Special Issue on Innovation in Computing, Engineering Science & Technology 2024-25

This research analyses the challenges faced by ASEAN countries in managing its energy efficiencies and resources due to rapid economic growth, increasing energy demand, and diverse energy infrastructures across member states. This paper explores the energy management policies and strategies within the ASEAN region, focusing on the integration of energy efficiency measures, renewable energy initiatives, and cross-border energy trade. This paper analyse the region’s progress towards its sustainable energy goals, the role of policy frameworks, and the impact of regional collaboration. Key challenges such as energy security, affordability, and environmental sustainability are examined, alongside opportunities for innovation in energy technologies and policy reforms. The findings highlight the importance of a cohesive energy management strategy that balances the diverse needs of ASEAN member states while advancing the region’s transition towards a low-carbon future. This paper provides policy recommendations aimed at enhancing ASEAN’s energy resilience and supporting its sustainable development goals.

Read more…

Augmented reality (AR) technology has been increasingly used in developing teaching materials with the aim of sparking more interest in technology (T) and engineering (E) among students in STEM education. In the proposed system, AR is integrated with an educational robot controlled by a KidBright microcontroller board, developed by the Educational Technology research team (EDT) at the National Electronics and Computer Technology Center in Thailand. Moreover, the KidBright program has been implemented over 2,200 Thai schools. To maximize the benefits of the KidBright program, the Assistive System for Collaborative Assembly Task using Augmented Reality (ASCAT-AR) was created with the objective of enabling students to learn and collaborate in assembling robots. Students will work in pairs to assemble robots using the system and learn about mechanics, sensors, and 3D-printed parts. The students were divided into two groups: Group A read the manual and assembled the robot independently, while Group B used the ASCAT-AR system. In addition, AR applications offer smooth graphic rendering at 44-60 frames per second. Evaluation result showed that Group B students had a higher average success rate than average success rate of Group A students. The results showed that users of the ASCAT-AR system were more motivated in learning and obtained more knowledge about robot technology and programming.