• Journal of Korean Home Economics Education Association
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• v.35 no.3
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• pp.47-66
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• 2023

The purpose of this study was to develop an educational smart app for classes by reconstructing some of the teaching-learning contents of the clothing preparation planning within the 'clothing preparation planning and selection' curriculum unit. To this end, a teaching-learning process plan was planned for the classes, a smart app was developed for classes, and feedback from home economics teachers and app development experts was received for the developed app. The main composition of the developed app consists of five steps. The first step is to set up a profile using a real photo, ZEPETO or Galaxy emoji, or iPhone Memoji. In the second step, students make a list of clothes by figuring out the types, quantities and conditions of their exisitng wardrobe items. Each piece of clothing is assigned an individual registration number, and stduents can take pictures of the front and back, along with describing key attributes such as type, color, season-appropriateness, purchase date, and current status. Step three guides students in deciding which garments to retain and which to discard. Building on the clothing inventory from the previous step, students classify items to keep and items to dispose of. In Step 4, Deciding How to Arrange Clothing, students decide how to arrange clothing by filling out an alternative scorecard. Through this process, students can learn in advance the subsection of resource management and self-reliance, laying the foundationa for future learning in 'Practice of Rational Consumption Life'. Lastly, in the fifth stage of determining the disposal method, this stage is to develop practical problem-oriented classes on how to dispose of the clothes to be discarded in the thirrd stage by exploring various disposal methods, engaging in group discussions, and sharing opinions. This study is meaningful as a case study as an attempt to develop a smart app for education by an instructor to align teaching plans and educational content with achievement standards for the class. In the future, upgrades will have to be made through user application.

• Journal of Korea Society of Digital Industry and Information Management
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• v.8 no.4
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• pp.185-192
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• 2012

It is the concept of this paper to build up the convergence type of the total class service system, and the goal is to develop the education services, which are differentiated from existing digital textbooks and development tools. We establish developmental programs and convergence strategies from market analyses related to apps and digital education. Then this paper proposes 'E-Class Author Service System (ECA)' as an education service system based on the tablet PC. It is the convergence system of the app type of textbook development tool and class management system. Teachers can produce and develop class materials and textbooks using the app type of textbook development tool in ECA service system. They can also add necessary functions from the class management system for efficient class progress. ECA improves the interaction and communication between a teacher, student and parents in the sever-based network. This study expects that ECA will achieve prior occupation of the app market as an educational app development tool and reduce private education expenses.

• Journal of the Korean Society of Clothing and Textiles
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• v.45 no.2
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• pp.271-284
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• 2021

This study presents the educational utility of blended learning by analyzing the effectiveness of learning after class by blending team project learning and smart device app-based learning methods. Qualitative analysis and survey analysis were conducted and the results were as follows. First, team project activities based on task resolution were conducted freely through detailed activities such as sharing roles, planning meetings, and coordinating opinions. Team activities were carried out with respect and consideration, team member bonding, and a sense of responsibility. Second, the smart device app is recognized as a medium for work and communication, and fast feedback has been made, making it highly impactful on classroom activities. Third, in terms of learning satisfaction, most learners showed an interest in the course and were satisfied with the project results. The smart device app was used as a learning and communication medium for personal and team activities and was analyzed as a blended method applicable to classes that conduct practical activities as an efficient tool to further activate project activities.

• Journal of the Korea Society of Computer and Information
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• v.22 no.1
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• pp.123-134
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• 2017

The ability to use information technology has become increasingly important as technological advances continue to sweep through the computing world, and education for improving computational thinking has become globally instituted. In South Korea, informatics subjects have been modified in the 2015 curriculum and are now compulsory in primary and secondary education. However, despite substantial financial investment and numerous studies promoting informatics education, there continues to be a serious lack of pre-service teachers capable of teaching computational thinking. This study investigated pre-service teacher programming education using App Inventor, their perceptions of App Inventor, and how use of the program affected teacher problem-solving abilities and self-efficacy. In the pre-test, the control group and experimental group showed no statistically significant difference; however, the post-test revealed that the two groups showed statistically significant differences in problem-solving skills and self-efficacy. The participants initially showed interest in using App Inventor; however, after practice-teaching and project-based learning, the participants demonstrated a growing negativity toward the program when they made errors and the functional limits of App Inventor became apparent. Although most participants stated that they would not use App Inventor in their classes, the positive statistically significant differences in problem-solving skills and self-efficacy indicate that this study could be utilized as a basis for building a teaching-learning program using App Inventor and creating an educational plan for teaching computational thinking.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.9
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• pp.5543-5552
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• 2014

The advancement of smart-phones and their market expansion has led to the development of numerous educational applications (apps). In this study, learning activities were designed for real-time feedback utilizing a smart clicker app for effective communication between the instructors and students, and to provide educational results, such as learning flow and academic achievement. These strategies were applied in the actual educational fields, and 70 college students were taking classes with the same curriculum. Experiments involving an experimental group and control group were conducted. The results of the t-test were follows. In terms of learning flow, a significant difference was observed between the two groups, but not in terms of academic achievement.

