‘Phygital’ or physical plus digital, is a combination of a physical circumstances or tangible objects and digital or online technology-driven experience. This paper introduces a challenge on potential phygital learning environments that may induce superior learning experiences for students as compared to experienced realized through either physical or digital experiences. ‘Phygital learning’ is a novel design concept to induce a new dimension of learning experiences while students interact with the physical context simultaneously as the digital information similarly enhances levels of competence. The authors also illustrate a conceptual idea of phygital learning which transforms theory to practice. Finally, the paper argues that the new concept of phygital can elevate learning outcomes in alignment with 21st Century technology by adding a form of smart data as opposed to big data into the mix to address a broader array of learning styles.

1. Published by Siam Technology Press, Srisakdi Charmonman Institute, Siam Technology College
Special Issue of IJCIM
Proceedings of the
Thirteenth International Conference
on eLearning for Knowledge-Based Society
The Computer Association of Thailand Under the Royal Patronage of HM the King
The Interdisciplinary Network of the Royal Institute of Thailand
Under the Royal Patronage of HRH Princess Maha Chakri Sirindhorn
Srisakdi Charmonman Institute, Siam Technology College
The Interdisciplinary Network Foundation for Research and Development
Asia-Pacific eLearning Association, Thailand Chapter of the Internet Society
Thailand Chapter of the Computer Society of the IEEE
Thailand Chapter of the ACM, Thailand Internet Association
Association of Thai Internet Industry, Prof. Dr. Srisakdi Charmonman Foundation
Organized by
IJCIM
INTERNATIONAL JOURNAL OF THE COMPUTER,
THE INTERNET AND MANAGEMENT
Senior Editor-in-Chief: Srisakdi Charmonman
Editor-in-Chief: Pornphisud Mongkhonvanit
www.charm.SiamTechU.net www.ijcim.th.org www.eLearning2016.com
Volume 24 Number SP3 15 December 2016 ISSN 0858-7027

2. Foreword
The Thirteenth International Conference on eLearning
for Knowledge-Based Society
For the thirteenth year in a row, I am very pleased that the International Journal of
the Computer, the Internet and Management (IJCIM) has the privilege of publishing
Proceedings of the Thirteenth International Conference on eLearning for Knowledge-Based
Society including 57 papers from 14 countries. To once again devote an entire issue to
eLearning is thus an extraordinary opportunity for us.
Sample papers are on IoT and IoE Impacts on Education; Massive Open Online
Courses Current Situation; E-Learning as a Tool in Bridging the Gap between Engineering
and Spiritual Learning; Case Studies of E-Learning Experiences from Students and Staff;
Demand for Video Courseware in E-Learning; Development of an Open-Access
Interactive Website Database for High School Mathematics Learning Materials; The
Digital Sign Language Dictionary Book of American Etymology for Hearing Impaired;
The Impact of Immersion on Learning in Augmented Reality Environments; Phygital
Learning Concept: From Big to Smart Data; and Fill Me App: an Interactive Mobile Game
Application for Children with Autism.
In my capacity as the Senior Editor-in-Chief of the International Journal of the
Computer, the Internet and Management, I would like to thank those who have made the
Thirteenth International Conference on eLearning for Knowledge-Based Society and its
Proceedings possible. The main organizers are the Computer Association of Thailand
Under the Royal Patronage of HM the King, The Interdisciplinary Network of the Royal
Institute of Thailand Under the Royal Patronage of HRH Princess Maha Chakri
Sirindhorn, Srisakdi Charmonman Institute of Siam Technology College,
The Interdisciplinary Network Foundation for Research and Development, Asia-Pacific
eLearning Association, Thailand Chapter of the Internet Society, Thailand Chapter of the
Computer Society of the IEEE, Thailand Chapter of the ACM, Thailand Internet
Association, Association of Thai Internet Industry, Prof. Srisakdi Charmonman
Foundation, and Siam Technology College. Also crucial has been our sponsoring
organizations, Siam Technology College. Finally, I must also thank all the members of the
Organizing Committee, as well as the staff of the Office of President Emeritus of Siam
Technology College, and staff of the IJCIM.
