• Journal of Korean language education
• /
• v.25 no.1
• /
• pp.53-82
• /
• 2014

This study aims to find the method to promote interaction in L2 classrooms. Active interaction between learner-to-learner and learner-to-teacher in L2 classroom plays an important role in language acquisition. In light of this, L2 classroom would benefit with the help of learning tools such as Clickers which helps learners to express their level of understanding during the process of learning itself. This is because the anonymity of Clickers allows learners to express their needs without the social risks associated with speaking up in the class. It allows for an evaluative feedback loop where both learners and teachers understand the level of progress of the learners, better enabling classrooms to adapt to the learners' needs. Eventually this tool promotes participation from learners, This is in turn, believed to be effective in fostering classroom interaction, allowing learning to take place in a more comfortable yet vibrant way. This study is finalized by presenting the result of an experiment conducted to verify the effectiveness of this approach when teaching pragmatic aspect of the Korean expressions with similar semantic functions. As a result of the research, the learning achievement of learners in the experimental group was found higher than the learners' in a control group. Analyzing the data collected from a questionnaire given to the learners, the study presented data suggesting that this approach increased the scope of interactivity in the classroom, thus enhancing more active participation among learners. This active participation in turn led to a marked improvement in their communicative abilities.

• Proceedings of the Korea Contents Association Conference
• /
• 2014.11a
• /
• pp.427-428
• /
• 2014

본 연구에서는 대형강의의 문제점과 클리커를 활용한 강의 사례를 분석하여 대형강의를 효과적으로 진행할 수 있는 교수 학습 방법을 제안하고자 하였다.

• Journal of the Korean Chemical Society
• /
• v.57 no.4
• /
• pp.499-506
• /
• 2013

In this study, clicker, also known as classroom response system, was applied to the chemistry method course at the university in Gyeongbuk, and preservice chemistry teachers' perceptions of clicker were surveyed. Before starting lecture, operation and class application of clickers were introduced to preservice teachers, and then 4-5 questions were presented to them in most classes during the term. After preservice teachers were asked to answer the questions, lecturer gave feedback based on the class answer distribution. Questions presented to preservice teachers were recall and/or understanding questions on learning contents, opinion questions, and questions about muddiest point. At the end of semester, preservice teachers were asked to rate their perception of clikers in terms of likert scale and essay type. They had positive perceptions of clicker use in aspects of cognitive effects, affective effects and media characteristics. They preferred conceptual understanding questions and monitoring questions among 8 clicker question types. Some cases using clickers in lecture and educational implications were also included.

• Journal of Practical Engineering Education
• /
• v.5 no.2
• /
• pp.101-107
• /
• 2013

Clickers that are personal response systems are a technology used to promote active learning and most research on the benefits of using clickers has shown that students become engaged and enjoy using them. But, existing clickers consisting of hardware devices and aggregation software provide simple response and aggregation function and it costs a lot. In this paper, in order to resolve the limitation of the existing clickers, we've designed and implemented the Smart Clicker consisting of a smartphone application for students and a web application & a MFC program for professors. Students can answer professor's questions with O/X or numbers or text and even ask questions with text messaging by using Smart Clicker in the classroom. Professors can see students' answers or questions immediately and check up students' response participation rate on the web page. Besides, the Smart Clicker will help professors actively engage students during the entire class period and gauge their level of understanding of the material being presented, and provide prompt feedback to student questions. As a result, we expect that quality of education will be increased.

• The Journal of the Korea Contents Association
• /
• v.8 no.12
• /
• pp.222-235
• /
• 2008

This study looks at motivations of video UCC users as a member of creative class. A qualitative research method was used for analyzing data collected by interviews. Killing time users, active clickers and creators are distinguished as different types of UCC users and their differing motivations are explored. The findings of the study are as follows: First, information sharing, self presentation, communication needs, ease of use for self presentation, usefulness are expressed as motivating factors for both active clickers and creators, Pleasure motivates every type of users. However, content creators experience a specific type of pleasure which is the pleasure of creativity or flow, which this study highlights as a key driving factor for content creators. The study adds to the findings of UCC user research which applies the TAM and the PAD model by revealing what pleasure and flow specifically mean for different types of UCC users.

• Journal of Korea Multimedia Society
• /
• v.22 no.8
• /
• pp.940-949
• /
• 2019

Classroom response systems (CRS) have been proven to have positive educational effects on student engagement and participation by allowing immediate feedback to both students and instructors. We explore the use of a chatbot and slide widget-based CRS to overcome some of the challenges of existing mobile-based CRSs while retaining their advantages. Our system uses widely available instant messaging services and operates web-based slide widgets that can be seamlessly integrated into instructors' slides to visualize student feedback in various formats. The student survey results indicate that our system is as effective as conventional CRSs in promoting student engagement and participation.