Precharattana M.Phengpom T.Kitrungloadjanaporn P.Sanium S.Jirakittayakorn N.Mahidol University2026-04-122026-04-122025-01-012025 7th International Workshop on Artificial Intelligence and Education Waie 2025 (2025) , 282-286https://repository.li.mahidol.ac.th/handle/123456789/116147The Fourth Industrial Revolution has redefined essential competencies for future-ready learners, emphasizing digital literacy, computational thinking, and interdisciplinary problem-solving. In response, Thailand has integrated coding into its national curriculum and established over 150 FabLabs to foster student innovation. However, challenges such as limited engagement, instructional tools, and collaboration persist. This study presents the design and development of a gamified web application to enhance secondary students' Design-Based Digital Maker Skills. Developed using the ADDIE model, the platform comprises five learning modules - Design Thinking, Digital Fabrication, Computational Thinking, 21st Century Learning, and FabLab Management - and features video content, gamified elements, and a self-assessment tool. Expert validation ensured content accuracy and pedagogical quality. Effectiveness was evaluated through pre- and post-tests within Thailand's FabLab network, demonstrating the platform's potential to deliver scalable, engaging, and skill-based learning experiences.MathematicsComputer ScienceSocial SciencesConference PaperSCOPUS10.1109/WAIE67422.2025.113812042-s2.0-105034734608