• Journal of Korean Home Economics Education Association
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• v.24 no.1
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• pp.61-71
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• 2012

The purpose of this study was to develop the STEAM program based on the 'home life' area of the practical arts Education for elementary school students, futhermore this study evaluated changes of elementary school students' attitudes toward practical arts and learning flow. The STEAM program was consisted of 7 teaching-learning plan for teachers and worksheets for students. Twenty-one students at 5th grade of the elementary school were voluntary enrolled in this study. Before and after learning, their attitudes toward practical arts and learning flow were investigated. Based on the findings of the study, major conclusions were reached as follows: First, the STEAM program based on the 'home life' area of the practical arts education was developed and useful for elementary school teachers. Second, the STEAM program has an effect on students' attitudes toward practical arts, Third, the STEAM program has an effect on students' learning flow.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.2
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• pp.665-674
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• 2011

This study examined how students' satisfaction with their major department influences their organizational commitment and intention to pursue a career in tourism-related fields among college students majoring in hospitality and tourism. The results indicated that their overall satisfaction with their department affected positively their organizational commitment but not the behavioral intention to pursue career in the tourism-related fields. Organizational commitment, on the other hands, exerted a positively significant influence behavioral intention to pursue tourism-related career. The results of this study underscored the needs for the educators to manage students' psychological attachment to the department they belong to and their major field of study. Continuous relationship-building efforts should be made for the students to pursue tourism-related career after graduation. Such efforts include efficient communication between faculty and students, extended supports from the school and alumni to the students, and last but not the least, sufficient supports from colleges.

• Journal of the Korea Society of Computer and Information
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• v.14 no.2
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• pp.59-68
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• 2009

This paper aims to explore the factors of learner's flow and to develop and validate a scale to measure the flow in Massive Multiplayer Online Role Playing Game(MMORPG) for education. First of all, potential factors were drawn through literature review. The potential stage comprises 6 factors(learner's psychological characteristics, learner's skill, importance of game, environment for learner, instructional design, and instructional environment) and 16 subfactors. With total 48 items developed. a survey was carried out among 293 elementary learners who had been participating in a commercial MMORPG for English skills to measure their flow in the MMORPG by utilizing the potential scale. Using the responses collected from 288 respondents, exploratory factor analysis, reliability analysis, and confirmatory factor analysis were performed. The expository factor analysis showed that items within each sub-factors could be bound into one factor. That is, the variables evaluating learner's flow were divided into six factors(learner's psychological characteristics, learner's skill, importance of game, environment for learner, instructional design, and instructional environment). And these factors were interpreted consisting of 16 sub-ones. Reliability estimates indicated that the evaluation tool had good internal consistency. The confirmatory factor analysis did confirm the model suggested by the expository factor analysis. Over fit measures(CFI, NFI, NNFI) showed the good suitability of the model. Findings of this study confirmed the validity and reliability of the scale to measure learner's flow in MMORPG.

• Journal of Korea Entertainment Industry Association
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• v.15 no.4
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• pp.255-265
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• 2021

The purpose of this study was to examine the effects of Kahoot!(Game-based Student Response System) on nursing education. This study used an one group Pretest-posttest design. Participants were 179 nursing students from one D university located in Gwangju, Korea. The Kahoot!(Game-based Student Response System) was provided for 6 times. Data were collected between August 26 and October 25, 2019. The collected data was analyzed by descriptive statistics, paired t-test, pearson's correlation coefficient and stepwise multiple regression using IBM SPSS 21.0 program. The results showed that learning engagement(t=-6.257, p=.000) was significantly higher than levels before Kahoot!(Game-based Student Response System), critical thinking disposition(t=-2.163, p=.032) was significantly higher than levels before Kahoot!(Game-based Student Response System), problem solving ability(t=-3.032, p=.003) was significantly higher than levels before Kahoot!(Game-based Student Response System). Significant relationships were found among learning engagement(r=.375, p=.000), critical thinking disposition(r=.286, p=.000), problem solving ability(r=.291, p=.000) and learning satisfaction. The results of stepwise multiple regression indicates that learning engagement(β=.307, p=.000), problem solving ability(β=.158, p=.041) predicts 15.2% in learning satisfaction(F=16.905, p=.000). In conclusion, Kahoot!(Game-based Student Response System) is effective in improving learning engagement and problem solving ability to nursing education.

