The concept for this work came from my curiosity about what would happen if, during interdimensional travel in space, a teleportation system were used. This system involves removing matter from one point and transferring it to another while maintaining its original state. If an error occurs and the matter is recreated or fused together, it could result in an experimental creature merging with the spacecraft. I choose the tardigrade as the first experimental subject for teleportation because the water bear has already been sent into space and survived. Therefore, I thought that if we were to actually test this teleportation system, the tardigrade would likely be one of the creatures chosen for experimentation.
โดยส่วนตัวผมเป็นคนที่ค่อนข้างชอบสื่อเเละนิยาย ที่เกี่ยวกับไซไฟ ผมเลยอยากนำมาต่อยอดเข้ากับการสร้างงานโมเดลของตนเองเพื่อตอบสนองความชอบเเละความเป็นไปได้ต่างๆที่อาจจะเกิดขึ้นได้ในโลกความเป็นจริง
คณะเทคโนโลยีสารสนเทศ
The project of game development to educate about Egyptian civilization This is intended to be a game to promote learning about ancient Egyptian civilization. The original learning may feel boring. Do not attract the attention of learners Therefore saw the presentation in the form of a game on virtual reality technology that inserts knowledge history With the aim of making learning more interesting The organizers can choose to use Unreal Engine 5.1 (Unreal Engine 5.1) and Oculus Quest II (Oculus Quest2) to develop. Within the game, players must find a way to escape from this room within the specified period of solving puzzles in various forms such as statues, traps, etc. In order to solve puzzles and leave this room, players must collect all the information inside the room. In addition, the game shows the life of the player and when the player cannot solve the puzzle correctly.
คณะครุศาสตร์อุตสาหกรรมและเทคโนโลยี
This aimed to 1) develop an effective augmented reality (AR) media integrated with the metaverse to enhance English phonics and communication skills. 2) To evaluate English pronunciation skills using augmented reality media integrated with the metaverse, and 3) To assess English communication skills through interactions within the metaverse. The sample group comprised 120 Grade 4 students from two classrooms in the first semester of the 2024 academic year, selected through cluster random sampling and divided into experimental and control groups. The research instruments included AR media sets, media quality assessment forms, phonics tests, and English communication skills assessment forms, administered before and after the learning intervention. Data analysis employed mean (x ̅), standard deviation (S), t-tests for independent samples, and one-way analysis of variance (Multivariate Analysis of Variance: One-Way MANOVA) to compare mean score differences between the experimental and control groups. Results indicated that the overall quality of the AR media kit with the metaverse was rated at a very high level (x ̅= 4.80, S.D. = 0.12). Evaluating specific aspects showed that the content quality was at the highest level (x ̅= 4.92, S.D. = 0.07), while the media production technique also rated highly (x ̅ = 4.70, S.D. = 0.17). Furthermore, the English pronunciation and communication skills of the Grade 4 students using the AR media with the metaverse were significantly higher after the intervention compared to before, the overall quality of the AR media integrated with the metaverse was rated at the highest level (x ̅= 4.80, S.D. = 0.12). For individual aspects, content quality was rated at the highest level (x ̅= 4.92, S.D. = 0.07), and media production techniques were also rated at the highest level (x ̅ = 4.70, S.D. = 0.17). Comparing the mean scores of English pronunciation and communication skills between the two groups, it was found that the experimental group using AR media integrated with the metaverse demonstrated significantly higher English pronunciation skills than the control group (F(1, 89) = 3261.422, p = 0.001, Partial η² = 0.98). Additionally, the experimental group exhibited significantly higher English communication skills than the control group (F(1, 89) = 4239.365, p = 0.001, Partial η² = 0.98). These results aligned with the research hypothesis that "Grade 4 students’ English pronunciation and communication skills post-learning with AR media integrated with the metaverse would significantly improve compared to their pre-learning levels at the .05 level of significance.
วิทยาลัยเทคโนโลยีและนวัตกรรมวัสดุ
The development of skin-on-a-chip models plays a crucial role in research for drug and cosmetic development. Traditional approaches often utilize two-dimensional (2D) methods that rely on culturing cells on flat surfaces, resulting in a lack of complexity in skin structure and realistic cell interactions. Moreover, traditional methods have limitations in mimicking fluid flow and nutrient circulation, which affects the accuracy of pharmaceutical testing and the prediction of drug effects. This has led to the advancement of three-dimensional (3D) skin models using new microfluidic technology, enhancing the realism of skin structure by replicating both the epidermis and dermis layers, as well as simulating fluid flow similar to physiological conditions in the human body. The design of 3D systems allows for more realistic cell arrangement and interactions, enabling better simulation of skin functions and increasing the accuracy in evaluating the effects of various substances on cell responses, including absorption, inflammation, and wound healing. Therefore, the development of three-dimensional (3D) skin models not only addresses the limitations of traditional methods but also represents a significant step forward in creating models that can be effectively applied in drug testing and pharmaceutical product development.