At present augmented reality (AR) technology has an essential role in peoples daily life. It has widely established in medicine commerce education just to name a few. This work presents the development of educational media in astronomy using augmented reality (AR) technology via website. It supports an inquiry-based learning (IBL) which is the one of pedagogy approaches for the 21st century education. Applying AR in educational media creating a 3D astronomy environment in the topic of solar systems making learners more motivated and eager in astronomy inquiry in order to construct scientific knowledge. Furthermore a post-test is conducted to observe the learning outcome from the educational media. To evaluate the development of educational media in astronomy using augmented reality (AR) technology the results showed the overall average satisfaction score of the system was 4.63 with a very satisfied level. Moreover it performs properly according to its mentioned objectives.

The purpose of this study is to develop video media and find the effectiveness of practical fruits vegetable carving and banana leaf teaching to be efficient according to the criteria 80/80 and to study the students satisfaction towards video media of practical fruits vegetable carving and banana leaf teaching. The sample group used were 35 2nd-year undergraduate students Department of Home Economics Business Administration Faculty of Home Economics Technology from the Rajamangala University of Technology. Then divided into groups to estimate assessment form was used for media quality as well as student performance assessment form and also satisfaction assessment form was used data were analyzed using descriptive statistics and Inferential statistics. The results showed that video media of practical teaching fruits vegetable carving and banana leaf from 4 videos including 1. Vegetable carving 2. Fruits scooping and peeling 3. Petal folding from banana leaf and 4.Making ware from banana leaves. The overall media quality in terms of content is very good with an average score of 4.80 and a standards deviation of 0.18 The overall video quality is in very good condition an average score of 4.62 and a standards deviation of 0.42 which is effective 81.57/89.55 every performance exceeds the threshold which performs above the set regulative specified criteria of 80/80 the students satisfaction towards video media of practical teaching fruits vegetable carving and banana leaf overall all subjects were in the highest criteria with an average of 4.72 and standards deviation 0.48

The study of the requirements for opening thinking and problem solving course uses a questionnaire method from a sample of 160 people from all 9 faculties. Using a QR code questionnaire/link with students of Rajamangala University of technology Phra Nakhon. To analyze the basic statistical results (percentage mean standard deviation). The research results were found that the student’s opinion on the teaching of thinking and problem solving course had a total average of 4.10 (high opinion level). By means of descending mean as follows problem solving had the highest average value at 4.26 followed by creativity thinking future thinking applied thinking critical thinking analytical thinking strategic thinking analogy thinking integration thinking synthetic thinking conceptual thinking and critical thinking.

The study entitled “Education 4.0: An Evaluation of Students’ Attitudes towards Using Mobile Applications for English Language Learning” a mixed-method research aims to find out what are the students’ attitudes towards the use of mobile assisted in language learning what factors result in the acceptance and the use of mobile applications for English language learning and what are the application features responding to the students’ needs. The participants in this study were selected based on the convenience sampling method. They were undergraduate students studying at the tertiary level from the first-year to the fourth-year in the Faculty of Liberal Arts Rajamangala University of Technology Phra Nakhon in the academic year of 2020. The total number of participants was 131 university students. The research instruments used for data collection was questionnaire which can be divided into four parts as follows: Part 1 general information Part 2 mobile applications used for English language learning Part 3 factors affecting the acceptance and the use of mobile applications for English language learning and Part 4 open-ended questions for additional information and suggestions so as to develop the features of mobile assisted in English language learning responding to the students’ needs. The data obtained from the questionnaire were divided into two types. The quantitative data such as the scores from 4-point Likert scale were analyzed by using descriptive statistics for example frequency percentage mean and standard deviation. In addition to the qualitative data the students’ written opinions were analyzed by using textual analysis word clouds and sentiment analysis of users’ attitudes towards the use of mobile applications for English language learning. Most participants in this study were female university students whose age ranged from 18 to 22 years old. These participants filled in the four rating scale questionnaire: 4 strongly agree 3 agree 2 disagree and 1 strongly disagree to report their attitudes towards the use of mobile applications for English language learning. The results of the study showed that most participants frequently used Youtube and Facebook to develop their vocabulary. The individual factors such as gender age and English language proficiency were not correlated with the acceptance and the use of mobile application for English language learning. The participants also reported that they strongly agreed on the performance expectancy and the perceived usefulness with a low to moderate correlation in each factor. According to the descriptive analysis and textual analysis the results reported that these university students showed positive attitudes towards the use of mobile applications for English language learning because it was easy fast and could access information quickly. One possible explanation for this was their age group. These participants were the members of generation Z who were born with innate digital literacy and the advancement of technology. They were also familiar with social media. However one of the limitations in the study was data analysis since the results of sentimental analysis and textual analysis might be influenced by word segmentation approach. For the content of English the differences between general English and English for Specific Purposes did not result in any decisions on using the mobile application for English language learning.

The purposes of this research were to develop learning and teaching media on history primary 4 and study the satisfaction of the viewers who watched the media Development of media infographics in the form of fire parallax And can be used for the most benefit Population groups used in this project study are People who watch the media develop media infographics in the form of parallax on fire. Were selected by random selection of 30 people. The study found that the Development e-learning for history primary 4. The media satisfaction is at a high level.