(Prof. Dr. Srisakdi Charmonman)
Senior Editor-in-Chief of IJCIM
Srisakdi Charmonman Institute, Siam Technology College

3. CONTENTS
Message from the Prime Minister iii
Report to the Chairman of the Opening Ceremony iv
Opening Address by the Chairman,the National GoodGovernance Organization v
Message from the President of Siam Technology College vi
Foreword vii
IoT and IoE Impacts on Education
By Prof. Dr. Srisakdi Charmonman and Pornphisud Mongkhonvanit (Thailand)
Massive Open Online Courses Current Situation
By Moncef Bari and Rachida Djouab (Canada)
1.1-1.8
2.1-2.9
E-Learning as a Tool in Bridging the Gap between Engineering
and Spiritual Learning
By Akhil Deshpande, Anuj Deshpande, and Swati Joshi (India)
3.1-3.5
Case Studies of E-Learning Experiences from Students and Staff
By Lim Kin Chew (Singapore)
4.1-4.7
Demand for Video Courseware in E-Learning
By Inpong Luanglath (Laos)
5.1-5.6
Development of an Open-Access Interactive Website Database for High
School Mathematics Learning Materials
By Allan Nicolai Valerio, Gerald Cris Capistrano, and Lynie Dimasuay
(Philippines)
6.1-6.5
The Digital Sign Language Dictionary Book of American Etymology
for Hearing Impaired
By Yada Atanan, Thanyaporn Chaivichian, and Monticha Chuenmano
(Thailand)
7.1-7.4
The Impact of Immersion on Learning in Augmented Reality
Environments
By Christian Wagner (Hong Kong)
8.1-8.3
Phygital Learning Concept: From Big to Smart Data
By Poonsri Vate-U-Lan (Thailand), Panicos Masouras (Cyprus),
and Donna Quigley (Canada)
9.1-9.6
Fill Me App: an Interactive Mobile Game Application for Children
with Autism
By Marylene Eder, John Maruel Diaz, Joanne Ruth Madela, Marife Mag-usara,
and Dhally Dith Sabellano (Philippines)
10.1-10.6
Web Based Remote Controlling and Condition Monitoring of the Heavy
Machineries
By Akhil Deshpande, Vinayak Kulkarni, and Anuj Deshpande (India)
11.1
Introducing Gatotkaca Birth Stories in the Game
By Leocadia Pranatalisa, Ridwan Sanjaya, and Albertus Dwiyoga Widiantoro
(Indonesia)
12.1

4. Technical Aspects in NFC Utilization for Class Attendance
By Naftalita Calista Putri, Ridwan Sanjaya, and Albertus Dwiyoga Widiantoro
(Indonesia)
13.1
Introducing Indonesian Culture through Game
By Septyana Hardianti Yunanto, Lidya Oktorina Kusuma Sakti,
and Vania Wahyu Febriani (Indonesia)
14.1
Voice Morphing for Education Game Development
By Fajar As'Ari and Vania Wahyu Febriani (Indonesia)
15.1
Character Education about Anti-Drugs through Game
By Lidya Oktorina Kusuma Sakti, Septyana Hardianti Yunanto,
and Vania Wahyu Febriani (Indonesia)
16.1
Hortari: a Gamification Application for Engaged Teaching and Learning
in Higher Education
By Junar Landicho, Anghela Perpetua Dela Cerna, Jeric James Marapao,
Gerwin Balhin, and Rachelle Paid (Philippines)
17.1
iReadNotes: a Preliminary Study of a Real-Time Sheet Music to Sound
Renderer Android Application
By Love Jhoye Raboy, Elisha Lapiz, and Kirk Jann Garcia (Philippines)
18.1
Designing Assets of Game “Misfortune Animal Rare”
By Christine Ayu Wulandari and Brenda Chandrawati (Indonesia)
19.1
The Benefits of Educational Game for Five Years Old Children
By Khoirul Anam Shona and Brenda Chandrawati (Indonesia)
20.1
Game Character Development with Adobe Photoshop CS6
By Maryuni and Brenda Chandrawati (Indonesia)
21.1
Implementation of Artificial Intelligence in a Game
By Khoirul Fikri Shona and Brenda Chandrawati (Indonesia)
22.1
