• The Journal of Korean Association of Computer Education
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• v.15 no.6
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• pp.53-64
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• 2012

This study was to compare and analyze actual conditions and awareness of high school students' mobile learning. Survey was used as a research method and percentile, t-test and F-test were conducted for the statistical analyses. Results revealed that in the case of actual conditions on mobile device and mobile learning, slight differences were shown in various sub-variables, depending on independent variables (gender, grade, track); year 2010 can be the most important year for the mobile learning; high school students seldom utilize mobile learning in a small piece of time; mobile learning using Apps was not widespread yet. In the case of awareness of mobile learning, statistically significant differences were found in the use capacity of mobile devices, the increase of learning performance, and the continual interests of mobile devices.

• Journal of The Korean Association of Information Education
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• v.17 no.2
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• pp.115-123
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• 2013

With the rapid growth of mobile technologies, the mobile learning has been gradually considered as a efficient and effective learning form because it breaks the limitations of learning time and space occurring in the traditional classroom learning. Therefore, this research aims how the learners' m-learning efficacy, ubiquity, perceived usefulness, and ease of use predict perceived learning achievement and satisfaction Participants were 144 11th-grade students in A high school in Kyungnam area, Korea. After studying science class using mobile devices, they responded the following surveys: m-learning efficacy, ubiquity, perceived usefulness, ease of use, and satisfaction. Multiple regression analyses with correlation were applied to this study as a data analysis method. Findings of this study include: (a) m-learning efficacy and perceived usefulness predicted learning satisfaction, (b) perceived usefulness and ubiquity predicted perceived learning achievement. These findings imply that m-learning efficacy, perceived usefulness, ubiquity should be valued to enhance learning outcomes in mobile learning class.

• The Journal of Korean Association of Computer Education
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• v.17 no.3
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• pp.65-74
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• 2014

The purposes of this study were to analyze the mobile learning usages of adult learners and how their perceptions of the mobile learning affects their learning achievements in a cyber-university. 1,118 online adult learners who enrolled in a cyber-university in Korea were involved in this study and the data for their demographic information, mobile learning usages, the perceptions of mobile learning(self-efficacy for mobile learning, perceived ease of use, perceived usefulness, and learning satisfaction) and the learning achievement were collected. The main findings of this study were as follows. First, the subjects in this study showed higher participation rates in the mobile learning with recently introduced mobile devices compared to the results of previous studies. They also showed the need of more learning materials and video streamed lectures. Second, the higher-aged subjects showed relatively higher levels of perception of mobile learning compared to the lower-aged group. Third, the effects of the subjects' perceptions of mobile learning to their learning achievement seem to be limited. It was recommended to enhance the quality of the mobile learning especially considering the relationships between the perceived usefulness and the learning achievement.

• Proceedings of the Korea Contents Association Conference
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• 2013.05a
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• pp.273-274
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• 2013

모바일 기술의 발전과 폭발적인 성장으로 모바일 서비스에 관심이 높아만 가고 있다. 최근 새로운 IT 트랜드로 모바일 클라우드 컴퓨팅(MCC: Mobile Cloud Computing)이 새롭게 떠오르고 있다. 특히, 모바일 러닝을 위한 미래의 새로운 IT 서비스가 기대되고 있다. 현재, 모바일 기기의 한계점(장애물) 때문에 극복해야 할 문제들이 산재해 있다. 이들 문제가 되는 잠재적인 장애물을 다루고 있다.

• The Journal of the Korea Contents Association
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• v.13 no.7
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• pp.484-496
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• 2013

With diffusion of various mobile devices, mobile learning has been one of the dominant learning styles in education fields. The purpose of this research is to examine the difference between students' perceived importance-performance of mobile learning satisfaction. The researchers reviewed the literature looking for variables which affect influential factors of students' mobile learning satisfaction such as system, contents, service, use, and outcome. As a result of t-test, the performance is lower than the importance of all the influential factors. Also, according to the result of Importance-Performance Analysis(IPA) matrix, it was noted that system factor is the most crucial factor in improving mobile learners' satisfaction. This result implies that offering technical support and simplifying the navigation design for mobile learning are urgently required.

