• Journal of vocational education research
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• v.33 no.3
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• pp.19-36
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• 2014

Introducing the Coarsened Exact Matching(CEM), this study evaluates the effect of career experiential learning on career maturity and academic achievement among Korean adolescents. To guarantee the randomness between the students who has had career experiential learning and the others who has not, we process the raw data through the CEM before the regression analysis. According to the result, the efficacy of the career experiential learning on students' career maturity and their academic achievement still remains statistically significant even after the CEM. This positive significance of career experiential learning is consistent for both high school students and middle school students. Furthermore, direct experiential learning is more efficient than indirect experiential learning to improve career maturity of the students. These results implied that academic ability, as well as, career maturity could be developed by career experiential learning. While emphasizing the importance of career experiential learning for Korean adolescent, we also discuss the social implications of this study to encourage career education and its limitations.

• Asia pacific journal of information systems
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• v.13 no.4
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• pp.73-96
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• 2003

Shopping is a work and fun for a consumer. Retailers satisfy social and physiological needs through various experiences as well as economic and rational. Do offer online shopping malls fun and hedonic experiences that offline retailers do? This study applied the hedonic-experiential value relating to the consumption dimension of fun and excitement to online shopping. Especially, a model of online hedonic-experiential value, consisted of its antecedents and consequences, was developed and identified through a survey(n=436). As the result, graphic & multi-media, site structure & design, customer services, payment, individualization, product assortment & display, interactivity, dynamic pricing factors influence online hedonic-experiential value. Also, online hedonic-experiential value significantly related to revisiting, purchasing, and word-of mouth intention of the shopping site. The implications for online retailer are discussed and further research is suggested.

• Archives of design research
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• v.20 no.2 s.70
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• pp.65-76
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• 2007

The primary purpose of this study was to evolve integrated design process for Experiential Design which is based on the former study, 'The Influence of Cognitive Factors on the Creative Abilities in Design'. Experience is a transformation factor to all of the design processes, which has three phase of problem solving; Input, Process, and Output. We regard Experiential Design is a transforming process from concept to experience, and set up a mode) of Holistic Design Process (HDP), which consists of four domains: Four Causes, Thinking Modes, Sensory Modalities, and Creative Abilities. Revolving Sensory Modalities (SM), Creative Abilities (CA), and Thinking Modes (TM) around Product Design Specification (PDS) through a design process, Design Concepts ripen and mature into Externalization. Each component of Experiential Design (TM, SM, and CA) turns around the PDS. Here, experience is first perceived by the five senses. Then, the knowledge is formed, and the CA works for a problem solving. And TM controls all of these procedures. We regard these are a phenomenon of Experiential Design. The HDP can be helpful to develop valuable solutions and create a good experience.

• Journal of the Korean housing association
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• v.26 no.2
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• pp.111-119
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• 2015

This study aims to analyze space planning of accommodations in seven closed schools involved in experiential activity programs on Jeju Island, a famous tourist destination in Korea. The results are as follows. First, 35 schools had been closed down in Jeju between 1982 and 2015. Among them, four closed schools were sold, three are currently used by the Jeju special self-government provincial office of education, and 25 are being leased by individuals, village organizations, and other entities. However, they have not been well-operated, and so strategies for the effective management or operation of these closed schools should be developed. Second, there are distinctive differences in space planning of accommodations based on the correlation between experiential activities and the types of participants. If the experiential activity participants are mainly individuals or small groups, the closed school is likely to plan double-bed accommodations and individual bathrooms rather than large group rooms. Third, in order to operate experiential activity programs, closed schools require four different spaces for experiential activities, lodging, dining, and sanitation. The largest space available in each school building is used for experiential activities, and original classrooms are still in use. According to the standard drawing of school architecture, standard classroom size since 1997 has been $7.5{\times}9$ meters, and lodging rooms have mainly been re-planned based on the module of the standard-sized classroom. School cafeterias are utilized as dinning and kitchen spaces. For sanitation purposes, original school restrooms are still used by experiential program participants, while the shower rooms are newly equipped.

• Journal of the Korean Institute of Educational Facilities
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• v.27 no.4
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• pp.3-10
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• 2020

Not only the education that follows the school curriculum but also the education that cultivates practical abilities, such as creative experiential activity, is becoming more and more important in the elementary education in order to accept the social demand about the change in the educational environment. Among these movements, 'village-coupled school' has been carried forward as a policy of the Seoul Metropolitan Office of Education since 2016, and it is operating various programs to establish the educational cooperation system of schools and villages. Particularly, each office of education is publishing the 'village resource sourcebook' and introducing the student experiential programs of public facilities that are located at each region in order to enable the experiencing of experiential activities that utilized educational resources of the region. However, the standard or basis about the composition of the regional experiential learning curriculum is currently missing. Regarding the operation of the regional experiential learning, it seems that the school curriculum and associated facility experience or others would mutually increase the educational synergy effect. This research is a proposal to increase the educational effect of regional experiential learning. In the aspect of the experience at a public facility located in the region, it aims at analyzing the use, characteristic, and others of public facilities that appear in the elementary school textbook and propose the base data of the composition of the experiential activity program related to the curriculum.