Game Making Framework Development for Collaborative Learning
By Aprilia Christanti, Cecilia Murniati, and Ridwan Sanjaya (Indonesia)
23.1
Tahu Bulat Games as One of Tasikmalaya Typical Foods Promotion
Media
By Elisa Purnamasari and Albertus Dwiyoga Widiantoro (Indonesia)
24.1
Graphic Design on Educational Game to Introduce Numbers to Children
By Wahyu Febriyanto, Veinta Sonrizky Mayo, and Brenda Chandrawati
(Indonesia)
25.1
The Utilization of Video Conference Applications for E-Learning
By Albertus Dwiyoga Widiantoro (Indonesia)
26.1
Different Acceptance to Use E-Learning Technology among Students
and Lecturers in Higher Education: a Literature Review Study
By Bernardinus Harnadi (Indonesia)
27.1
GUI and Background Design for “Dolanan” Game
By Elsa Regiana and Hendra Prasetya (Indonesia)
28.1

5. Simulation and Implementation on Climate Change Countermeasures
Using Game
By Viena Patrisiane, Ridwan Sanjaya, and Albertus Dwiyoga Widiantoro
(Indonesia)
29.1
A Development of Mobile Game Application to Enhancing Scientific
Understanding of Human Immune System Based on Gagne’s Learning
Theory and ADDIE Model
By Chanin Jaingam, Supakorn Khlaichaloem, Chanin Tungpantong,
Waiyawat Saitum, and Charoenchai Wongwatkit (Thailand)
30.1
Design of Learning System for Kindergarden Via Game
By Enggar Dwi Utami and Brenda Chandrawati (Indonesia)
31.1
Learning Environmental Hygiene Sites to Children through Games
of Let’s Clean
By Elsa Regiana and Brenda Chandrawati (Indonesia)
32.1
Augmented Reality Game Based on User’s Point of View
By Gregorius Alvin Raditya Santoso and Brenda Chandrawati (Indonesia)
33.1
The Design of Game Review Website Wordpress-Based
By Gregorius Alvin Raditya Santoso, Yohanes Pratama, and Hendra Prasetya
(Indonesia)
34.1
The Study of Selection Background Music
By Irfan Najmudzin and Erdhi Widyarto (Indonesia)
35.1
Montessori and the Internet Giants is the Montessori Education,
a Success Factor for Innovations for IoT and IT Companies? Could it be
the Solution for Rapid Improvements not only in ASEAN Schools?
By Andreas Becker (Germany) and Jarinya Sonvisai (Thailand)
36.1
Customer Engagement through Social Media: Learnings for Hospitality
Industry in India
By Amit Jain, Shubham Jain, and Sonal Jain (India)
37.1
Effects of Authentic Learning on Generic Skills and Characters
By Lyna Latifah, Kardiyem Kardiyem, Nurdian Susilowati,
and Rediana Setiyani (Indonesia)
38.1
Re-Visiting Information Technology from the Perspective of Recent
United Nations Assessments
By Ioan Voicu (Romania) and Glen Chatelier (India)
39.1
The Study of Collaborative Learning and Software Development Life
Cycle for IT Group Project
By Sorapak Pukdesree (Thailand)
40.1
eLearning of Digital Identity Management and Digital Uniqueness
for Color Blind People for Start-ups in Thailand
By Piya Hirunwat (Thailand)
41.1
Design and Development of a Mobile-Based Student Response System
By Kobkiat Saraubon, Prachyanun Nilsook, and Panita Wannapiroon
(Thailand)
42.1

6. Program to Develop Training Techniques to Foster Individual’s
Self-Esteem and Empowerment for Social Development Officers
By Pattaraporn Kongwijit (Thailand)
43.1
The Study of Lemongrass Plants to Develop the Innovative Learning on
the Computer Network via the Constructivist Theory of Local Wisdom
in Chowraka Village, Tambon Na-Fai, Mueang Chaiyaphum District,
Chaiyaphum Province
By Surin Cortong and Sirinan Thanadca (Thailand)
44.1
E-Learning as a Supplementary Learning Method
