• Journal of Information Technology Applications and Management
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• v.21 no.3
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• pp.53-64
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• 2014

It is important to keep learners' feeling positive during learning to enhance learning performance. According to flow theory,challenge-skill balance is a precondition for flow experience: Learners feel anxiety when the challenge of learning is higher than their ability, feel boredom when the challenge of learning is lower than learners' ability, and engage in flow status when the challenge of learning matches the learners' ability. However, the current empirical study reveals that emotions related to enjoyment may appear when the learners' skill is equal to or higher than the learning challenge. Nevertheless, boredom emotion may appear when learners perceive the courses are difficult but unimportant. These empirical survey results revealed the necessary of rethinking the appearance of boredom and enjoyment emotions in computer education.

• Educational Technology International
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• v.22 no.2
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• pp.227-253
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• 2021

Perceived game realism (PGR) has recently emerged as a key concept in explaining the mental processing of digital game playing and the societal impact of digital games. However, few studies have examined its conceptualization and educational effects from an empirical viewpoint, especially in educational games. This study's participants included 292 university students in South Korea. A total of 212 questionnaires were valid and used for the analyses. They learned English expressions using a computer-based educational game and then completed questionnaires on the research variables. We investigated six factors of PGR: simulational realism (SIR), freedom of choice (FRC), perceptual pervasiveness (PEP), social realism (SOR), authenticity (AUT), and character involvement (CAI). We expected the factors to have valid effects on the university students' flow and learning satisfaction after a game-based learning (GBL) experience. Our research results demonstrated a causal relationship between SIR, FRC, CAI, and learning satisfaction. Furthermore, the indirect effects of SIR and CAI on learning satisfaction through flow were statistically significant.

• Journal of Digital Convergence
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• v.11 no.12
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• pp.821-828
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• 2013

This paper proposed CHELS-App that Smart-phone APP optimized cultural heritage experiential learning is configured can learning and sightseeing at the same time with experience the cultural heritage and enjoying the mission through quests to take advantage of the Smart-phone. CHELS-App is provide a guide maps by using the location-based service and cultural commentary(commentary, photos, quizzes, games, cartoon) with capability of event push about the Jongmyo Shrine as world heritage, and configured with capability of experience diary create and foot stamp through these experiences.

• The Journal of Korean Association of Computer Education
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• v.19 no.6
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• pp.81-89
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• 2016

As the social and technical circumstance changes rapidly, passive learners who were knowledge-finders not only remember and regenerate about the given information but also critically grasp the phenomena of real life, and then also it became necessary for us to help cultivate the ability to solve the problem creatively in the new form of educational goal, educational content, educational methods and evaluation, educational environment. As a result, this study analyzes the smart learning education, fit the model of smart learning education training in high school information ethics parts, design the lesson that is proposal class of 'Information protection and Security' section, and develop the teaching and experience educational contents, furthermore, It is to investigate the impact on the ethics consciousness about information communications.

• Journal of Gifted/Talented Education
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• v.21 no.1
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• pp.1-17
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• 2011

The aim of this research is to see if there are any relationships between reading disposition, career attitude maturity and self-leading learning trait among gifted and general elementary school students. The research results show that: in reading disposition, gifted students showed higher result compared to the general students at reading interest and reading experience, but were not different in reading environment. Also, gifted students showed higher results in career attitude maturity in determination, purposes, assurance, but were not different in readiness and independence. Additionally, gifted students showed higher results at self-directed learning in 8 sub-categories, which are openness to learning, self notion, taking-initiative ability, responsibility, learning zeal, future-oriented self-knowledge, creativity, and self assessment. In addition, the research indicates that career attitude maturity is correlated with reading interest, reading experience and reading environment. Also, self-leading learning is correlated with reading interest, reading experience and reading environment. On the basis of this research, the following are suggested. The research was conducted for elementary school students in 4th~6th grades. Hence, the research needs to be extended to middle school and high school students. And, in order to guide students' careers and improve students' self-leading learning ability, those results need to be applied to real educational situations. In addition, research need to be done to find out what kind of books have more effect on career attitude maturity and self-directed learning trait.

