• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.10a
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• pp.383-385
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• 2022

Recently, as the importance of computational thinking skills has increased, several schools have opened and operated software courses for all students. Software education aims to creatively solve various problems based on coding, but it is difficult to motivate non-major learners who do not have engineering knowledge or are not interested in the IT field. Motivation for learning plays an important role in improving learners' concentration and learning efficiency. In this paper, a method of motivating non-major learners for software subjects was studied and the results were evaluated through a questionnaire.

• Journal of Korea Society of Industrial Information Systems
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• v.20 no.1
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• pp.9-18
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• 2015

Educational learning methods that take advantage of a robot provide opportunities for students to develop high dimensional thinking, a creative expression and discovery learning opportunity. It is also perceived as a suitable tool for STEAM systems which can be used in a variety of school curriculums. Therefore we designed and developed STEAM educational contents using robots in this study. This study analyze elementary text books and design the convergence contents from various subjects such as math, science, engineering and art through a robot. This study has developed educational materials by making a robot based on the designed contents. They have been applied to after school materials and then evaluated for comprehension, interest and participation. The results of this study have shown very encouraging evaluations from participating students. Accordingly, this study has shown that STEAM contents that take advantage of a robot have improved student participation, interests, and comprehension in the curriculums. Additionally, integrating STEAM educational content has proved more effective in contrast to being separated.

• Journal of Engineering Education Research
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• v.6 no.2
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• pp.5-14
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• 2003

In this paper, we developed an efficient virtual experiment kit with creative and interactive multimedia contents, which can be used to enhance the quality of education in the area of digital logic circuits. Since our virtual experiment kit is implemented to describe the on-campus laboratory, the learners can obtain similar experimental data through it. Also, our web-based virtual experiment kit is designed to enhance the efficiency of both the learners and the educators. The learners will be able to achieve high learning standard and the educators save time and labor. The virtual experiment is performed according to the following procedure: (1) Circuit Composition on the Bread Board (2) Applying Input Voltage (3) Output Measurements (4) Checkout of Experiment Results. Furthermore, the circuit composition on the bread board and its corresponding online schematic diagram are displayed together on the virtual experiment kit for the learner's convenience. Finally, we have obtained several affirmative effects such as reducing the total experimental hours and the damage rate for experimental equipments and increasing learning efficiencies as well as faculty productivity.

• Journal of Engineering Education Research
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• v.24 no.2
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• pp.68-75
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• 2021

ABEEK recommends convergent engineering projects to nurture creative problem-solving ability for 1st year engineering students through 'Creative Engineering Design' course. However, 1st year engineering students, who have not yet studied core subjects in engineering, have difficulties understanding and coping with the challenges posed by the engineering-related projects. For this reason, the educational objectives of this course are usually frustrating to achieve by the instructor. In this paper, by using the problem-solving process and skills of critico(-creative) thinking, we prepare guidelines for creative engineering design education that allow 1st-year students to effectively participate in engineering projects without a complete understanding of the design process which is to be studied. Also, we present a case study that applies the guidelines to an on-going creative engineering design course and discusses the outcomes by showing student-generated works. The results showed that the intuitive content and everyday expression of critico(-creative) thinking education enabled the instructor to effectively guide their students through the requirements of engineering projects without relying on advanced engineering design methods, and that the application of these guidelines also helped improve students' communication skills, including presentation. We show that the guidelines for creative engineering design education utilizing the problem-solving process and skills of critico(-creative) thinking is not only contributing to achieving the educational objectives of the creative engineering design course but can also be an educational paradigm that incorporates critico(-creative) thinking education into engineering education.

• Journal of Engineering Education Research
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• v.16 no.4
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• pp.3-8
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• 2013

This study was conducted to investigate the relationships among team individuality-relatedness, cognitive flexibility and team creativity. A total of 313 engineering college students who organized 64 teams were assessed on individuality-relatedness scale, cognitive flexibility scale, and team creativity. Relatedness and cognitive flexibility had significant main effects on team creativity. There was a significant interaction between individuality and cognitive flexibility to explain team creativity beyond individuality alone. Finally, limitations of this study and suggestions for future studies were discussed.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.21 no.5
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• pp.1042-1048
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• 2017

Recently rapid changes in the industrial environment require new talents in companies. Flipped learning is drawing attention as an effective teaching-learning method. The existing traditional lecture teaching-learning method have various problems that the dropout rates of the student is high and the creative problem solving ability is hindered. In the case of the IT engineering college, most of the major theoretical courses require prior learning of the prerequisite coursework subjects. Therefore, effective teaching-learning methods must be developed to improve student participation and academic achievement. This paper proposes the flipped learning model consisting of five sets that combine the flipped learning and practice to improve student motivation and self - directed learning. Also, this paper analyzes the learning effect by applying it to the algorithm lecture of computer engineering and presents problem and utilization plan according to the result.

• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.224-233
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• 2021

The aim of this study was to describe how a teacher used technologies to improve underserved student's learning in a low-resourced rural elementary classroom and provide implications for teachers' use of technology. The in-depth case study was conducted in a one-student classroom setting that isolated the fifth grader from social and collaborative learning opportunities. The qualitative data was collected in forms of classroom observation field notes, teacher interviews, student interviews and student's reflection journals. Findings are as follows: First, technology partakes an import role in a one-student classroom to support student's collaborative learning. Second, to overcome a digital divide, the teacher created a technology-enhanced environment with alternative methods of her own and supplemented teacher-created resources. Third, the teacher used technologies to support adaptive instruction based on student's needs.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.708-717
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• 2013

The new paradigm of the 21st Century science education explores a wide range of possibilities that can foster students' interest toward science and creative convergence thinking. In this study, through the analysis of programs that were developed in 'STEAM leader school' and 'STEAM teacher association for research' supported by the 'Ministry of Education, Science, and Technology,' we analyzed the linking frequency with each of STEAM education's fields and teachers' perception for the convergence strategy of technology and engineering. The results of this study show that linking frequency of technology and engineering is lower than the field of arts and mathematics in elementary school, but higher in middle and high school. 'Introduction technology contents in lives' in technology and 'crafts activity' in engineering are the most used teaching and learning strategy in STEAM education. But, although 'crafts activity' is engineering's major way of learning, many teachers understand and use it as a technological teaching learning strategy. It is important to understand that each of STEAM education's field has a unique nature and educational implications, for the effective settlement of STEAM education, we need to consider teaching and learning strategy in various way.

• Journal of Engineering Education Research
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• v.19 no.4
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• pp.14-23
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• 2016

This study is to analyze the team interaction in accordance with the team size. Thereby, it is to reveal the team size for the attainment of the effective team interaction and the specific goals to achieve the purpose of this study are as follows. Firstly, the frequency and percentage of team interaction in accordance with the team size are presented. Secondly, the statistical verification of the team interaction in the social emotional area is conducted. Thirdly, the statistical verification of the team interaction in the task area is conducted. In order to do this study, we explain the purpose of study, confidentiality, and withdrawal right were described and then 32 persons who agreed to participate were selected as the subjects for the study. After that, the autonomous organization of team was induced and a total of 8 teams were organized - 3 teams comprised of 3 members, 3 teams of 4 members, 1 team of 5 members, and 1 team of 6 members. Further, Bales' (1950) Interaction Process Analysis (IPA) was used in order to analyze the team interaction, and Mangold INTERACT was used as a coding program. The results of study are as follows. Firstly, the highest frequency of the team interaction showed up in the case of five or six members and the lowest in the case of 3 members. Secondly, a statistically significant difference in the social emotional (positive) area showed up in accordance with the team size and the team organizations of three or four members were effective. Thirdly, a statistically significant value in the answer area showed up in accordance with the team size and the team organizations of five or six members were effective.

• Journal of Engineering Education Research
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• v.18 no.6
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• pp.3-10
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• 2015

The purpose of this study was to analyze STEAM learning/teaching program that relates robots and to develop and redesign STEAM teaching/learning program with a robot for elementary and secondary schools. 'Learning with a robot' is considered as one of the best candidates for STEAM education. This article mainly concerns a robot that can be helpful to improve students' interests in learning science and mathematics in schools. As the results of the STEAM learning/teaching program analyzing, the program for elementary schools contained more contents of liberal arts and fine arts, and the program for secondary schools contained more contents of science, technology, and math. In the middle school program, context for learning, class activities of creative design and emotional touch, evaluation, and job and career information were evenly implemented. In the elementary and high school program, there were few information about robotics career. We extracted all robot utilizable subjects and units from school curriculums, and redesigned contents which can be applicable to regular classes for schools. As the result of this study, we conclude that 'learning with a robot' can encourage students' interests in STEM area.