• Journal of Convergence for Information Technology
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• v.11 no.1
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• pp.156-166
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• 2021

The purpose of this study is to find out the impact of classes using a game-based student response system on learning engagement. It is an experimental study that compares learning engagement in classes (experimental groups) and lecture-style classes (comparative groups) that utilize GSRS in nursing education. A total of 211 nursing students participated from October 2019 to December 2019. The differences in learning engagement between the two groups were analyzed as t-test and correlation analysis was conducted on related factors. There was a difference between the comparison group and the experimental group in overall learning engagement(p=.013) and emotional engagement(p=.002). This is meaningful in that it has verified the learning engagement effect of the GSRS for the first time in Korea.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.15 no.4
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• pp.169-175
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• 2015

The purpose of this study is to investigate the structural relationships among teaching presence, cognitive presence, social presence, service quality, learning flow, and learners' satisfaction in mobile learning. Survey data collected by 255 learners who completed mobile-supported courses offered by an online university in South Korea were analyzed using structural equation modeling. The results suggest that cognitive presence, social presence, and service quality have direct effects on learning flow, and that cognitive presence, service quality, and learning flow have direct effects on learners' satisfaction.

• The Journal of Korean Association of Computer Education
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• v.13 no.4
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• pp.61-68
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• 2010

One often thinks that those doing any activity on the Internet are likely to be addicted to it so that they tend to rather restrain the educational use of what the Internet can provide. However, the online edu-games deserve a good learning material which can not only provoke learners' interest but also draw out a smoother interaction between teachers and learners. Even the preliminary study on immersion verified that the Internet could work positively for the learners. Considering that online edu-games can be a useful tool for individual learning, more studies on immersion should be conducted focusing on the individualization in the future. This paper shows the differences among the components of learning immersion depending on the different individual cognitive styles in the online edu-games.

• Journal of Korea Society of Industrial Information Systems
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• v.25 no.4
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• pp.83-100
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• 2020

In this study, the researcher intends to examine the influence of the class factors of universities for computer accounting education upon learning ability and learning performance, with the current students or the graduates from the universities in Busan and Gyeongnam regions. The findings of this study could be summarized as follows: First, the hypothesis on the influence of the self-efficacy of the students upon class commitment and motivation to participate in learning was supported. Second, commitment and motivation had a significant impact on class performance, while the satisfaction with the class had not an impact on motivation.

• Journal of Families and Better Life
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• v.34 no.4
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• pp.37-49
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• 2016

The purpose of this study was to examine the mediating effect of inner resilience and external resilience on the relationship between the job stress of early childhood education teachers and their teaching flow. Data were collected through questionnaires from 221 early childhood Korean teachers in the InCheon area. The instruments used in this study were the Kindergarten Teachers' Job Stress Scale, Early Childhood Teachers' Resilience Scale, and Teaching Flow Scale. The data were analyzed by Pearson's correlation analysis, multiple regression analysis, and Baron and Kenny's method. It was adapted to SPSS ver. 18.0 for Windows. This study followed a mediated effect model. First, there was a negative correlation between the job stress and teaching flow. There was a positive correlation between the teaching flow and the resilience. Secondly, there was a negative correlation with job stress and teaching flow in path model 1. In path model 2, there was a positive correlation with resilience and teaching flow. Teaching flow was statistically and significantly influenced by resilience. Thirdly, there was the mediating effect of inner resilience and external resilience on the relationship between the job stress of early childhood education teachers and their teaching flow. These results can be used as the basic data for the improvement of early childhood education teachers' teaching flow in the future.

• Journal of Digital Convergence
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• v.15 no.6
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• pp.273-282
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• 2017

The objective of this study was to verify the mediating effects of self-efficacy between metacognition and learning flow in college students in healthcare field. Participants were 300 college students. Self-administered questionnaire data were collected from November 21 to December 2, 2016. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficients and hierarchical regression analysis with the SPSS/WIN 23.0 program. Results are as follows. Metacognition had positive effects on learning flow(${\beta}=.678$, p<.001). Self-efficacy had a partial mediating effect on the relationship between metacognition and learning flow. The findings of study showed that metacognition was very important for enhancing learning flow and self-efficacy influenced these relationship. This study suggested that it is important to develop and implement teaching and learning strategies with improved metacognition in healthcare field.