• Proceedings of the Korea Contents Association Conference
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• 2015.05a
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• pp.309-310
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• 2015

본 연구는 모바일 러닝에 기반하여 의학용어를 익히는 영어교육 콘텐츠에 대한 전문대학생들의 학습 선호와 학습 성과를 분석하고자 한다. 그리하여 향후 본 프로그램의 개선과 다른 교과들의 모바일 학습 콘텐츠 설계 개발에 시사점을 제공하고자 한다. 모바일 러닝은 e-러닝의 한 형태로써 모바일 기기를 활용한 학습으로 장소와 시간에 제약받지 않고 학습이 기능하다. 그래서 쉽고 편리하면서 감각적인 것을 좋아하는 요즘 대학생들의 필요에 부합하는 새로운 차세대 학습법으로 부각되고 있다.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.251-257
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• 2010

Integrated education is an ultimate goal of education for the disabled students. Thus, it is very important to let the disabled students participate in integrated class actively and vividly. The purpose of this paper is to propose design principles to allow the disabled students to participate in integrated class actively using mobile learning concept. Our design principles have the following characteristics. First, students can participate in class anytime anywhere. Second, the design principles are made for social class of the disabled students.

• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.509-520
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• 2014

This study investigated the structural relationships among factors on intention to use mobile learning and suggests practical strategies to enhance learners' behavior intention in secondary school. In this study, we hypothesized that mobile computing self-efficacy, personal innovativeness, and social influence had positive effects on perceived usefulness and perceived ease of use, which ultimately had positive effects on intention to use mobile learning. In order to examine structural relationship among variables, we surveyed 289 high school students in spring semester of 2014. After collecting data, we examined causal relationship among variables using Structural Equation Modeling. The results of this study are as follows: First, mobile computing self-efficacy and personal innovativeness significantly affected perceived ease of use. Second, mobile computing self-efficacy, social influence, and perceived ease of use significantly affected perceived usefulness. Lastly, perceived usefulness and perceived ease of use significantly affected intention to use mobile learning of high school students.

• Proceedings of the Korean Information Science Society Conference
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• 2007.06b
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• pp.156-160
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• 2007

정보 통신 기술의 발전으로 교육 환경은 이러닝(e-Learning)과 모바일 러닝(Mobile Learning)이 지원되는 융합(convergence)된 네트워크 환경이 구축되고 있으며, 새로운 교수법을 필요로 한다. 학습자의 학습 환경(learning environment)에 따라 이러닝과 모바일 러닝이 상호작용(interaction)하여 학습 활동이 끊김없이(seamless) 수행되도록 한다. 본 논문에서는 이러닝과 모바일 러닝 환경에서 학습 활동을 수행하는 과정에서 상호작용하는 레이어를 설계한다. 각 레이에의 흐름(flow)에서 필요한 요소로 메타데이터(metadata)를 도출하고, 메타데이터를 다른 요소에서 필요로 할 때 재사용(reusable)할 수 있도록 하였다.

• The Journal of Korean Association of Computer Education
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• v.18 no.1
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• pp.55-68
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• 2015

The purpose of the study is to examine a structural relationship among mobile self-efficacy, mobility, perceived ease of use, perceived usefulness, and intention to use of a mobile learning service using technology acceptance model. The result revealed that mobile self-efficacy, mobility had a direct effect on perceived ease of use. Second, mobile self-efficacy, mobility, perceived ease of use had a direct effect on perceived usefulness. Third, mobile self-efficacy, mobility, perceived usefulness had a direct effect on intention to use of a mobile learning service. However, perceived ease of use did not have a effect on behavioral intention of mobile learning service.