It is a must for Thai citizens in this digital era to be able to absorb internationalization skills to survive in the connected world. The study entitled The development of a 3D application for teaching English with integrated digital technology and practical training aims to develop a 3D application for integrated English teaching with digital technology and practical training. Academic literature about 3D application systems the achievability of problems and instructional system design frameworks were reviewed. Additionally in- depth interviews were conducted with 10 key informants using a snowballing technique. The informants were English-teaching experts teachers and social science students. The main findings from the in- depth interviews revealed that most participants did not use HMD VR to learn and practice English language skills while traditional styled teaching was used more often. There had not been much technology-integrated learning compared to language- related games and applications were used. Moreover VR was not applied much to English learning. Accordingly with the devices of Unity Oculus Blender and C# language the development of 3D applications for teaching English with practical training has been developed as an appropriate and optional tool for Thai students with an educational opportunity in English communicative skill practice in the virtual world and accessibility to the useful technology.

The purposes of this study aim 1) to evaluate the academic achievement and 2) to study learners satisfaction towards teaching multimedia in the Course Ngor30275 Commercial Flower Arrangement Unit 6 Introduction to Flower for high-school students of Chaichimplee Wittayakom School Bangkok. Sample in this study is 30 students who attended Sports and Home Economics Program and chose Home Economics Course in to 2nd semester of the academic year 2019. According to studies 1) the result of the teaching multimedia proficiency assessment on the content basis by 3 experts was at the highest level by all accounts and the mean was equivalent to (X̅ =4.73S.D. = .31). And the result on the multimedia basis was also at the highest level and the mean was equivalent to (X̅ = 4.63 S.D. = .29) . 2 ) the assessment in the performance of a representative sample of students in the 8 different patterns using scoring rubrics whose standards were at every high level. 3) the assessment on the student’s satisfaction with the teaching multimedia for 8 patterns were as follow Pattern #1 - Spherical Pattern the overall satisfaction analysis result was at the highest level and the mean was equivalent to (X̅ = 4.61 S.D. = .06) . Pattern #2 - Equilateral Triangle Pattern the overall satisfaction analysis result was at the highest level and the mean was equivalent to (X̅ = 4.72 S.D. = .05). Pattern #3 - Scalene Triangle Pattern the overall satisfaction analysis result was at the highest level and the mean was equivalent to (X̅ = 4.61 S.D. = .03). Pattern #4 - Tall Pattern the overall satisfaction analysis result was at the highest level and the mean was equivalent to (X̅ = 4.68 S.D. = .06). Pattern #5 - Short Pattern the overall satisfaction analysis result was at the highest level and the mean was equivalent to (X̅ = 4.64 S.D. = .06). Pattern #6 - Long-Bouquet Pattern the overall satisfaction analysis result was at the highest level and the mean was equivalent to (X̅ = 4.66S.D. = .05). Pattern #7 - Circular-Bouquet Pattern the overall satisfaction analysis result was at the highest level and the mean was equivalent to (X̅ = 4.69 S.D. = .05). Pattern #8 - Flower Arrangement Pattern the overall satisfaction analysis result was at the highest level and the mean was equivalent to (X̅ = 4.72 S.D. = .08).