Research

Animation, game and Design

Researchers

Lecturer

Konlawat Klaynak

Lecturer

Arus Kunkhet,

Assistant Professor

Manissaward Jintapitak

Lecturer

Sumet Yordkaew

Lecturer

Setthee Boonchoo

Lecturer

Nat Chantasingh

Lecturer

Thunyapruet Fongdawirat

Lecturer

Suparada Prapawong

Lecturer

Nop Kongdee

Lecturer

Khongthat Thongphun

Lecturer

Keattikorn Samarnggoon

Assistant Professor

Teerawat Kamnardsiri

Lecturer

Supara Grudpan

Lecturer

Noppon Wongta

Learning Crafts Through Educational Research Projects—Reflection from Thailand

2022

Disaya Chudasri

Traditional craftsmanship is one of the seven domains that represent the Intangible Cultural Heritage of Thailand (ICH) (Intangible Cultural Heritage.
https://link.springer.com/chapter/10.1007/978-981-16-9472-1_14

An Interactive Physical-Cognitive Game-Based Training System Using Kinect for Older Adults: Development and Usability Study

2021

Teerawat Kamnardsiri

Background: Declines in physical and cognitive functions are recognized as important risk factors for falls in older adults. Promising evidence suggests that interactive game-based systems that allow simultaneous physical and cognitive exercise are a potential approach to enhance exercise adherence and reduce fall risk in older adults. However, a limited number of studies have reported the development of a combined physical-cognitive game-based training system for fall risk reduction in older adults. Objective: The aim of this study is to develop and evaluate the usability of an interactive physical-cognitive game-based training system (game-based exercise) for older adults. 

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Methods: In the development phase (Part I), a game-based exercise prototype was created by integrating knowledge and a literature review as well as brainstorming with experts on effective fall prevention exercise for older adults. The output was a game-based exercise prototype that covers crucial physical and cognitive components related to falls. In the usability testing (Part II), 5 games (ie, Fruits Hunter, Where Am I?, Whack a Mole, Sky Falls, and Crossing Poison River) with three difficulty levels (ie, beginner, intermediate, and advanced levels) were tested in 5 older adults (mean age 70.40 years, SD 5.41 years). After completing the games, participants rated their enjoyment level while engaging with the games using the Physical Activity Enjoyment Scale (PACES) and commented on the games. Descriptive statistics were used to describe the participants’ characteristics and PACES scores. Results: The results showed that the average PACES score was 123 out of 126 points overall and between 6.66 and 7.00 for each item, indicating a high level of enjoyment. Positive feedback, such as praise for the well-designed interactions and user-friendly interfaces, was also provided. Conclusions: These findings suggest that it is promising to implement an interactive, physical-cognitive game-based exercise in older adults. The effectiveness of a game-based exercise program for fall risk reduction has yet to be determined. © Teerawat Kamnardsiri, Kochaphan Phirom, Sirinun Boripuntakul, Somporn Sungkarat. Originally published in JMIR Serious Games (https://games.jmir.org), 27.10.2021.

https://games.jmir.org/2021/4/e27848/

Serious Game for Teaching Undergraduate Medical Students in Cleft lip and Palate Treatment Protocol

2020

Patison Palee

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Objectives: To develop and evaluate a serious game to deliver knowledge about the cleft lip with or without cleft palate (CL/P) protocol used in Craniofacial Center, Chiang Mai University. Methods: The game “Cleft Island” was developed then extensively evaluated using different criteria, including the measured knowledge gained by participants, and gameplay experience. A group of 53 fourth and fifth-year medical students (male: 24, female: 29) were recruited to take part in an experiment. They were from the Faculty of Medicine, Chiang Mai University, and had just rotated to the Department of Surgery. Three evaluations were conducted: 1) to test whether the players had competently gained CL/P knowledge; 2) to evaluate the usability of the game according to the System Usability Scale (SUS); and 3) to evaluate the game experience in terms of a Game Experience Questionnaire (GEQ) test. Results: The results indicate a statistically significant improvement of medical students’ knowledge after performing the Wilcoxon Signed-Ranks test (p < 0.5) between pre-test and post-test scores of the same medical student group; the acceptable average SUS score (M = 55.28) of the serious game; a moderate degree of experience of the GEQ components including positive affect (M = 2.64), competence (M = 2.49), and immersion (M = 2.21). Conclusions: Cleft Island can be used as an effective supplementary instructional material, which has the potential to provide significant knowledge of CL/P treatment protocol for the players. As far as the authors are aware, this is the first study to implement and assess a serious game for training in CL/P protocol.
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https://www.sciencedirect.com/science/article/abs/pii/S1386505619308603