• Educational Technology International
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• v.9 no.2
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• pp.97-121
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• 2008

The purposes of the present study are to describe the design of mobile learning scenarios based on learning sciences theories, and to discuss implications for the future research in this area. To move beyond mere speculations about the abundant possibilities of mobile learning and to make real impact in K-12 school settings, it is critical to conduct school-based research grounded on the learning sciences theories. Towards this end, this paper describes school-based mobile learning projects conducted by a research team at the Learning Sciences Lab in Singapore, and then discusses the possibilities and challenges of mobile learning to further inform future research. Specifically, this paper explores the affordances of mobile technology, such as portability, connectivity and context-sensitivity, to design seamless learning scenarios that bridge formal and informal learning experiences. The authors present a framework for re-conceptualizing different types of learning based on physical settings and intentionality, and then describe two seamless learning scenarios, namely 3Rs and Chinatown Trail, which were implemented in one primary school in Singapore. In conclusion, the authors discuss the affordances of seamless mobile learning for enhancing one's lived experiences to build a living ecological relationship between the person and the environment, and how mobile technology can play a critical role for enabling such lived experiences.

• International Journal of Computer Science & Network Security
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• v.22 no.3
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• pp.326-334
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• 2022

This study aimed to explore science teachers' perceptions of obstacles that have affected their teaching during the COVID-19 pandemic. The sample comprised 204 science teachers in public schools within a Western district of Saudi Arabia. Results revealed that these teachers experienced obstacles across six areas: administration, students, teaching methods, assessment, technology, and learning aids. The study also explored teachers' perceptions of their current experience and offers suggestions for dealing with the identified obstacles.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.199-204
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• 2021

Along with the development of technology in the fourth industrial revolution, the fields that can apply artificial intelligence technology are rapidly increasing. In order to improve computational thinking, overseas countries such as the U.S. and the U.K. are already using various AI education platforms to provide artificial intelligence education. Therefore, there is an increasing need for elementary school pre-service teachers in Korea to strengthen their AI education capabilities along with the existing software education. However, it may be difficult for learners with low levels of programming experience and AI education experience to choose an AI education platform that can sustain their learning motivation. Therefore, in this study, the factors related to learning motivation in the AI education platform were explored using the ARCS model. Through this, we present the factors required by the AI education platform for motivation and sustain of learning.

• International Journal of Computer Science & Network Security
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• v.23 no.4
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• pp.151-155
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• 2023

The main purpose of the article is to analyze the practice of overcoming during distance learning of students-future teachers of a preschool education institution. The key aspects of practical activities to counter a stressful situation during distance learning of students-future teachers of a preschool education institution are identified. The research methodology includes a number of methods designed to analyze the practice of coping with stress during distance learning of students. The results of the study include the definition of the main elements of practical activities to counteract stress and stressful situations of different scales in the distance learning of students-future teachers of a preschool education institution. Further research requires the analysis of international experience in dealing with a stressful situation during distance learning of students.

• The Journal of Information Technology and Database
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• v.4 no.1
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• pp.65-77
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• 1997

This paper describes and effective teaching approach to an undergraduate database course. This research draws on practical experience based on the hands-on practice approach which leads students to develop a database application utilizing various tools. Students not only learn concepts, methodologies and tools of database technology in class and through online multimedia learning aids, but also practice how to integrate them through collaborative team projects. The course employs collaborative learning approach and multimedia and internet technologies. Students are encouraged to work collaboratively on assignments and projects and to learn independently through online multimedia learning aids.

• Journal of the Korean Society of Industry Convergence
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• v.25 no.4_2
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• pp.663-671
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• 2022

Practice through virtual reality can increase the educational effect regardless of time and place, and it is an educational method that is being pursued even in the situation of COVID-19. On the other hand, for VR-based education, related technology development and content development must be made, and experiential methods (flipped learning, blended learning, hybrid learning) must be provided in the educational process. The development scenario was developed with the contents of drone qualification test (ultra-light unmanned multicopter) and drone practice and the possibility of non-face-to-face self-directed learning (flipped learning, blended learning, hybrid learning). It is expected that the quality of vocational education related to drones and the effect of high education will be improved through the contents, and it is thought that it will be possible to suggest a direction for the development of various vocational education contents in non-face-to-face education.