• The Journal of Korean Association of Computer Education
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• v.7 no.6
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• pp.37-45
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• 2004

With the rapid growth of the Web technologies, the Web has changed teaching and learning as well as our life in various ways. Web-based instruction (WBI) supports self-directed and creative learning at anytime anywhere. However, learners may experience the problems of disorientation and cognitive overload when the hyperspace that consists of learning materials is complex. In this paper, we present a Web-based adaptive hypermedia system based on cognitive load theory which can reduce cognitive loads that novices may experience when they learn programming

• Journal of Korean Elementary Science Education
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• v.33 no.4
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• pp.784-794
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• 2014

In this study, we operated science teacher learning community to enhance professionality of elementary science teachers. 8 participants with various background, which include their science content knowledge, teaching experience and beliefs about teaching, were involved in this study. Bales(1950)'s social interaction process framework was mainly used to understand the members' interaction, focusing particularly on process aspects not on contents aspects. The data analysis shows that the members in the science teacher learning community tried their best to maintain the positive reaction to other members in most occasions in the community meetings. On the other hand, there were also negative reaction process due to their different ideas and views, causing their emotional conflicts in some social relations and dialogical situations. Nevertheless, the results also imply that the dual reaction processes, which are positive and negative processes, are equally important to facilitate science teachers' professional knowledge and experience. The educational meanings are discussed in the aspects of science teacher education.

• Journal of Information Technology Services
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• v.20 no.5
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• pp.147-158
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• 2021

The digital transformation and COVID-19 are also causing major changes in teaching-learning methods. The biggest change is the spread of remote training and the emergence of various innovative learning platforms. Distance education has been criticized for not meeting technology trends and field demands..However, the problem of distance education is being solved through a system that supports various interactions and collaborations and supports customized learning paths. The researcher conducted a case study on domestic and foreign learning platforms that provide non-face-to-face ICT education. Based on the case study results, the researcher presented the functional characteristics of a learning platform that effectively supports non-face-to-face learning. In common, these sites faithfully supported the basic functions of the information system. In addition to learning progress check and learning guidance, some innovative learning platforms were providing differentiated functions in practice support, performance management, mentoring, learning data analysis, curation provision, and CDP support. Most learning platforms supported one-way, superficial interaction. If the platform effectively supports a variety of learning experiences and provides an integrated learning experience thanks to the development of IT technology, user satisfaction with the learning platform, intention to continue learning, and achievement will increase.

• The Journal of Korean Academic Society of Nursing Education
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• v.13 no.1
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• pp.13-22
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• 2007

Purpose: The purpose of this study was to determine learning styles and preferred learning methods of undergraduate nursing students in Korea. Method: Data was collected from 724 nursing students at five universities in Seoul, Busan, Daegu, Daejeon, and Gwangju. Kolb's Learning Style Inventory, a self-report questionnaire was completed. Result: Learning styles of nursing students were diverger 43.5%, accommodator 36.7%, assimilator 10.8%, or converger 9.0% Learning styles were significantly different related to preferred future clinical practice area and grade. Furthermore, active experimentation(AE) learning mode was significantly different by grade. Concrete experience(CE), conceptualization(AC), and active experimentation(AE) learning modes were significantly different preferred future clinical practice area. preferred learning methods were lecture 40.7%, clinical practice 37.2%, self-directed learning 8.7%, laboratory practice 8.0%, and group discussion 5.4%. Preferred learning methods were significantly different by learning styles and grade. Lecture was preferred in diverger and assimilator. Clinical practice was preferred in accommodator and converger. Styles Conclusion: This study suggested that nursing education should be applied to nursing students after examining learning styles and preferred learning methods. In conclusion, nursing educators should help to develop various learning modes for student's balanced learning capabilities.

• Journal of Engineering Education Research
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• v.11 no.2
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• pp.32-41
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• 2008

The paper deals with the introduction of creative engineering design education in School of Mechanical Engineering, Yonsei University. The course is referred to as Creative Mechanical Engineering Design (1) for 2nd-year undergraduates who newly enter a major in mechanical engineering. This course emphasizes creative thinking and practical experiences to students by learning engineering design skills, realizing their idea through problem based learning (PBL) and design project and recognizing actual results of a product. The paper describes course contents, and discusses students’ responses to lecture, PBL and design projects.