding of the contexts of public space in their slum community
increased after playing games. They understood how to solve or diminish their problems. Finally, they
increased awareness of maintaining public space, these responsibility are belong to community member
rather than some groups in community.
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Proceedings
All papers (and papers derived from workshops and posters) can be submitted for publication in the
ThaiSim Proceedings.
Please note that papers submitted will not automatically be accepted for inclusion in the proceedings.
Only the best papers will be accepted.
To prepare your paper, please follow the links below for the instructions:
o http://www.thaisim.org/ts2011/ts11_proceedings.htm
o http://www.thaisim.org/docs/ThaiSim-Proceedings_Author-Guide_a.pdf
Make sure that your submission conforms exactly in every detail to the Proceedings Author Guide. If it
does not conform in every detail, your submission will be ignored.
Deadlines for papers submitted for possible inclusion in the ThaiSim Proceedings are below.
30 April, 2011
18h00 Thai
time
Full draft paper, written and formatted exactly according to the
Proceedings Author Guide, received by proceedings editor.
NB. If your submission arrives late, it will be ignored. Make sure that
your submission arrives early! The deadline here gives you over one
month to do your first draft.
30 May, 2011
Notification & reviews sent to authors indicating one of three
outcomes:
a. rejection; or
b. acceptance with major revisions; or
c. acceptance with minor or no revisions
30 June, 2011
18h00 Thai
time
Final version to be received by proceedings editors. Final version must
include all revisions specified in the above reviews. Failure to
incorporate the revisions will result in rejection. Final version must be
done exactly according to the Author Guide.
If you are asked to make major revisions, maybe your paper will be
reviewed two times. In this case, you will be given extra time.
Submit your full draft paper to the 2011 proceedings editors:
Chaweewan Denpaiboon & Patchara Pipitkul
ts.proceedings |@| gmail.com
Send only to that email address. Never send to any other address, even if the editor
replies to you from another address
To maintain contact with ThaiSim and with other ThaiSim folks,
please join our professional group on LinkedIn:
Acknowledgements
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-------------
About ThaiSim
ThaiSim is a professional association for teachers, trainers, researchers, practitioners and other
professionals. Its aim is to enable and promote the sharing of expertise in the field of simulation,
gaming, role-play, serious games and experiential methods for teaching, learning, development and
assessment. ThaiSim was established by both Thais and foreigners, in August 2008.
Members
ThaiSim members are practitioners, researchers and theorists, and are interested in improving their
skills and knowledge so as to make learning more effective. ThaiSim members explore and develop
experiential learning ideas and practice in order to improve Thai education and society.
Objectives
The principal objective of the association is ‘to promote the effective and responsible use of simulation,
games and experiential learning activities in Thailand, particularly in education, training, research,
assessment and development’.
ThaiSim seeks to answer questions such as:
•
•
•
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What roles can simulation and gaming play in learning, teaching, development and assessment?
How and why are some simulations and games better suited than others?
What are the most effective ways of using simulation and gaming, including proper debriefing to help
participants turn experience into learning?
In what ways do simulations and games lead to more effective learning, teaching, development and
assessment?
ThaiSim undertakes the following activities:
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•
•
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Has a website http://www.thaisim.org/
Holds an annual conference,
Publishes the Journal of Simulation/Gaming for Learning and Development - SGLD. This is an
interdisciplinary, academic journal focusing on all aspects of simulations, games, role-play, serious games
and experiential methods. The journal is particularly concerned with applications to learning, teaching,
research. development and assessment. The main purpose of SGLD is to contribute to and disseminate
practice, knowledge, research and theory in the design, use, debriefing assessment of simulations, games
and related experiential methods. All levels are covered, from primary schools, through secondary
schools and universities to professional uses in industry. Articles from both Thailand and abroad are
welcome.
Maintains a professional news & discussion group. Membership is free.
o http://www.linkedin.com/groups?gid=2376328&trk
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o Membership of this group entitles you to a reduction in the conference fees.
Runs occasional seminars for teachers.
Has adopted Simulation & Gaming: An Interdisciplinary Journal.
ThaiSim is an affiliate of the International Simulation and Gaming Association.
Learning and development
Education, learning, development, sustainability, sufficiency, balance, responsibility, respect and
moderation, peace, humanitarian values, and Buddhist values are at the heart of ThaiSim.
"Developing education and closing the knowledge and IT gaps will allow Asian economies to sustain
future high growth rates."
p 73
Joseph Stiglitz, 2001 Nobel laureate, professor of economics, Columbia University, USA, speaking at the Asia: Road to a New
Recovery seminar, 21 August, 2009, organized by Nation Multimedia Group, Plaza Athénée Hotel, Bangkok, Thailand. Reported
in The Nation, 22 August, 2009, Vol. 34, No 52332.
"Education is a most worthwhile investment and our 15-year fee-education initiative will help Thailand
build a long-tem sustainable economy."
Abhisit Vejjajiva, Prime Minister of Thailand, speaking at the Asia: Road to a New Recovery seminar, 21 August, 2009,
organized by Nation Multimedia Group, Plaza Athénée Hotel, Bangkok, Thailand. Reported in The Nation, 22 August, 2009,
Vol. 34, No 52332.