• Hwankyungkyoyuk
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• v.20 no.1
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• pp.19-27
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• 2007

This study was intended to answer the question, 'What kinds of effects will be aroused by experiential learning for environment based on living area?'. Experiential learning for environment was operated to 17 elementary school students in 4th grade in Kyeong-san city. The results were drawn analyzing the mind map for the changes of environmental consciousness before and after learning, and they are as below. First, it had an effect to change the meaning association of the relationship between 'river and me'. Meaning association was 'river-a thing' before experiential learning, but it was developed as 'river-a thing-me' after learning. This means that students expanded understanding of the world that they were belonging and self-spatialization was promoted. The expansion of meaning association would be a start point and a method to promote their segmentation for each student. Second, students could self-directly modify misconception and preconception after experiential learning. It showed that students could find meanings in the world that they were belonging by experiential learning for environment, and misconception obtained by concept learning without actual situation could be revised through the truth recognition in meanings, and student could see what things displayed. Therefore preconception would be corrected. Of course, everything would not be completed by just one time of experiential learning, and consistent experience learning should be operated. Third, experiential learning promoted the change of sensitivity. Students had shallow sensitivity, which appeared in the relation with things, since having learned only inside of class without a direct observation. However their sensitivity could be increased by experiencing specific things. Fourth, there was the change of classification recognition. Students found properties of things with a direct observation. It raised their ability to classify things, and to understand an individual thing in 'a class'.

• The Research Journal of the Costume Culture
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• v.27 no.4
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• pp.368-383
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• 2019

Despite the declining birth rate and consequent lower children population in Korea in recent years, there has nevertheless been found to be a positive trend in relation to the purchase of toddler and children's wear. This has led toddler and children's wear to pursue sales and marketing strategies. There is especially a growing number of experiential marketing that provide an empirical element, which stimulate con- sumers' emotions, and also create a relationship with a brand. Therefore, this research aims to serve as practical data for the planning and implementation of experiential marketing strategies through the analysis of experiential marketing cases conducted by brands of toddler and children's wear. The study examines the status of the Korean toddler and children's fashion market between 2009 and 2018. The domestic brands of toddler and children's wear were analyzed with the application of Bernd H. Schmitt's five experiential modules. The analysis results first showed that of the five modules, 'feel' held the highest proportion, followed by 'think' and 'act', and lastly 'sense' and 'relate'. Second, the experiential marketing stimulated more than three of the five senses. Third, experiential marketing that provided educational experiences to children was conducted. Fourth, an experience was provided for parents and children to enjoy together. Finally, product promotion and purchase were naturally linked. The study's results have confirmed that toddler and children's wear brands implement experiential marketing strategies, which convey the emotional and cultural experiences shared by parents and children in various ways.

• Journal of Agricultural Extension & Community Development
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• v.14 no.1
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• pp.149-170
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• 2007

The purposes of this study were to analyze the effect of service quality on tourist satisfaction and to determine the causes and effects relationship of the tourist satisfaction on rural experiential tourism for youth. The researchers developed a questionnaires to obtain the measures of two latent variables; service quality, satisfaction. Service quality was consisted of 4 sub－domains namely program, physical environment, interaction and achievement. Tourist satisfaction were measured by 4 question items respectively. The population of this study was 424 student participants who attended rural experiential tour conducted by Korea 4－H Association. Based on the conclusion of this study, the following recommendation were suggested to enhance participation on rural experiential tourism for youth: First, since the achievement was the important factor of the tourism, effective program should be emphasized for the successful rural experiential tourism for youth. Second, youth should be encouraged to have more opportunities to participate in rural tourism because of the high educational effects and satisfaction on rural experiential tourism.

• Korean Journal of Clinical Pharmacy
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• v.26 no.4
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• pp.283-290
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• 2016

Experiential education is a core curriculum of 6-year pharmacy education. Practicing pharmacists lie at the heart of experiential education serving as preceptors for undergraduate pharmacy students during experiential education. Preceptors are, however, confronted with a challenge of caring for patients and teaching students at the same time in a time-constrained environment. To improve the effectiveness and outcomes of experiential education, practicing pharmacists are required to demonstrate educational competence. Even small teaching moments can provide students with valuable learning opportunities that they could not have from on their own. Thus, it is vital to provide education and training for preceptors to advance their teaching skills. This article will describe practical and effective teaching skills that preceptors could adopt in the experiential education for pharmacy students. It is important that preceptors should use different teaching skills for different learners, according to their level of experience and knowledge, learning styles and needs, as well as the type of the practice. Therefore, possessing diverse teaching skills provides flexibility to adapt teaching to each student's learning levels and needs, and to the charateristics of the practice environment. Preceptors' level of confidence and comfort in using teaching skills can be enhanced through continuous practice and training, which consequently leads to the improved effectiveness of experiential education and student's satisfaction with the education.

• The Korean Journal of Community Living Science
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• v.27 no.spc
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• pp.635-650
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• 2016

This study analyzed rural experiential educational programs that are currently in operation and examined the programs' reflection of Education for Sustainable Development (ESD) to explore the significance of those programs in terms of the ESD. In particular, this study analyzed cases of rural experiential educational programs from four villages in the capital region, Gyeongsang, Jeolla, and Chungcheong. The analysis results are as follows. Four villages' experiential educational programs share similar activities, such as nature experience, farming, traditional food and culture, games in nature, and craft. Each village has special programs and managements according to their geographical and environmental conditions. In addition, those programs are related to the ESD elements of health food, and cultural diversity (in sociocultural area) and of species diversity and environmental issues (in environmental area). On the other hand, the ESD elements in economic areas are not related to those programs. In addition, most of the villages plan and run experiential educational programs to keep and develop their own villages' sustainability. Rural experiential educational programs need to include various elements of ESD to develop rural communities.