A Photographic series that expresses the abstract states of myself, towards the question of existence that results from being surrounded by expectations of both surrender and freedom of expression, this series focuses on my own subjectivities in order to bring back memories of almost forgotten feelings and make them clear once more.
การที่เติบโตมาจากครอบครัวที่คาดหวังในตัวเรา ที่สมาชิกคาดหวังในตัวเราไม่เหมือนกัน ถ้าเราทำแบบใดแบบหนึ่งที่คนใดคนหนึ่งต้องการอีกคนจะไม่พอใจ จนเราเกิดสงสัยว่าเราต้องเป็นแบบไหน เมื่อเข้ามาอยู่ในสังคมใหม่ทำให้เราตั้งคำถามกับตนเองเมื่อเข้าหาผู้คนว่าเราต้องเป็นไปแบบที่เขาต้องการหรือเปล่าเราถึงจะเข้าถึงเขาได้ ทำให้เราสับสนกับตัวเองและต้องสร้างตัวตนใหม่ไปตามที่คนคนนั้นพอใจ จนเราเองเริ่มเกิดคำถามว่าจริงๆแล้วตัวตนของเราจริงๆเป็นแบบไหน
คณะวิศวกรรมศาสตร์
This thesis presents the application of deep learning for object classification. The selected deep learning architectures studied include Convolutional Neural Networks (CNN) and ResNet18. It covers data preparation, feature extraction, parameter tuning for accuracy comparison, and performance evaluation of the selected models. The aim is to propose an efficient model for use in devices that assist visually impaired individuals in classifying indoor objects and providing sound alerts.
วิทยาลัยนวัตกรรมการผลิตขั้นสูง
This research presents a Wilkinson power divider using a common inductor. The lumped topology uses the inherently inductive loss of the inductor as a part of the design, so the conventional resistor for high isolation can be omitted. Therefore, low-loss and high-isolation performances of the compact circuit were achieved. The proposed 2.5-GHz divider was implemented on a silicon-based integrated passive device process. Measurement of the prototype chip had a reflection coefficient below 18 dB at all ports, an insertion loss of 0.5 dB and isolation above 28 dB. The chip size is merely 0.011 wavelength x 0.019 wavelength.
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.