Browsing by Author "Nattha Phiwma"

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    An improved feature extraction and combination of multiple classifiers for query-by-humming
    (Zarka Private Univ, 2014) Nattha Phiwma; Parinya Sanguansat
    In this paper, we propose new methods for feature extraction and soft majority voting to adjust efficiency and accuracy of music retrieval. For our work, the input is humming sound which is sound wave and Musical Instrument Digital Interface (MIDI) is used as the reference song in database. A critical issue of humming sound are variation such as duration, sound, tempo, key, and noise interference from both environment and acquisition instruments. Besides all the problems of humming sound we have mentioned earlier, whether humming sound and MIDI in different domain which will make the difficulty for two domains to compare each other. However, to make these two in the same domain, we convert them into the frequency domain. Our approach starts from pre-processing by using features for note segmentation by humming sound. The process consists of four steps as follows: Firstly, the MIDI is already a sequence of pitch while the pitch in humming sound is needed to extract by Subharmonic-to-Harmonic (SHR). Subsequently, the extracted pitch can be used to calculate all above attributes and then multiple classifiers are applied to classify the multiple subsets of these features. Afterwards, the subset contain the multiple attributes, Multi-Dimensional Dynamic Time Warping (MD-DTW) is used for similarity measurement. Finally, Nearest Neighbours (NN) and soft majority voting are used to obtain the retrieval results in case of equal scores. From the experiments, to achieve 100% accuracy rate at the early top-n rank in retrieving, the appropriate feature set should consist of five classifiers.
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    E-Commerce for the Preservation of Traditional Thai Craftsmanship
    (Institute of Electrical and Electronics Engineers Inc., 2019) Prisana Mutchima; Nattha Phiwma; Vipavee Valeepitakdej
    Traditional Thai craftsmanship is in danger of going extinct owing to the pressures of modern development. Therefore, the objectives of this study were to develop the e-commerce system of traditional Thai craftsmanship. The instruments research used for data gathering were in-depth interviews and questionnaire. The traditional SDLC was used for system development. The main results are summarized as follows: (1) The content of traditional Thai craftsmanship that has been registered as a national cultural heritage in 2009-2015 which can be developed into a creative economy consists of registration year, history, production, production area, special characteristics or identity, value and utility; (2) The developed e-commerce system is divided the work into 4 groups: non-member users, buyers, sellers and administrators to support comprehensive work. This system is considered as a way to help preserve the traditional craftsmanship of Thailand to be able to remain in Thai society. � 2019 IEEE.
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    Exploring Challenges and Factors Influencing Teachers' Digital Innovative Leadership in Education
    (Graphicsite, 2024-12-12) Pichsinee Puttitaweesri; Sirote Pholpuntin; Sukhum Chaleysub; Nattha Phiwma
    Disruptive technology has globally transformed education, bringing both opportunities and challenges to educational institutions. Existing research primarily addresses technology integration in education; however, there is a significant gap in understanding how elementary school teachers can develop and exercise digital innovative leadership. This gap is especially pronounced in the Thai context, where traditional teaching methods are rapidly being disrupted by digital innovations. This research aimed to identify and analyze factors influencing elementary school teachers' digital innovative leadership in educational management during the disruptive technology era in Thailand. Utilizing a qualitative methodology, the study employed methodological triangulation. This included document analysis of 20 relevant sources and in-depth interviews with five purposively selected key informants, consisting of senior administrators and experienced teachers. Data analysis utilized directed content analysis and frequency analysis. The findings revealed five crucial factors influencing teachers' digital innovative leadership: Digital Innovative Vision, Digital Skills, Creative and Innovative Thinking, Innovative Teamwork and Participation, and Ethics and Accountability. These interconnected factors provide a comprehensive framework for developing teachers' digital leadership capabilities and offer school administrators strategic guidance for implementing effective professional development programs. The results contribute to both theoretical understanding of digital leadership in education and have practical implications for teacher development in Thailand's evolving educational landscape.
