• Journal of the Korea Convergence Society
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• v.12 no.4
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• pp.171-177
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• 2021

This study examined how the use of learning apps in Zoom-based classes affects learners' English achievement and assessed the efficiency of app use in Zoom-based English classes. The study utilized the English Central (EC) app to induce learners to actively participate in zoom-based classes. To assess the app's efficiency, two rounds of achievement tests and an open-ended questionnaire were administered. The two tests showed that Zoom-based EC app utilization classes positively affected learners' English achievement and the questionnaire revealed that the learners were highly satisfied with using the EC app in Zoom-based classes. The participants praised this approach for "complementing insufficient class content" and facilitating "immediate feedback" (on the EC app), "English practice," and "real-time communication and sharing of opinions" (on Zoom-based classes), describing it as "not boring" and "4 skill training in English." Instructors should strive to efficiently use such new teaching tools in the evolving environment of the untact era.

• Journal of Korea Game Society
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• v.19 no.2
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• pp.111-122
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• 2019

This study investigated the psychological effects of using a serious game with young learners in the English classroom compared with those of a dictionary application. A tablet PC-based serious game was created for the training of English phoneme discrimination for Korean 6th graders, and its psychological effects were measured using a paper-based survey and face-to-face interviews. The overall results revealed that the serious game had more positive psychological effects on young learners than the dictionary app. These findings provide supporting empirical evidence for using serious games in English classrooms.

• Journal of The Korean Association of Information Education
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• v.16 no.2
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• pp.223-231
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• 2012

Recently, We need a change of our education, Owing to trend of smart phone, approaching Digital Natives. We need some Teaching-Learning method, materials, softwares which realize Student-centered, Customized education more than E-learning, U-learning. Thus, In demand of This, This study will suggest a creative idea that how to design and produce smart-phone application which refers to 800 English words in elementary school recommended The Ministry of Education, Science, and Technology in Android Platform.

• Journal of The Korean Association of Information Education
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• v.17 no.2
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• pp.225-232
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• 2013

The smart education is performed in the education field, but the contents related to the subject class performed in the various smart devices are insufficient and it is necessary to continue training teacher and learner for the app development education. Therefore this study developed and applied the contents production education program of the game type web app around elementary science 6 grade 1 term utilizing Storyline authoring tools, similar to PowerPoint and be executable in the various devices. After educating students, we investigate the convenience of the use of Storyline, satisfaction level of learning contents work activity, and the continued availability, and etc,. They are interested in the activity of the smart educational contents development and they wished to participate in the continued app development education and activity in spite of it make difficulty for using English menu.

• Journal of the Korea Convergence Society
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• v.7 no.5
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• pp.23-28
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• 2016

In this paper, smart devices using a 4 to 6 years old, infants and parents to a user layer of training and with games or studying infants by integrating them. Not losing interest and concentration, Mobile infants to learning to learn Korean, English, the estimated budget. design the app tainer. For parents of infants and a variety of media concentration and learning Korean, English, English word cards that can increase the interest of the design and, to find a picture Memory game, had provided games are various kinds such as learning to do puzzles. Also, infants and tries to help study a visual learning and auditory learning at the same time can be achieved by mothers of children is much more conveniently. Learning to guide implementation to maximize the availability, convenience and mobility.

• Proceedings of the Korean Society of Computer Information Conference
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• 2024.01a
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• pp.281-282
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• 2024

본 논문에서는 사용자들의 운동 능력과 영어 학습 능력 향상을 위한 앱을 개발한다. 지정한 시간에 알람을 울리고, 운동 및 학습을 완료하는 경우에만 알람이 종료한다. 알람이 활성화되면 사용자가 강제적으로 종료할 수 없는 기능을 선택할 수 있다. TTS 기능을 적용하여 알람이 활성화되었을 때, 안내 음성이 나오도록 설계하였다. 학습 기능에 STT를 적용하여 영어 단어와 문장을 마이크에 인식하는 방식의 영어 문제를 제시하였다. 또한, OpenAI를 활용하여 매일 자정 새로운 영어 문제를 생성하고 서버에 저장한다. 이러한 기능들은 사용자의 선택권을 보장하며 건강 증진 및 자기 주도적인 학습에 도움을 줄 것이다.

• Smart Media Journal
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• v.12 no.3
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• pp.102-111
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• 2023

This study is a case study on investigating the possibility of the school push as a tool of learner-instructor interaction in untact education environment. To this end, one-sentence dictation using the push was implemented and one survey was conducted on a total of 144 students from two different English courses, 127 of whom responded the survey. The findings revealed that the push is effective for instructors to communicate with students in that it has high accessibility as MIM and school-based app. However, making the push be a more useful tool requires for instructors to be committed to communication with their students, to be well informed about the strengths of the push for its promotion, and to provide comprehensive introduction on how to use the push and check if students use it well.

• Journal of Digital Convergence
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• v.15 no.4
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• pp.65-71
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• 2017

With advances in technology, many researchers have made an effort to find out educational methods with customized instruction. The purpose of the research is to investigate i) if flipped learning is beneficial for the students taking intermediate-level English grammar and writing class compared with the traditional class, ii) if the flipped learning class is advantageous for all the score level students in terms of student achievement and iii) if the students feel motivated with the flipped learning class. T-test was utilized to determine any differences between pretest and posttest in student achievement. The result in terms of the academic achievement revealed that the flipped classroom approach for the low score group was found to be the least effective among others. In the case of flipped learning teaching method, the instructor should develop contents according to the level of learners. The development of customized contents tailored to the level of learners will enhance learners' learning achievement.