The COVID-19 pandemic forced universities to push the use of distance learning, impacting an unprecedented number of students. New norms of social distancing and lockdown had been brought in as university measures, immediately modifying student and lecturer habits, changing from the traditional classroom to e-learning platforms. However, the lack of engagement of students throughout an e-learning system is a regular concern among lecturers when creating content on a system. This study presents an applied gamification concept to e-learning focusing on improving engagement of the various types of personalities of undergraduate students in ERP courses. The gamification design was developed by implementing the pros and cons of each game element to compromise the overall performance of students. Three evaluations were conducted:1) to test whether the student has competently gained ERP knowledge; 2) web monitor to record the activity of students; 3) to evaluate the qualitative information of the game experience by interviews. According to the study, the selection of a game element based on personality traits does not necessarily improve knowledge but proves to allow better engagement in the course. In addition, our finding also provides the suggestions for designing game elements based on personality traits.

The COVID-19 pandemic has presented significant challenges for the education and training sector. We could have witnessed the rise of technology for webinars which are tools to deliver training and education through video and audio communication in the form of distance learning for instructors and participants. How-ever, commercial webinars such as zoom or webex may lack a management system for organizing the amount of participants for long term courses. The present study aimed to develop a webinar tool for the context of adult training for entrepreneurs of SMEs in Thailand. In order to develop a webinar tool, we proposed a general framework which consisted of three stages. The requirement stage aimed to explore the baseline survey from 411 participants and summarize the feature list of the webinar. The development stage employed the kanban methodology to develop each feature list and proposed the architecture of the system. Finally, the evaluation stage compares two groups of 110 participants between our webinar approach and zoom application with statistics of attendance regarding those who attended the course and also contains a satisfaction survey. The results show that the important feature to engage participants in long term courses were system notifications and the availability of a web-based platform for providing easy access to webinar.