Previously, we described a self-directed learning with knowledge management (SDL-KM) model (Silamut and Petsangsri 2020), to motivate learners in an organization to learn from internal-and-external knowledge management resources to enhance their Academic Achievement and Digital Literacy Abilities. In this paper, we aimed to demonstrate the value of this model by comparing these abilities in a controlled experiment with employees of an energy regulatory organization in Bangkok, Thailand. 40 employees were randomly selected, using stratified sampling, and divided into an experimental group (20) and control group (20), who participated in learning activities on two energy topics. The research instruments were data collection at the end of the lessons, which included information on Academic Achievement and Digital Literacy Ability assessment. Means, standard deviations and one-way MANOVA statistics were computed. As the results, the experimental group had higher Digital Literacy Abilities than the control group (p < 0.05), but there was no significant difference between the groups for Academic Achievement. SDL-KM model encourages learners to learn by themselves, knowing how to use Digital Literacy Abilities to support KM. This will lead to success in their work.

之前，我们描述了一种自我指导的知识管理学习（SDL-KM）模型（Silamut和Petsangsri 2020），以激励组织中的学习者从内部和外部知识管理资源中学习，以提高他们的学业成就和数字素养能力。在本文中，我们旨在通过与泰国曼谷一家能源监管组织的员工进行的受控实验中比较这些功能，以证明该模型的价值。通过分层抽样随机选择40名员工，将其分为实验组（20）和对照组（20），他们参加了两个能源主题的学习活动。研究工具是课程结束时的数据收集，其中包括有关学术成就和数字素养能力评估的信息。方法，计算标准差和单向MANOVA统计量。结果，实验组的数字素养能力高于对照组（p <0.05），但两组之间的学业成绩无显着差异。SDL-KM模型鼓励学习者自己学习，知道如何使用数字素养能力来支持KM。这将导致他们的工作取得成功。