• The Journal of Korean Association of Computer Education
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• v.13 no.5
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• pp.15-27
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• 2010

Project-based learning is an effective teaching method for improvement of academic achievement and problem-solving ability so that is often applied to programming education. However, a strategy of enhancing motivation is required by a course design considering a learning style of students for advantage of PBL to take effect. Yet, studies on considerations with learning style still lack, when designing project-based programming learning courses for improvement of learning motivation. This research aims to address issues for consideration in designing PBL programming course. Accordingly, we analyzed learning motivation's difference between learning style in PBL programming class. We designed PBL programming course focusing ARCS model, where students making simulation The Kolb Learning Style Inventory is used to determine learning preferences. To assess students' motivation, Keller's Course Interest Survey was used in a pre-post-test-design. The result indicates that pre-post students' motivation differed. Also, we found considerations through comparing difference of ARCS model's detailed elements between learning styles.

• The Journal of Korean Association of Computer Education
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• v.10 no.1
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• pp.21-30
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• 2007

It is necessary to design a careful teaching-learning plan for motivating learners as well as helping them to maintain the learning process so that the advantages and effects of e-Learning system are fully exploited. In order to solve the problems in motivation and maintaining learning, we reviewed the Flow Theory and its relevant previous research materials, analyzed the technological and environmental characteristics of e-Learning, and developed the teaching-learning strategies to promote flow experiences fit for the characteristics of e-Learning. Additionally, to verify the effectiveness of these strategies, we have implemented an e-Learning system based on the strategies and applied it in the actual teaching-learning field. As a result, it has been proved that the teaching-leaning strategies developed for flow experiences in this study were helpful in improving learners' flow level and, consequently, contributed to the enhancement of their academic achievements.

• Management & Information Systems Review
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• v.30 no.1
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• pp.1-37
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• 2011

Prior researches on Internet shopping have focused on cognitive, technological factors, but this research is focused on emotions experienced during internet shopping. Examines emotion types experienced during internet shopping and shopping mall characteristics influencing emotional response and effect of emotions on internet shopping behavior, specifically focusing on shopping motivation difference. The data, collected from a sample of 323 internet shoppers, indicate that emotion types experienced during internet shopping and shopping mall characteristics influencing emotional response and emotional response influencing internet shopping behavior are difference among shopping motivation. Theses results provide insights on internet shopping mall management according to shopping motivation.

• Journal of Digital Convergence
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• v.19 no.6
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• pp.29-38
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• 2021

The social studies, mathematics, and science textbooks of the elementary curriculum will begin to be authorized from 2022. This study explores the effect of textbooks based on a gamification motivation strategy on learner interest. For this purpose, this study analyzes whether the systematic application of the gamification motivation strategy to elementary studies textbooks, which will be authorized from 2022, can develop this textbook into a "learner-centered curriculum book that induces interest." More specifically, this study applied Kumsung Publishing's experimental social studies textbooks in class and conducted a questionnaire among 121 third graders to verify the effectiveness of the textbooks. The results show that studies textbooks based on a gamification motivation strategy greatly influence increased learner interest in the classroom. The textbooks also represent a positive influence in learner understanding, interest, and curiosity regarding the class content and assistance. Demonstrating that gamification motivation strategy is worthwhile to actively apply in future textbook development for the enhancement of learners' interests, this study is significant in that it has presented a meaningful textbook development model.

• The Journal of Korean Association of Computer Education
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• v.12 no.4
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• pp.13-21
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• 2009

Educational robots have various potentialities to support programming learners because it is interesting enough to improve the learners' participation and motivation. Nonetheless, some researches assert that the use of educational robot does not necessarily lead to effective and successful learning. With respect to these serious problems, the researchers are emphasizing that it is needed to overcome the probable 'Novelty Effect' by means of considering specific features of the robot programming environment and the participants. We analyzed and found some features of robot programming teaching and learning environment and professional high school students through reviewing of the literatures, and then conducted delphi research to abstract motivational strategies and to develop their applying methods with the specific features. We developed a robot programming teaching and learning model for stimulating and maintaining professional high school student's motivation, which includes 5 factors and 21 strategies.