By Peter Teranet Sethabutra, Punprapa Sripusitto (Thailand),
and Ya Huei Wang (Taiwan)
45.1
The Development of the Flipped Classroom Model Integrated with
the Facebook-Based Learning Platform to Enhance Lifelong Learning
Skills for Undergraduate Physical Education Majors
By Narumon Rodniam (Thailand)
46.1
Ontology of Encourage Knowledge Sharing Factors Align with Theory
of Planned Behavior in Virtual Learning Communities
By Patarawat Pitawan and Narongrit Phuangphairot (Thailand)
47.1
E-Learning a BOON for Rural Education in India
By Jim Hawkinson (India)
48.1
Authentication of Web-Based Application for Smartphone with the NFC
Feature
By Timotius Edwin, Ridwan Sanjaya, and Albertus Dwiyoga Widiantoro
(Indonesia)
49.1
Collaborative Language Learning through Game-Making
By Cecilia Murniati, Ridwan Sanjaya (Indonesia), and Kristine Blair (USA)
50.1
A Study of Faculty Adoption of Online Course Management
and E-Learning
By Elisabeth Rain Ory (Indonesia)
51.1
Mapping Educational and Legal Policies in the Virtual Environment:
the Case of the Most Vulnerable Group
By Seyed Reza Eftekhari (Iran)
52.1
Learner Acceptance towards E-Learning
By Kenny Irene Elisabeth Sely (Indonesia)
53.1
Exploring the 21st
Century Digital Technology Literacy of EFL Teachers
By Dararat Khampusaen (Thailand)
54.1
Library 3.0 as a Sustainable Innovation
By Ridwan Sanjaya (Indonesia)
55.1
The Role Model of Mobile Education Game for Elementary School
Students
By Erdhi Widyarto (Indonesia)
56.1
Information Dissemination Via Web and SMS for Disaster Preparedness
and Awareness
By John Benedict Bernardo and Neiljoy Daian Quipanes (Philippines)
57.1

7. Appendix A. Editorial Board 58.1
Appendix B. Organizing Committee 59.1
Appendix C. Supporting Personnel 60.1
Appendix D. Author Names 61.1
Appendix E. About the Senior Editor-in-Chief 62.1
Appendix F. About the Editor-in-Chief 63.1
Appendix G. Supporting Organizations 64.1
Appendix H. Index Copernicus 65.1
Appendix I. Thai Citation Index 66.1
Appendix J. ASEAN Citation Index 67.1

8. The Thirteenth International Conference on eLearning for Knowledge-Based Society, 15 December 2016, Thailand
9.1
Phygital Learning Concept:
From Big to Smart Data
Poonsri Vate-U-Lan1
,
Donna Quigley2
Graduate School of eLearning,
Assumption University of Thailand, Thailand
1
poonsri.vate@gmail.com
2
home196726@hotmail.com
and Panicos Masouras3
Department of Nursing,
Cyprus University of Technology, Cyprus
3
panicos.masouras@cut.ac.cy
Abstract - ‘Phygital’ or physical plus digital,
is a combination of a physical circumstances
or tangible objects and digital or online
technology-driven experience. This paper
introduces a challenge on potential phygital
learning environments that may induce
superior learning experiences for students
as compared to experienced realized
through either physical or digital
experiences. ‘Phygital learning’ is a novel
design concept to induce a new dimension of
learning experiences while students interact
with the physical context simultaneously as
the digital information similarly enhances
levels of competence. The authors also
illustrate a conceptual idea of phygital
learning which transforms theory to
practice. Finally, the paper argues that the
new concept of phygital can elevate
learning outcomes in alignment with 21st
Century technology by adding a form of
smart data as opposed to big data into the
mix to address a broader array of learning
styles.
