• 한국HCI학회:학술대회논문집
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• 2006.02b
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• pp.480-486
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• 2006

본 연구는 대학생을 대상으로 사이버 강좌에서 사용되는 세가지 정보제시 유형에 따라 학습자의 학습 수행, 콘텐츠 만족도, 그리고 학습성취 기대감에 어떤 차이가 있는지를 알아보고자 하였다. 이에 공기펌프 작동원리, 브레이크 작동원리, 번개형성과정의 세가지 과제를 나레이션+텍스트(na+text), 나레이션+삽화(na+illust), 나레이션+애니메이션(na+ani)의 세가지 정보제시 유형의 콘텐츠를 제작하였다. 먼저 학습수행에 있어서는 브레이크 과제에서 정보제시 유형별 유의한 차이가 나타났으며 세가지 정보제시 유형 모두에서 na+illust, na+ani, na+text 조건 순으로 성취가 높았다. 번개형성과정에서도 정보제시 유형별 유의한 차이가 있었고, na+text, na+ani, na+illust 의 순으로 학습성취가 높은 것으로 나타났다. 콘텐츠 만족도에 있어서는 공기펌프와 브레이크 과제 모두에서 제시유형별로 유의한 차이가 있는 것으로 나타났으며, na+ani, na+illust, na+text 순으로 만족하는 것으로 나타났다. 학습성취에 대한 기대감도 공기펌프와 브레이크 과제 모두에서 유의한 차이가 있으며, 그 순서는 만족도와 동일하였다. 이 연구의 결과는 나레이션이 제공되는 3 가지 정보제시 유형의 콘텐츠를 학습함에 있어 학습과제와 학습과제 제시 유형에 따른 학습 수행의 차이를 확인할 수 있었다. 또한 이러한 학습수행 결과는 피험자의 콘텐츠 만족도와 학습 성취 기대감과는 다른 패턴을 보임으로써 정보제시 유형에 대한 평가와 실제 학습수행과는 차이가 있음을 시사한다.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.521-528
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• 2004

컴퓨터 보급률이 크게 향상됨에 따라 정보의 공유나 교환이 대우 쉬운 웹의 특성을 이용하여 초등학생들도 여러 가지 형태의 학습과제를 해결하는데 컴퓨터를 많이 활용하고 있다. 이에 본 연구에서는 학생들의 과제 해결 유형을 살펴보고, 각 유형에 따른 과제 학습의 이해력을 평가하여 학업성취도와의 상관관계를 밝히며 컴퓨터를 활용한 과제 해결방법과 전통적인 해결방법이 학습의 이해력에 미치는 영향의 차이를 비교해 보았다. 학습의 극대화를 위한 효과적인 과제해결 방법은 교사의 정보검색안내를 필요로 하며 과제에 대한 적극적인 의미의 평가가 선행될 때 학업성취도가 높게 나타났다.

• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.529-546
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• 2015

The purpose of the present study was to verify the structural relationship among task commitment, self regulation learning ability, parent support, satisfaction and achievement in gifted education. In this study, factors affecting the performance of gifted education are based on Differentiated Model of Gifted and Talent($Gagn{\acute{e}}$, 2004). Participants attended a 182 student in institutes for the gifted education in the city office of education in Korea. A hypothetical model was proposed, which was composed of task commitment, self regulation learning ability and parent support as exogenous variables; and satisfaction and achievement as endogenous variables. The results of this study are as follows: First, task commitment, self regulation learning ability and parent support had significant effects on gifted education's satisfaction. Second, task commitment and parent support had significant effects on gifted education's achievement.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.01a
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• pp.153-157
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• 2012

이 연구는 자기조절학습전략 활용 과제기반언어학습을 영어수업에 적용한 후 학업성취도와 영어 학습태도 차원에서 그 효과성을 규명하고자 하였다. 먼저 학습자의 능동적인 학습과정을 도울 수 있는 자기조절학습전략 활용 과제기반언어 교수 학습 모형을 도출하였다. 이어서 초등영어 5학년 정규교육과정운영 틀에서 자기조절학습전략 활용 과제기반언어학습 수업을 설계하고 실제 적용하였다. 연구결과 첫째, 자기조절학습전략 활용 과제기반언어학습은 학업성취 상위, 중위, 하위 집단에 따른 학업성취도 변화에 대한 분석 결과 학업성취 상위집단과 하위집단 간에 유의미한 차이를 보였다. 둘째, 자기조절학습전략 활용 과제기반언 어학습은 영어에 대한 자아개념, 영어에 대한 태도, 영어에 대한 학습 습관으로 정의된 영어 학습태도의 모든 영역에서 유의미한 차이가 있었다. 자기조절학습전략 활용 과제기반언어학습은 학습자 중심 교육이라는 초등영어교육 추세를 고려할 때 교육현장에 유용하므로 자기조절학습력과 실제적 의사소통능력에 초점을 둔 보다 다양한 교수설계 연구가 요청된다.

