This study investigates the effectiveness of designing a gamified Virtual Reality (VR) intervention, grounded in Kolb’s Experiential Learning Theory, in enhancing social reciprocity, affective expression, and daily living skills among Thai children with Autism Spectrum Disorder (ASD). Utilizing the Meta Quest 2 headset, the intervention simulated five real-world contexts—home routines, classroom behavior, street crossing, supermarket shopping, and fast-food interactions. A quasi-experimental pretest-posttest control group design was employed with 33 children aged 6–12, complemented by thematic analysis of caregiver and therapist interviews. Results from the Social Responsiveness Scale, Second Edition (SRS-2), indicated significant improvements in social communication (p = 0.001) and social motivation (p = 0.045), while changes in social awareness (p = 0.233) and repetitive behaviors (p = 0.169) were not statistically significant. However, an ANCOVA analysis controlling for pre-test scores found that the difference in post-test outcomes between the intervention and control groups did not reach statistical significance (p = 0.073), suggesting that observed improvements may be influenced by baseline variability. Qualitative feedback highlighted the program’s engagement value, cultural relevance, and usability, alongside suggestions for increased adaptivity and contextual nuance. These results underscore the potential of VR-based learning while highlighting the need for further research with larger samples and more adaptive systems. These findings offer practical insights for educators, researchers, teachers, and program developers by demonstrating how culturally grounded, gamified VR interventions when guided by experiential learning principles can effectively enhance engagement and support targeted social skill development in children with ASD.

The rapid proliferation of misinformation on social media underscores the urgent need for scalable digital-literacy instruction. This study presents the design and evaluation of a Generative AI-enhanced serious game system that integrates Large Language Models (LLMs) to drive adaptive non-player characters (NPCs). Unlike traditional scripted interactions, the system employs role-based prompt engineering to align real-time AI dialogue with the Currency, Relevance, Authority, Accuracy, and Purpose (CRAAP) framework, enabling dynamic scaffolding and authentic misinformation scenarios. A mixed-method experiment with 60 undergraduate students compared this AI-driven approach to traditional instruction using a 40-item digital-literacy pre/post test, the Intrinsic Motivation Inventory (IMI), and open-ended reflections. Results indicated that while both groups improved significantly, the game-based group achieved larger gains in credibility-evaluation performance and reported higher perceived competence, interest, and effort. Qualitative analysis highlighted the HCI trade-off between the high pedagogical value of adaptive AI guidance and technical constraints such as system latency. The findings demonstrate that Generative AI can be effectively operationalized as a dynamic interface layer in serious games to strengthen critical reasoning. This study provides practical guidelines for architecting AI-NPC interactions and advances the theoretical understanding of AI-supported educational informatics.

Manual data entry in dialysis centers is time-consuming, error-prone, and increases the administrative burden on healthcare professionals. Traditional optical character recognition (OCR) systems partially automate this process but lack the ability to handle complex data anomalies and ensure reliable clinical documentation. This study presents the design and evaluation of an AI-enhanced OCR system that integrates advanced image processing, rule-based validation, and large language model-driven anomaly detection to improve data accuracy, workflow efficiency, and user experience. A total of 65 laboratory reports, each containing approximately 35 fields, were processed and compared under two configurations: a basic OCR system and the AI-enhanced OCR system. System performance was evaluated using three key metrics: error detection accuracy across three error categories (Missing Values, Out-of-Range, and Typo/Free-text), workflow efficiency measured by average processing time per record and total completion time, and user acceptance measured using the System Usability Scale (SUS). The AI-enhanced OCR system outperformed the basic OCR system in all metrics, particularly in detecting and correcting Out-of-Range errors, such as decimal placement issues, achieving near-perfect precision and recall. It reduced the average processing time per record by almost 50% (85.2 to 42.1 s) and improved usability, scoring 81.0 (Excellent) compared to 75.0 (Good). These results demonstrate the potential of AI-driven OCR to reduce clerical workload, improve healthcare data quality, and streamline clinical workflows, while maintaining a human-in-the-loop verification process to ensure patient safety and data integrity.

The Wua-Lai silvercraft community in Chiang Mai is experiencing a widening disconnect with younger visitors, raising concerns about the erosion of intangible cultural heritage. This study evaluates “Silver Craft Journey,” a location-based augmented reality (LBAR) system designed to revitalize cultural engagement and enhance cultural-heritage experience through context-aware, gamified exploration. A quasi-experimental field study with 254 participants across three age groups examined the system’s impact on cultural-heritage experience, knowledge acquisition, and real-world engagement. Results demonstrate substantial knowledge gains, with a mean increase of 7.74 points (SD = 4.37) and a large effect size (Cohen’s d = 1.77), supporting the effectiveness of LBAR in supporting tangible and intangible heritage understanding. Behavioral log data reveal clear age-related engagement patterns: older participants (41–51) showed declining mission completion rates and reduced interaction times at later points of interest, which may reflect increased cognitive and physical demands during extended AR navigation under real-world conditions. These findings underscore the potential of location-based AR to enhance cultural-heritage experience in real-world settings while highlighting the importance of age-adaptive interaction and route-design strategies. The study contributes a replicable model for integrating digital tourism, embodied AR experience, and community-based heritage preservation.

This study investigates how virtual reality systems can support inclusive access to culturally restricted sacred heritage sites. Two extended reality (XR) approaches were developed and deployed in a real-world setting: a VR360 virtual tour and an AI-driven immersive virtual reality prototype with conversational interaction. A research-in-the-wild, between-subjects study was conducted with 136 participants using mixed methods, including standardized questionnaires (System Usability Scale, User Engagement Scale, and Igroup Presence Questionnaire), retrospective interviews, and exhibition staff observations. The results reveal clear trade-offs between the two systems. The VR360 system demonstrated higher usability and operational reliability, requiring minimal supervision and technical resources, whereas the AI-driven immersive VR system supported embodied exploration and conversational inquiry, which was associated with higher spatial presence and helped visitors address questions during exploration. Qualitative findings further indicate that conversational interaction enhanced user experience but also introduced greater technical complexity and staffing requirements. Overall, the study provides empirical insights for designing and deploying XR systems in heritage contexts and highlights how different levels of immersion and interaction influence usability, presence, and operational feasibility when supporting inclusive access to culturally restricted sites.

Since humankind entered the computerised period, data and the amount of information available through digital sources have drastically increased, and people nowadays can also generate and distribute information. As a result of these changes, knowledge acquisition was characterised by a rapid increase in information. However, the retention of such information or knowledge can be challenging. To understand how it happened with the undergraduate students, we developed a 4-minute digital pre-class video designed specifically for undergraduate students and assessed its capacity to verify news based on the method of the International Federation of Library Associations and Institutions, which consists of eight evaluation criteria and key points to consider. To examine the video's efficacy, we used a randomised controlled design among the control and experiment groups, with an in-class session based on both a pre-class video and PowerPoint materials for the experiment group and an in-class session using PowerPoint materials only for the control group. The instructional materials motivation survey questionnaire and the fake news literacy test were utilised to examine motivation, knowledge acquisition and knowledge retention. The results showed that while students of both groups had similar performances as regards knowledge acquisition, they nonetheless showed a considerable difference in retention and motivation of knowledge from the perspective of attention and relevance. These results show a huge potential for using pre-class video and appropriate and effective content to combat false information in Thailand. Nevertheless, the research is subject to limitations. The study was only carried out at Chiang Mai University. More research experiments at other universities are required. Keywords: Undergraduate students, news literacy, knowledge retention, motivation, pre-class video.