Keywords - Big Data, Blended Learning,
E-Learning, Digital, Perception, Phygital,
Physical, Smart Data
I. INTRODUCTION
Phygital learning is a concept of a smart
learning ecosystem which balances digital
contents or online technology-driven
experience together with physical or live-
contexts. Phygital learning relies on advanced
technologies to increase meaningful and
effective interaction among students,
instructor, data and environment. The potential
of phygital learning will contribute a positive
effect at all levels from global to the individual
since digital contents should influence people
to be more involved in physical contexts and
not be isolated in the realm of virtual reality.
Phygital learning is a disruptive innovation
since its concept leverages and does not
replace the potential of eLearning or blended
learning [1]. An imperative in 21st
century
accelerates to the digitisation of everything‟s
arrival [2] at the same time as an era of big
data which is not big insights enough [3]. The
phenomenal of open educational resources,
massive online open courseware or MOOC and
eLearning courses have established an
enormous online knowledge base but what
people want are the answers or accurate
information rendering specific to the learning
objectives [3-5]. To provide a clear
understanding of a novel concept, this article
describes how a phygital learning concept
applies to the psychomotor domain subjects
that require motor skills and tasks such as
playing musical instruments, being an athlete
requires a standard of instruction planning for
activity-based learning that begins from less
complex perception to the higher end outcomes

9. Phygital Learning Concept: From Big to Smart Data
The Thirteenth International Conference on eLearning for Knowledge-Based Society, 15 December 2016, Thailand
9.2
[6, 7].
II. LITERATURE REVIEW
A. Learning Domain
Learning is developmental process that
enhances the brain‟s growth and changes after
the individual moves through series of
cognitive checkpoints such as process,
connection, cataloguing, and practice [8].
Learning domains include three main
categories: cognitive, affective, and
psychomotor [8]. Each domain represents a
progress of learning from basic to deeper
levels of learning [8]. The concept of “Phygital
Learning” is to enhance all three learning
domains especially the psychomotor domain
which requires a mind/body connection [6].
Digital media normally presents only visual
and audio components and is not totally
adequate to address all learning domains.
Nevertheless, music education for example,
has an increased capacity to induce holistic
development and improve the psychomotor,
affective, and cognitive domains of students
[7, 9, 10]. A review of the results of the
psychomotor domain for music education
proven by Kibler Barker and Miles‟s (1970)
the taxonomy enables effective classification
of music objectives [7, 10]. The psychomotor
domain according to the taxonomy developed
by Kibler et al (1970) consists of four levels:
Gross Body Movements, Finely Coordinated
Movements, Non-Verbal Communication Sets,
and Speech Behaviours [9]. The activity-based
on live- physical contexts for music education
such as playing musical instruments, singing
or other similar activities which aim to create
student psychomotor skills might be
considered to follow these four steps for
holistic development of students.
B. Phygital Concept
The convergence of physical and digital
channels is an extra dimension of interaction
and engagement recommended in business.
This is considered as an issue of stimulus as
just one side of the digital or physical
dimensions of stimuli might not simulate
sufficient spontaneity within a learning
environment. The combination needed to
provide a deeper meaningful experience to
business customers [11-14]. The fundamental
concept of phygital at a minimal level is
comprised of content, context and consistency
[14]. Technology and applications on mobile
devices such as quick response (QR),
augmented reality (AR), geofencing, iBeacon
and Google Glass will blur the boundary
between physical and digital and create a new
ecosystem [11, 12, 15].
C. Related Research Studies
Phygital was coined as a term in the retail
industry while the fact its concept suits many
fields-particularly education. Phygital projects
of Homeplus in the Republic of Korea made a
significant change by expanding 76 per cent of
their online shoppers and 130 percent of online
sales [16]. Phygital concepts appeal to the
deeper senses rather than only digital
perception since people can touch, smell and
taste the product physically while perceiving
an interesting well design digital media [13].
