• Child Health Nursing Research
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• v.16 no.1
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• pp.20-29
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• 2010

Purpose: The purpose of this study was to develop and evaluate the effects of a safety education injury prevention program in elementary school students. Methods: To develop the safety education program, Dick & Carey's teaching model and Keller's ARCS theory were applied. A safety education programs was developed for lower grade students (1st-3rd) and for higher grade students (4th-6th). To evaluate the effect of the safety education program, a pre-post test questionnaire was used with experimental and control groups. The participants were 238 (119 in the experimental group, 119 in the control group) lower (3th) grade and 296 (148 in the experimental group, 148 in the control group) higher (5th) grade elementary school students. For students in each experimental group, safety education was provided for 40 min once a week for 10 weeks. Results: There were significant differences in the level of injury prevention knowledge, attitude, and practice between the experimental group and control group in both the lower and higher grade elementary students. Conclusion: The findings of this study indicate that safety education is an effective nursing intervention to improve injury prevention knowledge, attitude, and practice in elementary school students.

• Journal of Korea Society of Digital Industry and Information Management
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• v.20 no.1
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• pp.59-74
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• 2024

In order to improve safety consciousness due to the increase in disasters and safety accidents, safety education is necessary to prepare for disasters with interest in safety. This study is a board game design for disaster safety education for elementary school students based on Keller's learning motivation theory. By considering the school safety curriculum and the safety education contents of the School Safety Mutual Aid Association and the Ministry of Public Administration and Security, the content and goals of learning were derived and the order of learning was determined. When designing game content, the fun elements of the game were applied to Keller's learning motivation inducing factors such as attention concentration (A), relevance (R), confidence (C), satisfaction (S), and educational game design elements to induce the achievement of learning goals at the game planning stage. It is expected that the existing safety education focusing on lecture-style and audiovisual will be supplemented and used in the educational field.

• Journal of Hospice and Palliative Care
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• v.11 no.2
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• pp.82-90
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• 2008

Purpose: The purpose of this study was to develop a CD program of applied logotherapy to improve the quality of life of older school-age children with terminal cancer. Methods: Keller's ARCS (Attention, Relevance, Confidence, Satisfaction) theory and a model for developing learning materials (Dick and Cray) were applied to develop this program which comprised four distinct phases: planning, developing, applying, and evaluation stages. Results: This program was entitled 'Finding treasures in my mind' and consisted of 5 sessions, and its educational contents were made up as follows: "Treasure One" is 'learning three natures of the human mind', "Treasure Two" is 'learning creative value as first method to find meaning of life', "Treasure Three" is 'learning experiential value as second method to find meaning of life', "Treasure Four" is 'learning attitudinal value as third method to find meaning of life', and "Treasure Five" is 'Becoming the master of my life'. The sub-menu was made up of 'Beginning', 'What is it?', 'Travelling'. 'Laughing Song', and 'End'. Conclusion: This CD program is an applied logotherapy with flash animation technique as an emotional and spiritual intervention program for easier and more scientific application in pediatric oncology and hospice area.

• Journal of Hospice and Palliative Care
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• v.12 no.2
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• pp.61-71
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• 2009

Purpose: The purpose of this study was to develop a CD program of applied logotherapy for psycho spiritual care of late adolescents with terminal cancer. Methods: Keller & Song's ARCS theory and a model for developing learning materials was applied to develop this program composed four distinct phases: planning, designing, developing, and evaluation stages. Results: This program was entitled 'Finding meaning in my life' and consisted of 5 sessions and its educational contents were made up as follows: "First Secret" is 'learning three natures of the human mind', "Second Secret" is 'learning creative values first method to find meaning of life', "Third Secret" is 'learning experiential value as second method to find meaning of life', "Fourth Secret" is 'learning attitudinal value as third method to find meaning of life', and "Fifth Secret" is 'Becoming the master of my life'. The sub-menu was made up of 'Beginning', 'Opening mind', 'Learning'. 'Laughing Song', 'Experiencing'. Conclusion: This CD program applied logotherapy with flash animation technique as an emotional and spiritual nursing intervention program for easier and more scientific application in pediatric oncology and hospice care area.

• Smart Media Journal
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• v.9 no.1
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• pp.38-44
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• 2020

Due to the high dependence on electric energy, electric fires make up a significant portion of fires in Korea. Electric arcs by short circuits or poor contact cause three of four electrical fires. An electric arc is a discharge phenomenon of electrical current between the insulators, which instantaneously produces high temperature. In order to reduce the fire due to electric arc, this study aims to predict the electric arc risk. We collected arc data from the arc detectors and converted into graphs based on temporal arc data. We used machine learning for training converted graph with different number of temporal arc data. To measure the performance of the learning model, we use the test data. In the results, when the number of temporal arc data was 20, the prediction rate was high as 86%.