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    Exploring Challenges and Factors Influencing Teachers' Digital Innovative Leadership in Education
    (Graphicsite, 2024-12-12) Pichsinee Puttitaweesri; Sirote Pholpuntin; Sukhum Chaleysub; Nattha Phiwma
    Disruptive technology has globally transformed education, bringing both opportunities and challenges to educational institutions. Existing research primarily addresses technology integration in education; however, there is a significant gap in understanding how elementary school teachers can develop and exercise digital innovative leadership. This gap is especially pronounced in the Thai context, where traditional teaching methods are rapidly being disrupted by digital innovations. This research aimed to identify and analyze factors influencing elementary school teachers' digital innovative leadership in educational management during the disruptive technology era in Thailand. Utilizing a qualitative methodology, the study employed methodological triangulation. This included document analysis of 20 relevant sources and in-depth interviews with five purposively selected key informants, consisting of senior administrators and experienced teachers. Data analysis utilized directed content analysis and frequency analysis. The findings revealed five crucial factors influencing teachers' digital innovative leadership: Digital Innovative Vision, Digital Skills, Creative and Innovative Thinking, Innovative Teamwork and Participation, and Ethics and Accountability. These interconnected factors provide a comprehensive framework for developing teachers' digital leadership capabilities and offer school administrators strategic guidance for implementing effective professional development programs. The results contribute to both theoretical understanding of digital leadership in education and have practical implications for teacher development in Thailand's evolving educational landscape.
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    The effect of metaverse technology on multicultural learning: Strengthening the social attitudes, cultural awareness and critical thinking skills of secondary school students
    (2025-01-23) Prisana Mutchima; Yutthapong Leelakitpaisarn; Bunpod Pijitkamnerd; Nattha Phiwma; Saisuda Pantrakool
    Thepurposeofthisstudyistoinvestigatetheeffectofmetaversetechnologyonmulticulturallearningtostrengthenthesocialattitudes,culturalawarenessandcriticalthinkingskillsofsecondaryschoolstudents.Methodology:Aquasi-experimentalresearchmethodwasusedinthisstudytoequallydivide80secondaryschoolstudentsintheDusitdistrict,undertheOfficeoftheBasicEducationCommission,Bangkok,Thailandintoanexperimentalgroupandacontrolgroup.Theexperimentofthemetaverseonmulticulturallearninginaneightweekteachingperiodcomprisedfourcomponents:virtualculturalexploration,role-playing,discussionsandreflections,andcollaborativeprojects.Theresultsshowedasignificantdifferenceintheaverageoutcomesbetweenthegroups.Inconclusion,themajorfindingsincludethreedimensions:1)Studentswholearnthroughmetaversetechnologyhaveahigherlearningprogressthanstudentsintraditionalclassrooms.2)Socialattitudesandcriticalthinkingskillsfromutilizingmetaversetechnologyinlearningarebothstatisticallysignificant.3)Theoverallassessmentprovesthatmetaversetechnologyimprovesstudents'learningoutcomes.Therefore,thisstudysupportstheintegrationofmetaversetechnologyintoeducation,especiallyindevelopingthinkingskillsandsocialcompetenceinmulticulturallearning.Themetaversesupportedteachers’instructiontoenhancestudents’social,cultural,andcriticalthinkingskills.
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    The effect of metaverse technology on multicultural learning: Strengthening the social attitudes, cultural awareness and critical thinking skills of secondary school students
    (Asian Online Journal Publishing Group, 2025) Prisana Mutchima; Yutthapong Leelakitpaisarn; Bunpod Pijitkamnerd; Nattha Phiwma; Saisuda Pantrakool; S. Pantrakool; Suan Dusit University, Bangkok, Thailand; email: Saisuda_pan@dusit.ac.th
    The purpose of this study is to investigate the effect of metaverse technology on multicultural learning to strengthen the social attitudes, cultural awareness and critical thinking skills of secondary school students. Methodology: A quasi-experimental research method was used in this study to equally divide 80 secondary school students in the Dusit district, under the Office of the Basic Education Commission, Bangkok, Thailand into an experimental group and a control group. The experiment of the metaverse on multicultural learning in an eight week teaching period comprised four components: virtual cultural exploration, role-playing, discussions and reflections, and collaborative projects. The results showed a significant difference in the average outcomes between the groups. In conclusion, the major findings include three dimensions: 1) Students who learn through metaverse technology have a higher learning progress than students in traditional classrooms. 2) Social attitudes and critical thinking skills from utilizing metaverse technology in learning are both statistically significant. 3) The overall assessment proves that metaverse technology improves students' learning outcomes. Therefore, this study supports the integration of metaverse technology into education, especially in developing thinking skills and social competence in multicultural learning. The metaverse supported teachersÕ instruction to enhance studentsÕ social, cultural, and critical thinking skills. © 2025 by the authors