A phygital urban game, namely „Active
Parks‟ uses interactive xylophone and
involved more than 150 participants across
different ages, was found to be an enjoyable
way to encourage sedentary individuals to be
active in the playful environment [17]. The
experience of phygital spaces was presented to
the person involved who is interacting with
their mind and body, virtuosity in the context
of audience interactive interfaces in the New
Interfaces for Musical Expression [18]. The
research results from the phygital public space
approach in Volpiano, Italy demonstrated
higher benefits than expected because
participants became actively involved in each
stage with openness and transparency while
the phygital process was flexible and spent
less than the proposed budget [19]. UK
academic research found a gap between the
offered learning technologies and the selected
technology according to disruptive innovation
theory [20]. The same research demonstrated
that students preferred the simple and
convenient technologies to support their
learning even though there was a high demand
from educational resources to “bring your own
devices” (BYOD), was very practical [20].

10. Poonsri Vate-U-Lan, Donna Quigley, and Panicos Masouras
The Thirteenth International Conference on eLearning for Knowledge-Based Society, 15 December 2016, Thailand
9.3
In conclusion, phygital learning can be
described as a concept of smart learning
ecosystems. This form of education balances
the power of digital with physical spaces
systematically with an emphasis on the
subjects that are linked to skills within the
psychomotor domain. This skill area requires
practice with actual objects such as music,
sport, and cuisine. Phygital learning is not a
standalone mechanism but integrates many
elements that work seamlessly as an
ecosystem. It is a method that embodies many
functions and technologies working together to
form a smart learning system.
III. RESEARCH METHODOLOGY
The prototype of phygital learning has been
drafted and illustrated to present a clear vision
of this new concept. The phygital learning can
be equipped with state-of-art technologies that
bridge the physical environment with digital
media for educational purposes.
Fig. 1 A Prototype of Phygital Learning
The two important balances are a real
instrument representing the physical aspect
such as music instruments or sporting
equipment and a smart application or system
which represents the digital components such
as interactive video or mobile application that
students will learn from both features.
Phygital learning can occur at any place
indoors or outdoors where Wi-Fi is available
for an Internet signal. A traditional classroom
can be renovated to be a phygital learning
environment by adding an AR marker on a
physical object such as a poster or a board
(Fig. 1). The approach of phygital learning can
be described into an 8Cs process (Fig. 2): 1)
Connection, 2) Captivation, 3) Contexts, 4)
Contents, 5) Communication, 6) Collaboration,
7) Consistency, and 8) Competency. Each step
will be driven by instructors together with
students while they are physically presented at
the specific environment with the full
functionality of technology that supports each
stage in the smart learning ecosystem. Details
of each step are to follow.
Fig. 2 8Cs Processes of Phygital Learning
1. Connection to the advanced technology
when students arrive to a classroom, BYOD
needs to be fully implemented since each
student will use their own device. iBeacon or
similar technology will be triggered and
accessible on their devices. The physical
learning materials such as a board, poster or
book will be embedded with AR technology
which assists students to access to digital
learning material seamlessly, no need to type
URL.
2. Captivation by a „badge‟ or digital
tokens that will appear as an award icon on
student‟s profile after students accomplish
learning tasks such as either are integrated into
the phygital classroom, answer questions on
the interactive video or completion of a

11. Phygital Learning Concept: From Big to Smart Data
The Thirteenth International Conference on eLearning for Knowledge-Based Society, 15 December 2016, Thailand
9.4
learning skill. This will motivate students to be
active at higher levels.
3. Contexts represent real environments or
tangible objects in learning contexts. These
instruments such as any musical instruments in
the music class, a music note, piece of sporting
equipment or kitchen tools and other related
objects depending on the subject are all viable
tools to stimulate learning.
4. Contents include well-designed digital
media which is prepared specifically to meet
learning objectives in a micro-learning
environment. A game, an interactive video or
mobile applications should be created or
selected to make the phygital learning
meaningful. The “smart” digital contents need
to be straight forward to complement the
learning objectives, through the use of concise,
simple and interactive resources.