• The Journal of Korean Association of Computer Education
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• v.15 no.4
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• pp.61-77
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• 2012

The purpose of this study was to examine the structural relationship among task value, self-efficacy, classroom goal structure, and academic emotions(enjoyment, fear, boredom) for promoting self-regulated learning in e-learning course. The results showed that task value, self-efficacy, class goal structure influenced academic emotions and self-regulated learning, and enjoyment had mediation effects among exogenous variables and self-regulated learning. The findings offer implications of facilitating self-regulated learning while considering academic emotions.

• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.364-368
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• 2021

This study was conducted to investigate the relationship between performance level and ego orientation and task orientation, which are sub-factors of achievement goal orientation, targeting the Korean youth badminton national team. Accordingly, two null hypotheses were established and tried to verify that there would be no difference in ego orientation and task orientation according to the performance level of the badminton youth representative players. A total of 92 middle and high school students were divided into upper and lower performance groups, and the differences between ego orientation and task orientation were investigated, respectively. For the measurement, We used sports achievement goal orientation (task and ego orientation in a sports questionnaire, TEOSQ). Data were analyzed by performing frequency analysis, reliability analysis, and independent t-test. As a result, there was no statistically significant difference in both the ego orientation and task orientation between the upper and lower groups of performance. We discussed based on the research results.

• The Journal of the Korea Contents Association
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• v.12 no.3
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• pp.487-497
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• 2012

The purpose of this study is to increase the level of learning achievement and satisfaction by developing of on-line learning instruments. This study was to investigate the relationship among learning instrumments(lecture, homeworks, on-line interaction and off-line interaction), learning achievement and learning satisfaction. This survey was conducted 226 responses of e-learning social welfare education learners. Research method used Amos 18. Result indicated that homeworks and off-line interactive instruments had a positive effect on learning achievement and satisfaction. And lecture had a positive effect on learning satisfaction, but on-line mode interaction instruments had no effect. In order to improve the effectiveness of learning, structural development of activity learning instrument is necessary. And to foster learning satisfaction, it will be necessary to increase the learning achievement.

• Journal of Science Education
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• v.48 no.1
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• pp.31-46
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• 2024

This study analyzes the academic achievement characteristics of Korean fourth graders on the problem solving and inquiry tasks (PSIs) introduced in TIMSS 2019. TIMSS 2019 conducted a computer-based assessment in addition to the traditional paper-based assessment. The PSIs were included only in the computer-based assessment, so 30 countries participated in the PSIs of the computer-based assessment. PSIs consist of integrating multiple content and cognitive domains, including 10 or fewer items. Most of the items are constructed in an open-ended format rather than multiple-choice. The analysis results showed that there were differences in student achievement across countries depending on the inclusion of PSIs. Korea's average achievement score decreased by 1 point. The analysis of individual items showed that students' achievement was somewhat low, and the correct answer rate for male students was generally higher than that for female students in many items. Furthermore, item-by-item analysis revealed that there were items where countries such as England and Finland had higher correct answer rates than traditional high-achieving countries, i.e. Singapore, Taiwan, and Korea. Considering the recent emphasis on integrated education, it seems necessary to review the use of PSIs in assessments in Korea as well.

• Journal of The Korean Association For Science Education
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• v.25 no.3
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• pp.321-326
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• 2005

The purpose of this study was to identify distinctive achievement goal patterns of students and examine their influence on learning strategies (deep/surface) and science achievement. Cluster analysis procedure was performed to classify students on the basis of task, performance, and performance-avoidance goal scores. The results produced 3 clusters of students with different achievement goal patterns: high task goal (cluster 1), high task-high performance goal (cluster 2), and low task-low performance goal (cluster 3). One-way ANOVA results revealed that the scores of cluster 2 were significantly higher than those of clusters 1 and 3 in deep learning strategy. The science achievement test scores of clusters 1 and 2 were higher than those of cluster 3. Looking at surface learning strategy, however, the test scores of cluster 3 were significantly higher than those of clusters 1 and 2. The educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.843-850
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• 2004

This study investigated the effects of group processing in cooperative learning using task-oriented reward on students' science achievement, science learning motivation, and attitude toward science instruction. Eighth graders (N=58) selected from a middle school in Seoul, were randomly assigned to either the treatment or comparison group, and taught on the 'Separation of Mixture' over 8 class hours. The treatment group received cooperative learning using task-oriented reward containing group processing (GCL), while the comparison group received cooperative learning using task-oriented reward without group processing (CL). Significant interactions between the instruction and prior achievement level were found in the achievement and the attitude toward science instruction. High-level students in the GCL group performed better than those in the CL group, while low-level students in the CL group performed better than their counterparts.