Communication skills are soft skills critical for students’ development in educational institutions in the digital age. This study aims to determine the feasibility and practicality of a learning model, which combines digital storytelling with a metacognitive strategy called the DSTMC model. This learning model utilized digital storytelling as a primary learning step and integrated metacognitive strategies to monitor the thinking process to improve students’ communication, such as listening, speaking, reading, writing, and presentation skills. The research was conducted through case studies at a regional, southern Thailand university. The data were collected from 30 undergraduate participants. The research instruments were expert validation, pre-/post-test data, and a self-assessment questionnaire. The study showed that the DSTMC learning model is an alternative teaching method to improve communication skills, including listening, speaking, reading, and writing. The results of students’ test scores and self-assessments provide significant evidence indicating that it increases their learning and retention of information. The paper concludes with suggestions for using various strategies and motivating activities to encourage learners’ communication proficiency. Future research should investigate the creation of a system to track how learners improve their communication skills.

<p><span lang="EN-US">Digital games are a powerful tool for the presentation of food cultural heritage. A digital game was designed and developed to raise and enhance young people’s interest in and knowledge of Thai food cultural heritage, currently an under-researched field. The platform game was played on a mobile device and required the collection of food ingredients appropriate to popular cuisine in four Thai regions while overcoming obstacles. A sample (N=61) of young people (mean age=19 years) played the game, and the differences in their pre and post-test knowledge of and interest in Thai food and its cultural heritage were analyzed. The findings showed a highly significant increase in interest in and knowledge of Thai food cultural heritage, and did so despite the opinion of some participants that learning games were less interesting than conventional games, or that games were not a good way of raising interest in cultural heritage.</span></p>

Digital literacy skills are essential skills for working in a digital society. Therefore, the university emphasizes teaching and finding ways to assess knowledge and prepare students before completing their studies. This research aims to present the conceptual framework for developing an adaptive tutorial system to assist undergraduate students in preparing for the digital literacy exit exam. This system's unique feature is not only the exam for students to practice reviewing their knowledge but also the exam's adaptability to the student's abilities. In addition, this concept is reinforced through gamification by incorporating game elements to motivate, increase the difficulty of competition and make exam preparation enjoyable. Learners are motivated to try harder on the exam. In the conceptual framework evaluation, a questionnaire was used to measure the system's suitability. The system design was evaluated by seven experts who determined that the components and procedures of the tutorial system were appropriate. This system's development is valid and can be applied to creating a tutorial system that enhances digital literacy skills.

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