5. Communication enables students to
interact with both the context of the learning
and the content which complements the skill
and knowledge development. The two-way
communication requires an accurate advice
and feedback from instructors to students who
are willing to make a shift to improve their
skill and reach a level of competency in a new
learning environment.
6. Collaboration encourages students to be
active, share and shape the learning process,
not just be passive recipients. A smart learning
ecosystem will not be created in a
competitive environment but will establish a
team work atmosphere to foster learning and
the formulation of new knowledge and skills
that can be invaluable when instructors and
students collaborate with deeper interest.
7. Consistency requires discipline and is
crucial improving psychomotor skills. It is
recommended for students to perform
regularly in a phygital learning environment.
The digital learning media needs to be
designed to boost students‟ skills on occasions
when they are practicing alone or
communicating distantly with an instructor.
8. Competency is an expected outcome
from a comprehensive and all embracing
process underpinned by phygital learning.
Students should accomplish a deeper
knowledge and better skills according to the
learning objective which aims to induce
heighten skills and cognitive development
within the psychomotor domain.
The 8Cs processes of phygital learning
represent a pathway of progress that leads to
higher learning levels and results in deeper
competency of students.
IV. DISSCUSSION
Phygital learning concepts are still in the
implementation stage and are viewed as a
work in progress by those who accept any
relevant or useful advanced technology and/or
ideas that support deeper and superior
psychomotor learning. The various unique
subjects and skills which each dimension of
phygitial attributes its uniqueness will
influence and create an improved bridge to
learning in a practical dimension. Many
crucial factors for example such as strategy,
structure, systems, style, and staff of the
institution must be considered at the
preparation stage of any phygital projects. The
purpose, concept and 8Cs processes which are
still open to modification are recommended to
be experimented with using a scientific
research method. Instructional design of
phygital learning needs to result in a new way
to support the balance of the physical and
digital aspects linked to learning in harmony to
achieve the desired learning outcomes.
Classroom management will differ from the
orthodox approach and this leap forward
requires new knowledge levels of advanced
technology that should to be the basis of
training for instructors and students
beforehand. Learning facilities and
infrastructure related to technology will play
an important role to position phygital learning
successfully within pedagogical environments.

12. Poonsri Vate-U-Lan, Donna Quigley, and Panicos Masouras
The Thirteenth International Conference on eLearning for Knowledge-Based Society, 15 December 2016, Thailand
9.5
V. CONCLUSION
The concept of phygital learning can be
applied to serve many aspects of education,
such as public relations for mass
communication however, this article is limited
to the specific subject of education. Phygital
learning was designed to improve quality and
effectiveness of education particularly within
the psychomotor domain which requires
extensive practice to establish a tangible and
developed skill. Phygital learning concepts
also emphasize the learning process as a
residual benefit which can be described as the
8Cs processes and interaction among
instructors, students, technologies and
instruments. The format of the smart learning
ecosystem in 21st
century cannot be fulfilled
based upon a single education component but
requires bridging the highlight of physical and
digital strategies together has endless
possibilities in terms of stimulating learning.
This paper offers a contribution to this
emerging field and provides a foundation to
consider as an alternative approach to solve
problems where particular subjects may use
limited in digital content which may be
ineffective from learning and teaching
perspective. The processes and results of
research in phygital learning will be boosted
and made accessible to educators in the near
future given its dynamic growth which
involves advanced technology and can
empower and rejuvenate education in multiple
ways.
REFERENCES
(Arranged in the order of citation in the
same fashion as the case of Footnotes.)
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<https://hbr.org/2015/12/what-is-
disruptive-innovation>.
[2] Ernst&Young. (2011). “The digitisation
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[3] Harford, T. (2014). “Big data: A big
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[4] Vate-U-Lan, P. (2015). “Transforming
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[5] Vate-U-Lan, P. (2014). “Trends and
Directions of Technology in Elementary
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[6] Snelson, C. (2010). “Mapping YouTube‟
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[7] Sicherl-Kafol, B., Denac, O., Denac, J.,
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