• The Journal of Information Systems
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• v.20 no.4
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• pp.181-204
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• 2011

Recently, the development of ICT(information & communications technology) with the advent of new media paradigm shift in learning has brought a dramatic impact on the competitiveness of universities. The previous studies on the academic performance of e-learning mainly targeted on e-learning users, studying additional synchronization and system quality factors to measure academic performance. This study empirically analyzed the learning flow and academic performance considering both DeLone & McLean model system quality and synchronizing factors based on ARCS model. Relating to quality and synchronization factors, the academic performance of e-learning system was tested, and the difference between learning flow and academic performance was also analyzed based on time-series data, by the test difference(in the beginning, during, and final of the semester). The results of the study are as follows. First, the study shows that both system quality and synchronization directly affected the learning performance. Thus, when designing e-learning system, it is necessary to consider these two factors at the same time. Second, the indirectly mediating effect on the system quality and synchronization factors turned out to be significant in learning flow. Third, the result of regression analysis on the contents of utilizing dummy variable presents that the teacher's explanation has greater influence than multimedia has to the academic performance, and furthermore, the test difference showed no significance. Further research should be undertaken to consider the learner's degree of acceptance which reflects various aspects for building m-learning or u-learning.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.217-228
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• 1999

The purpose of this study was to investigate the effects of the constructivist instructional model on the acquisition of atmospheric pressure conceptions and learning motivation. The step of constructivist instruction was prediction and explanation-experiment and observation-discussion-application. The control group consisted of two classes of students who participated in the teacher-centered instruction. The experimental group consisted of two classes of students who participated in the constructivist instruction. To examine students' preconceptions before the instructions, a preconceptions test was administered. After the instructions, students' acquisition of atmospheric pressure conceptions and learning motivation were measured with a researcher-made post-conceptions test and The Course Interest Survey. The results from this study were as follows: First, the constructivist instruction is more effective method in acquisition of atmospheric pressure conceptions and learning motivation than the teacher-centered instruction. Therefore, in order to increase the acquisition of science conceptions and to decrease the science misconceptions, we need to use the constructivist instructional model which make learners self check their own preconceptions of science. Second, the constructivist instruction is more effective than teacher-centered instruction in three elements of learning motivation. So, we need to develop the effective ARCS(attention, relevance, confidence, satisfaction) strategies in order to use the constructivist instructional model and to verify it's effectiveness. Third, to improve teaching and learning methods, educational researchers should carry out studies using many points of view than studies biased constructivism or objectivism. In this respect, we need to contrive how to integrate constructive view points and objective view points.

• Journal of Korean Academy of Nursing
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• v.36 no.8
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• pp.1324-1330
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• 2006

Purpose. This study developed a web-based wound care course for undergraduate nursing students and evaluated the course's content, system, and student-satisfaction. Methods. This study was done in three stages, the development of the web-based wound care course, the implementation and evaluation of the course. The course was developed based on the ARCS model. 80 under-graduate nursing students to Y University in Korea used the web-based wound care program during four weeks. After that, they completed questionnaires, evaluating the contents, system, and their satisfaction. Results. Eighteen learning objectives were used to create the web-based wound care course and the course was developed with 7 chapters and 20 subsections. The analysis of the questionnaires showed a mean score for content and system-related items of 3.04 each, out of a possible 4 points. Student satisfaction items had a mean score of 2.89. Conclusions. The web-based course allowed students access to the course anytime and anywhere, and according to their own learning abilities. However this advantage would only be possible when nurse educators develop qualitative web-based course to meet the demand of a complex health care system as well as the needs of the students and the effectively incorporate it into traditional lectures.

• The Journal of Engineering Geology
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• v.4 no.2
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• pp.169-186
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• 1994

A GIS technique was developed for aggregate resources management and transport route analysis. In the study, the management of aggregate resources deals with resources evaluation and control of aggregate supply. The computer system was specially designed for this analysis on the basis of relational database model, and it was named ARIS(Aggregate Resources Information System). A Vector database for this study area of Chungcheong - Do was established for analysis of ARIS. In network analysis, there are many essential elements such as road name, speed limit and width, turns and stops etc. Impedance was also measured for the resistance against transportation of aggregate resources. Actually, the impedances are attributes of arcs, turns and stops. Finally, the feasibility of ARIS was tested to use as a decision making tool of aggregate resources management.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.29 no.3
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• pp.645-656
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• 2019

As the number of cyber threats to control systems increases, the need for control system cyber security is also increasing. Currently, various cyber security related education and control system education are being conducted. However, it does not fully reflect the characteristics of the control system and the characteristics of the participants. In this paper, we propose a training system and technique to enhance the control system cyber security capability. To this end, we analyze the limitations of existing security education. Based on the results, we develop a control system training environment model based on the IEC62443 Standard and develop an ARCH based training method.