• Journal of Korean Elementary Science Education
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• v.40 no.1
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• pp.113-125
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• 2021

In this study, a problem-centered learning based STEAM field experience learning program was developed and the effects of applying it were investigated. The program was composed of 8 sessions by using problem-centered learning education method and integrating STEAM elements between disciplines. The contents of program are as follow. In the step of sharing problems and making a problem-solving plan, they understood the various examples and meanings of endangered species, explored the project activities, and made an inquiry plan. In the search and re-exploration phase, a smart device was used to investigate the appearance, habitat environment and cause of extinction for Clithon retropictus, and a site inquiry plan was established for each group. Then, they moved to the field to explore brackish-headed gallops and discuss ways to protect endangered species. In the step of creating a solution, a web-based report was produced as the final product using smart devices based on the results of the inquiry. In the presentation and evaluation stage, the produced web-based report was used to present each group, conduct mutual evaluation, and organize project activities. The developed program was applied to 6th grade 29 students enrolled in the J University Gifted Education Center. In order to find out the effectiveness of the program, tests of science process skill, creative problem-solving ability, and scientific attitude were conducted before and after of program learning, and the results were statistically analyzed by t-test. In addition, a STEAM program satisfaction test was conducted after project in order to find out the satisfaction of the class. As a result of application of the program, the results were significantly improved in openness, criticism, and creativity among the sub-factors of creative problem-solving ability and scientific attitude. Satisfaction with the STEAM program was also high, but no significant result was found in science process skill. Therefore, the program of this study could be influenced on improvement of creative problem-solving ability and scientific attitude of gifted students in elementary science.

• The Journal of the Korea Contents Association
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• v.5 no.2
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• pp.53-60
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• 2005

e-learning which is beyond time and space restrictions as a new education tool, has been practically used in many fields in order to support instrument or displacement for traditional education. This research shows that the survey on the significance and the effect of e-learning to teachers who have experience in e-learning through the internet compared with effect of tradition education. Furthermore, we investigate variable factors affecting on effect of e-learning, the correlation of factors and coefficient of correlation between factors associated with effects of e-learning based on the results of our survey.

• International Journal of Contents
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• v.17 no.4
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• pp.91-100
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• 2021

The purpose of this study was to identify factors affecting Visual Display Terminal (VDT) syndrome for elementary school students in the digital learning environment. Multiple regression analyses were performed to identify the factors affecting VDT syndrome in the digital learning environment. This was conducted with 256 elementary school students in grades 5-6 with more than a year of experience in digital learning. The regression model explained 41% of elementary school students' VDT syndrome in the digital learning environment. Variables significantly affecting VDT syndrome include game addiction, sleep time, and air quality with game addiction as the most influential. In the digital learning environment, VDT syndrome is significant because it has physical and psychological impacts on the growth of elementary school students. Therefore, it is necessary to develop guidelines for ideal computer usage habits for this age group.

• Educational Technology International
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• v.20 no.2
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• pp.195-221
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• 2019

This study explored middle and high school students' learning experiences using e-textbooks in online learning courses. Data were collected from in-depth interviews. The interviewees for this study were 19 students who enrolled voluntarily in an online mathematics and science inquiry program, actively participated in the online learning. The students generally have high academic achievement and motivation for learning in science and mathematics. Data were analyzed based on a grounded theory approach. As a result, the characteristics of the online learning environment using e-textbooks were conceptualized via three different categories including temporal, spatial, and technical. Such characteristics of the learning environment were able to provoke self-directed learning, extended learning, interactive learning, in-depth learning, improved ICT literacy, and formation of positive emotions and learning habits. Most of the learners showed positive feedback towards the use of e-textbooks, while some mentioned the technical limitations compared to conventional paper-based learning. This study suggested that e-textbooks are likely to induce positive experiences for learners in the context of online learning, so it is necessary to design contents that utilize various functions and advantages of electronic teaching materials in order to use e-textbooks effectively.