• Proceedings of the Korean Society for Quality Management Conference
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• 2010.04a
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• pp.425-430
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• 2010

본 연구의 목적은 급변하고 있는 대학교육의 발전 방향을 제시하는 것이다. 교육을 서비스품질 관점에서 바라볼 때, 대학은 고객중심적인(학생중심적인) 서비스 품질 제공 노력이 무엇보다 중요하다. 본 연구에서는 대학교육서비스 품질개념의 틀을 기존의 이론을 통해서 도출하였다. 이를 통해서 대학발전방향의 요인들을 제시하고 고객(학생)이 자발적으로 행동하는 유발 서비스 차원을 제시하기로 한다. 이를 위해 동기부여의 이론에 대하여 고찰하기로 한다.

• Journal of The Korean Association For Science Education
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• v.43 no.6
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• pp.563-572
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• 2023

This study aimed to analyze cases of online class design by pre-service science teachers to identify the teaching strategies employed for online classes. For this purpose, the real-time online class lesson plans of 12 pre-service science teachers, who had experienced education utilizing online teaching tools for a semester, were collected and analyzed. The pre-service science teachers considered all the elements that were essential in traditional face-to-face class designs, including prerequisites, statements of learning objectives, stimulating motivation, teaching and learning methods, wrapping up, teacher-student interaction, and assessment. They devised teaching strategies that could overcome the limitations of online teaching and were not feasible in face-to-face classes for each element. Additionally, they were considering new instructional strategies tailored to the online teaching environment, such as creating a conducive environment for using online teaching tools and strategies related to checking the online teaching environment. However, for statements of learning objectives, stimulating motivation, and wrapping up, most of the pre-service science teachers predominantly utilized teaching strategies from traditional face-to-face classes, especially those involving the presentation of visual materials through online tools. Student-centered approaches were rarely implemented in stimulating motivation or wrapping up. These findings imply that one semester of exposure to the utilization of online teaching tools may be insufficient in teacher education. Thus, there is a need for a continuous and expanded educational program on the utilization of online teaching tools as part of pre-service teacher education.

• Korean Journal of Environmental Biology
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• v.26 no.4
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• pp.343-348
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• 2008

The study is to investigate the effects of the constructivist instructional model using ARCS strategies (attention, relevance, confidence, and satisfaction) on the environmental conservation of environment textbooks of middle school. The subjects of this study were applied to 135 students sampled 2nd graders of a middle school in Busan. All students were divided three groups according to teaching strategies. The first experimental group is consisted of students who participated in the traditional teaching program, the second is students who participated in the constructivist teaching program, and the third is students who participated in the constructivist teaching program with ARCS strategies. The pre-conceptions test was administered to examine students' pre-conceptions before the instructions. After the instructions, students' acquisition of scientific conceptions, academic achievement, and learning motivation were also tested. On average, the degrees of academic achievement for the group with ARCS strategies were higher than those of other groups and shown a significant difference among three programs. Thus the constructivist teaching program with ARCS strategies was more effective programs in acquisition of environmental conservation conception and learning motivation than the two other teaching programs.

• The Journal of Korean Association of Computer Education
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• v.11 no.4
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• pp.37-46
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• 2008

Using robots in the programming classes may help to induce learners' interest and motivation. However, simple introduction of new media, such as robots, may cause to increase learners' interest level temporarily, but also may give cognitive overload and offense against learning motivation. We developed a robot programming course to induce intrinsic motivation and to reduce cognitive load for learners in the programming education. And then, we implemented the developed course in college programming classes and analysed the educational effects of robot programming learning on novice learners' flow level. We found that robot programming course was helpful in enhancing novice learners' flow level. Especially, the element of 'autotelic experience', which explains an intrinsic motivation, was higher than conventional programming course group. It means that the developed strategies for robot programming course provides positive effects on learners' intrinsic motivation.

• Journal of The Korean Association of Information Education
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• v.12 no.1
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• pp.99-107
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• 2008

Over online education based on wired Internet technologies, due to recent development of various mobile technologies, education based on mobile environment becomes popular. In the meanwhile, the young students are more interested in game-based education that provides more interaction and instant feedback than one-way cramming education. The purpose of this thesis is to develop a new motivation model for mobile environment and apply the model to the elementary school students. The proposed model, based on Keller's motivation model, is designed to increase study effects through motivating students with various game strategies. The proposed motivation model has the following characteristics. First of all, the best game genre can be provided for each study theme in early planning stage. Second, the model can allow students to have more interests in their study activity by providing various edutainment elements. Third, a stage of producing game synopsis and concrete scenario is included in motivation model. The stage enables more complete combination of game and mobile motivation strategies. Finally, the proposed model allows contents developed to be appled in teaching plan without any refinement. That is, the model allows a teaching plan to be extracted from study contents instantly.