• Journal of Digital Convergence
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• v.16 no.6
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• pp.143-150
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• 2018

This study used a learner acceptance model to investigate the effect of SNS characteristics on user satisfaction and visit intention. A structured self - report questionnaire was administered to 172 college students. Structural equation modeling was applied using SPSS 18.0 and AMOS 22.0. The results of this study are as follows: First of all, the usefulness of informativeness did not affect the usability of the extracted SNS characteristics, and the usability did not affect usability. (+) Influence of. The characteristics of SNS can be utilized as a marketing tool to increase customer 's use and influence the customer' s intention to visit and further to create customers. In the future, various age groups will have to be surveyed. By examining the correlation between the degree of food companies' involvement in SNS and consumer visits, one can see how SNS activities of restaurant companies affect marketing activities.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.575-596
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• 2012

Students' perception on a science program for gifted was investigated. The whole program was designed in consistency and integrity based on the Autonomous Learner Model suggested by Betts & Kercher(1999). 7th, 8th and 9th grade students were enrolled in this program, offered by G Education Institute for Gifted(GEI) located in Seoul. A survey was done to ask students' perception regarding the effect of the program. The survey consisted of statements about the expected effects of the program and students were asked if they agreed with the statements. Most students strongly agreed that GEI's program has positive effects. Students replied that they learned useful and interesting science contents, enjoyed meaningful experience of cooperating with members in small groups, and were challenged by the inquiry tasks. They recognized that they were being trained to become autonomous learners. They also said that their choices and decisions were respected, which resulted in positive effects on their ability to negotiate or to inquire actively. These implies that Autonomous Learner Model had been successfully applied. Although it was not clear autonomy of students was fully grown, the possibility of becoming an autonomous learner was evident. Satisfaction level is higher for the older students, implying that the integrity in the program gave accumulating effect. Students response showed that three sub-programs of GEI, the classes of each subject, conference at the end of the year and autonomous learner training played equally important role for students to learn the process of scientific inquiry and autonomous learning. This was a positive sign that the strategies for scientific inquiry and autonomous learning were embedded and integrated deeply in the program. The results of current research suggests that the integrity of a program based on a specific education model for the gifted could provide better education environment for the gifted students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.3
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• pp.510-521
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• 2020

The university is attempting educational innovation to cultivate talents required by society. The purpose of this study was to prove the educational effect by applying the PBL to on a fashion theoretical course. The research methods are theatrical research and model development research to guide to utilizing PBL. As a result of this study, the learners' satisfaction with the subject applying PBL was evaluated quite positively. In general, it has been shown to have a very effective effect on improving the learner's problem-solving capability, cooperative learning capability, and self-directed learning capability. In particular, the problem-solving capability is relatively high compared to other factors. The result is consistent with the educational goal of the PBL for improving the learner's problem-solving capability. Perceivable correlation analysis on the relationship between the factors to grasp the educational effect of the PBL revealed the factors with a static correlation. In particular, the problem solving capability and cooperative learning capability developed a significant correlation with self-directed learning capability. This is a testament to their ability to exert greater influence when the competencies that each learner develops are combined.

• Journal of The Korean Association of Information Education
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• v.21 no.4
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• pp.415-424
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• 2017

Due to the influence of the fourth industrial revolution in recent years, maker education is getting attention. Therefore, this study tried to propose the possibility of application (app) development education as maker education by empirically verifying the affective and cognitive effects of app development education using authoring tool. To do this, we implemented app development education in D high school in Seoul, Korea, and collected data from 41 participants. We analyzed the changes in attitudes toward SW education and creative problem-solving ability before and after the education by conducting the paired t-test, and the level of satisfaction and perceived achievement through descriptive statistics analysis. Also, the learner's responses collected through the open-ended questionnaire were analyzed qualitatively. The result showed that the attitude toward SW education and creative problem-solving ability showed statistically significant improvement after app development education using the authoring tool, and the learner's statement also supported this result. Also, satisfaction and perceived achievement after the education were relatively high. Through these results, we have empirically confirmed the effect of app development education using the authoring tool for high school students, and derived the theoretical and practical implications.