"Peace and survival of life on Earth as we know it are threatened by human activities that lack a
commitment to humanitarian values. Destruction of nature and natural resources results from ignorance,
greed, and a lack of respect for the Earth's living things... . It is not difficult to forgive destruction in the
past, which resulted from ignorance.
Today, however, we have access to more information, and it is essential that we re-examine ethically
what we have inherited, what we are responsible for, and what we will pass on to coming
generations. Clearly this is a pivotal generation... . Our marvels of science and technology are matched
if not outweighed by many current tragedies, including human starvation in some parts of the world, and
extinction of other life forms... . We have the capability and responsibility. We must act before it is too
late."
Tenzin Gyatso, the fourteenth Dalai Lama.
"Consumption of resources is rising rapidly, biodiversity is plummeting and just about every measure
shows humans affecting Earth on a vast scale. … A growing band of experts are looking at figures like
these and arguing that personal carbon virtue and collective environmentalism are futile as long as our
economic system is built on the assumption of growth. The science tells us that if we are serious about
saving Earth, we must reshape our economy. … It has taken all of human history for the economy to
reach its current size. On current form it will take just two decades to double."
New Scientist. (2008). The folly of growth: How to stop the economy killing the planet. New Scientist, Vol 200, No 2678.
"… from the early Club of Rome report on the Limits to Growth (Meadows et al. 1972) to its sequels
Beyond the Limits (Meadows et al. 1992) and the thirty year update (Meadows et al. 2004), the message
has become ever more pressing and the impact on political and economic processes just as
marginal. Only recently has the recent evidence of accelerating climate change, and the imminent
threats of energy, health, water and food crises begun to produce significant reactions, at least in some
forward-looking countries. However the major centres of power and population have perspectives that
are too short term to take any notice. Public education on these issues has either fallen behind, or never
begun."
Dahl, A. L. (2006). Paper presented at the plenary IEF Symposium Consumer Citizenship Network. Third CCN International
Conference. Hedmark University College, Hamar, Norway. 15-16 May 2006.
Meadows, D. H., Meadows, D. L., & Randers, J. (1992). Beyond the limits: Global collapse or a sustainable future. London: Earthscan.
Meadows, D. H., Randers, J., & Meadows, D. L. (1972). The limits to growth: A report for the Club of Rome’s project on the
predicament of mankind. London: Earthscan.
Meadows, D. H., Randers, J., & Meadows, D. L. (2004). The limits to growth: The 30-year update. White River Junction, VT: Chelsea
Green.
"The most persistent sound which reverberates through man's history is the beating of war
drums. … Man can leave the earth and land on the moon, but cannot cross from East to West
Berlin. Prometheus reaches for the stars with an insane grin on his face and a totem-symbol in his
hand."
Koestler, A. (1978). Janus: A summing up. London: Hutchinson.
We look forward to the time when the Power of Love will replace the Love of Power. Then will our
world know the blessings of peace.
William E. Gladstone
When the power of love overcomes the love of power, the world will know peace.
Jimi Hendrix
When we feel love and kindness toward others, it not only makes others feel loved and cared for, but it
helps us also to develop inner happiness and peace.
HH the Dalai Lama
Do not believe in anything simply because you have heard it.
Do not believe in traditions because they have been handed down for many generations.
Do not believe anything because it is spoken and rumoured by many.
Do not believe in anything because it is written in your religious books.
Do not believe in anything merely on the authority of your teachers and elders.
But after observation and analysis, when you find that anything agrees with reason and is conducive to
the good and the benefit of one and all, then accept it and live up to it.
Siddhartha Gautama (The Buddha), 563-483 BC
Relevant terms
Simulation/gaming is to be taken in its broadest meaning, to encompass such areas as simulation,
computerized simulation, internet simulation, gaming, simulation/gaming, serious games, educational
games, training games, e-games, internet games, video games, policy exercises, planning exercises,
debriefing, analytic discussion, post-experience analysis, modeling, virtual reality, game theory, roleplay, role-playing, play, active learning, experiential learning, learning from experience, toys, augmented
reality, playthings, structured exercises, education games, alternative purpose games, edutainment,
digital game-based learning, immersive learning, brain games, social impact games, games for change,
games for good, synthetic learning environments, synthetic task environments.
Fields include: sociology, political science, economics, education, cognition, psychology, socialpsychology, social psychology, management, business, marketing, government, entrepreneurship,
environmental issues, health, medicine, nursing, research methodology, communication, environment,
policy, planning, energy, utilities, natural resources, educational, technology, computing, geography,
climate change, multi-culturalism, multi-cultural, intercultural, culture, organization studies, negotiation,
mediation, history, peace studies, business, statistics, decision making, conflict management, cognition,
communication, political science, language learning, media, video games, learning theory, international
studies, agriculture, educational technology, information technology.
p 75
Thank you
for coming to ThaiSim 2011,
rd
our 3 International Conference
Be sure to:
o stay in touch
o receive information about our conference next year.
To get timely information:
o Join our group: http://www.linkedin.com/groups?gid=2376328&trk
For a reduction in our conference fee.
o Consult our web site: http://www.thaisim.org
See you next year
http://www.thaisim.org

To get the conference programme book, click here

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