Due to a lack of resources and other market issues, technology adoption is always a difficult task for Small and Medium-Sized Enterprises (SMEs).The sustainable business performance of SMEs is adversely affected by numerous technological obstacles.Industry 4.0, on the other hand, has the potential to resolve a number of technology issues.Industry 4.0 seeks to achieve a higher level of automation in addition to a higher level of operational effectiveness and productivity.Therefore, the goal of this study is to determine how Industry 4.0 can help SMEs in Thailand achieve sustainable business performance.Using Partial Least Square, data from managers of SMEs have been gathered through the preparation of a survey.The questionnaire was used to collect the data, and simple random sampling was used to distribute the questionnaires.A total of 500 questionnaires were distributed to Thai small and medium-sized enterprises' managerial staff.280 of the questionnaires were returned, and 270 of the responses were found to be legitimate.Partial Least Square (PLS)-Structural Equation Modeling (SEM) was used to analyze the data.According to the findings, one of the keys to the development of sustainable business performance among SMEs is Industry 4.0.Big data, the Internet of Things, and the smart factory are examples of Industry 4.0 elements that help to encourage the use of information technology (IT), which improves long-term business performance. Additionally, the positive connection between IT implementation and Industry 4.0 is bolstered by organizational structure and procedure.

This study's objective was to evaluate the educational value and motivational pull of computer games created with Greek secondary school curricula in mind for the study of computer memory principles. Comparing it to related applications, computer science (CS) encompasses goals and substance. similar learning, but without the gaming element. This study also looks into possible gender differences in learning efficiency and the appeal of play as a motivator. The sample consisted of 88 students who were separated into two groups at random: one group that used game applications (Group A, N = 47) and one group that did not use game applications (Group B, N = 41). Both the pretest and the posttest employed the Computer Memory Knowledge Test (CMKT). The intervention was also seen by students. Additionally, following the intervention, students' opinions of the applications they had used were solicited via a feedback form. Data analysis revealed that compared to the non-game approach, the game approach was more effective in improving students' understanding of computer memory concepts and more motivating. The learning outcomes that boys and girls achieve through game use are not significantly different, and games were found to be the same. This is true even though boys have more involvement with, a greater preference for, and experience with computer games. They also have a greater prior knowledge of computers. girls' and boys' inspiration The findings demonstrate that, regardless of the gender of the students, educational computer games may be used as an effective and inspiring learning environment in secondary school CS.