• The Journal of the Korea Contents Association
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• v.19 no.10
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• pp.522-534
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• 2019

The purpose of this study is to investigate the interaction factors(learning motivation, concrete feedback, learner's control) and affordance factors (aesthetics, playfulness, stability) that influence flow in e - learning. This study collected 236 survey data from e-learning users. The data was analyzed the statistical relationships among the variables using the SPSS21 and AMOS21. The measurement model was reliable and valid, and the structual model was good. The result shows that interaction factors (concrete feedback, learner's control) and affordance factor (playfulness) influence on flow. Flow has a significant effect on satisfaction. Especially the effect of playfulness on flow is meaningful. Playfulness is one of the most important factors leading to the flow state of humans. The contribution of this study is to find the factors influencing flow in the interaction between learners and computer in e-learning. It can be used to provide an entertainment experience that can enhance the satisfaction of consumers in the Internet environment by finding the antecedents that affect the flow in computer - human interaction.

• The Journal of Korean Association of Computer Education
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• v.16 no.3
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• pp.31-39
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• 2013

We developed a smart learning system by using the 'bring your own device' concept, which means the policy of permitting teacher and learners to bring personally owned mobile devices such as laptops, tablets, smart phones, etc. and applied the system to school classes. In addition, we analyzed the learner's satisfaction related to interfaces, interactions, applications, technical support, and evaluation areas. The evaluation system consists of App program for tablet PC's and smartphones, web program for desktop PC and electronic teaching desk, and server program for evaluation and database. Because all the teaching materials, feedback data and evaluation materials about learners are stored on the server, students can receive the necessary data through real-time feedback using their smartphones and desktop PC's. As a result, it could increase educational achievement with interest in learning.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.15 no.1
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• pp.203-208
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• 2011

Most of the online learning systems provide information that is based on the item difficulty what is custumized to learner. And the same learning process is performing to the same learning level learners. But, the degree of understanding of the same learning contents can be different even if the learner's level is same. Therefore, it is difficult to represent an effective learning experience because the learning is progressed by the determined difficulty of learning and the learning process even thought the provided content is difficult to understand. So we can control the learning difficulty during learning in order to escape from a uniform learning that online learning is provided. In this paper, we proposed a contents reorganization method for Self-Directed Learning. In this way, learners can understand their own level and customize the difficulty of learning. And then we expect the higher learning effect and satisfaction degree.

• The Journal of Korean Association of Computer Education
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• v.6 no.2
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• pp.95-105
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• 2003

This purpose of this study was to investigate learning effects of Web-based 3-dimensional VR(Virtual Reality) program and a 2-dimensional HTML program, and to find out interaction effects between the types of web-based instruction program(3-dimensional VR program and 2-dimensional HTML program) and the levels of spatial perception of the learners on learning achievement and satisfaction in an educational aspect. In conclusion, there was a significant difference in learning achievement and general satisfaction of the learners between the group providing 3-dimensional VR program and the group 2-dimensional HTML program(F=4.85, p<.05). The 3-dimensional VR program was found to be more effective. And, there was a significant interaction effect in learning achievement effects between the types of web-based instruction program and the level of spatial perception of the learners(F=32.48, p<.05).

• Journal of the Korea Convergence Society
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• v.10 no.2
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• pp.141-148
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• 2019

The purpose of this study is to analyze and compare the effectiveness of elementary in e-Learning video lessons. In an elementary school where the educational videos are frequently used, the learning about video materials is important but it is difficult to judge all students by a teacher in a classroom. In order to solve the problems of the field, In the fifth-grade elementary school social studies class, learning using video material was conducted by using the online learning judgment system for the experimental group, and learning using video material was conducted by the traditional method for the controlled group. As a result of the experiment, the class using the online learning judgment system was effective in enhancing the learner 's academic achievement. It also positively influenced learners' learning satisfaction. Teachers' satisfaction was not statistically significant because of the small number of teachers. However, The mean value of the teachers' satisfaction in the experimental group was high and the deviation was small.

• Journal of Digital Convergence
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• v.20 no.4
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• pp.83-92
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• 2022

With the digital transformation of the entire industry, software competency has become the core competency for the future talent. However, it is difficult to find researches related to the corporate education for improving employee's software capability. Therefore, this study tried to verify the relationship between factors affecting the learning performance of employees in online software education. For this purpose, a survey of 223 employees with online software education experience was analyzed using the SPSS PROCESS macro. As a result of analysis, perceived usefulness and self-regulated learning have been found to have a significant multiple mediating effect on learning performance by digital literacy and satisfaction. This suggests that not only learner factors but also the characteristics of education should be considered. The results of this study are expected to be helpful in designing effective online education programs.