• The Journal of the Korea Contents Association
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• v.16 no.7
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• pp.640-650
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• 2016

This study was conducted in order to develop an education program based on simulation with problem-based learning, to apply it to nursing students, and to examine its effects on the students' learning motivation, learning strategy, and academic achievement. The subjects of this study were 69 seniors majoring in nursing. Education based on simulation with problem-based learning was applied to the students from September to October in 2015, and then a questionnaire survey was conducted on their learning motivation, learning strategy, and academic achievement. According to the results of this study, the education based on simulation with problem-based learning reduced the nursing students' other-directed motivation (external motivation), increased their self-regulation motivation (identified motivation, intrinsic motivation), and improved their use of resource management strategies. In addition, academic achievement (academic performance, and educational satisfaction) was in a positive correlation with identified motivation and learning strategies (cognitive strategy, meta cognitive strategy, and resource management strategy). In conclusion, education based on simulation with problem-based learning was found to be an effective education strategy for enhancing nursing students' autonomous motivation and improving their use of resource management strategies. Thus, it is necessary to promote the application of simulation with problem-based learning in various care situations and to study factors and parameters influencing learning related variables.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.4
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• pp.224-231
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• 2019

The current paper was conducted to unravel the influence of affect induction as a background emotion in the process of cognitive task to judge the degree of sequence in groups with or without anxiety symptoms. Four types of affect induction and two sequential task types were used as within-subject variables, and two types of college students groups classified under the Beck Anxiety Inventory (BAI) as a between-subject variable were selected to determine reaction times involving sequential judgment among the lexical relevance information. DmDx5 was used to present a series of stimuli and elicit a response from subjects. Repeated measured ANOVA analyses revealed that reaction times and error rates were significantly larger with anxiety participants compared to the normal group regardless of affect and task types. Within-subject variable effects found that specific affect type (sorrow condition) and number-related task type showed a more rapid response compared to other affect types and magnitude-related task type, respectively. In sum, these findings confirmed the difference in tendency with reaction time and error rates that varied as a function of accompanying affect types as well as anxiety level and task types suggesting the that underlying background affect plays a major role in processing affect-cognitive association tasks.