• Journal of Korea Society of Digital Industry and Information Management
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• v.10 no.2
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• pp.121-129
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• 2014

As e-books have been becoming common, the market for digital textbooks also has been expected to grow rapidly. In this paper, we introduce our experience of developing interactive e-books with Unity3D, and the result of user's experiment of using the books. The e-books are targeted to the lower grades in elementary schools, and they are a series of a fairy tale story with educational information on flat tide. They support rich user interactions such as dragging and clicking objects and rich media including 3D animations, videos, pictures, and augmented reality. We separate educational information from the main story in order to meet some incompatible issues among story, education, and user interaction. We conducted user experiments with twenty four 4th grade students and 95.8% (23 from 24) of them liked the e-books. They also thought the e-books would help them study about flat tide and sea creatures in there.

• Journal of Information Technology Services
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• v.19 no.6
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• pp.161-175
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• 2020

The current study aimed to develop the design principles for maker programs using virtual reality and apply them in developing a simulation mobile application. First, through collecting and analyzing the relevant studies and cases eight design principles with four components were derived. Then, these initial design components and principles were revised and improved in accordance with evaluations of an expert panel composed of three professors/researchers, two teachers, and two IT industrial experts. Based on the revised design principles, a VR simulation app for maker education was developed and evaluated on whether the principles were properly applied to the app development by the expert panel. The finalized eight design principles, as a research outcome, can contribute to the design and development of various types of educational programs that can replace the actual making experience even in educational fields where it is difficult to build maker spaces or provide materials and equipment. In the near future, empirical studies are expected to develop customized maker programs considering the characteristics, levels, and needs of students and verify their educational effectiveness.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.05a
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• pp.473-475
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• 2022

In this paper, as children's smartphone penetration and usage time increase, the need for educational application development is increasing.Therefore, in this paper, we propose an idea for the development of an application service that is optimized for children and designed to be easily used by children by applying image recognition technology. Using image recognition technology, we propose a service that helps children easily take pictures of objects with their smartphone's camera and easily identify appropriate search results for them. Through this, even in an environment where it is difficult to receive direct guidance from a teacher due to online classes, children can easily study on their own initiative or find a subject they want to learn more about and learn.

• Journal of Digital Convergence
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• v.12 no.6
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• pp.253-258
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• 2014

To ensure excellence in logical software education for smart IT technologies in schools, the study was conducted to determine whether a course on mobile application (app) content creation using an app authoring tool can be introduced as a part of the regular curriculum. As an approach method, five sessions of related training for characterized high school teachers as well as three sessions for elementary, middle and general high school teachers nationwide and a satisfaction survey were conducted for a total of five surveys. The average of 91.4% for more than moderately satisfied' is judged to reflect the perception of a highly successful study. In conclusion, the introduction of an app development education program using an authoring tool in schools is considered essential, and furthermore, the need for establishing new national technical qualifications is still rising.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.17-33
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• 2023

This study examined inservice elementary teachers' thoughts on the development of educational apps by preservice elementary teachers and implications for TPACK education for preservice elementary teachers. A case study was conducted in which preservice elementary teachers developed a science education app, and the three teachers were surveyed for their thoughts regarding this. The results regarding the characteristics of the developed app by preservice teachers were as follows. First, "inquiry" had the highest value among educational goals intended by the preservice teachers. In addition, the scores for tool-type apps and apps in which interaction between learners and instructors occurs were relatively high. Second, most of the preservice teachers developed apps to meet curriculum goals, but their apps showed low-level characteristics in terms of the constructive and cooperative dimensions. The results of the analysis of the thinking of elementary school teachers regarding the education development apps are as follows. First, elementary school teachers assigned the lowest scores to the effectiveness of the apps, and to this problem, the achievement standard with respect to the curriculum and the evaluation and modification activities fir the apps were proposed. Second, the teachers indicated that it would be appropriate to provide the experience of making apps to directly improve the TPACK of preservice teachers. Third, the respondents thought that preservice teachers should develop block coding literacy to create apps using App Inventor. Fourth, the teachers considered it necessary to emphasize simulated instructions, as well as the experience of collecting and handling data through apps to improve preservice teachers' TPACK app development for educational use.