• The Journal of the Korea Contents Association
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• v.17 no.12
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• pp.77-91
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• 2017

Due to the lack of learning motivation, there is a need to seek ways to facilitate learning incentives because it's causing drop out and maladjustment of university life. This study is to examine whether the ARCS evaluation model developed by Keller (1983) is a valid model for evaluating the motivation level of local university students sample 276(male 116, female 157) in the Republic of Korea. To analyze the data, average statistic, one-way ANOVA and confirmative factor analysis were used. The conclusion of this study is as follows. First, the level of motivation per ARCS factor has demonstrated the highest relevance factor. Second, the level of motivation by the ARCS for the 1st and 3rd graders was appropriate. Differences in 'attention' and 'relevance' have only been observed for each year, and the 1st grade group was found to be larger than the 2nd grade cohort. Third, construct validity and convergent validity were obtained for measuring the level of motivation. The results of the verification of the variables also showed that the AVE and CR were met, and the model fit well was satisfactory. Based on the finding results, discussion and implication for further research were suggested.

• 한국HCI학회:학술대회논문집
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• 2008.02b
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• pp.64-70
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• 2008

Computer Assisted Learning (CAL) is quite different from in many aspects. CAL provides individualistic learning environment and facilitates autonomy of the learner. Thus the learners who uses CAL program has more sense of control and engages in more strategic learning than conventional learning environment. In this experiment, we used KORI (KORea university intelligent agent) which is a new type of ITS adopting TA (Teachable Agent) that fosters learning by teaching, So, we investigated the critical motivational factor that have influences in CAL learning and the effects of reward in CAL are another area of our interest. Thus, we divided two conditions that presence of reward and absence of reward. The 174 elementary school students(5th) were participated and they are randomly assigned the one of the reward conditions. Before entering the experimental instruction, all participants measured about metacognition, self-efficacy and goal orientation questionnaire as independent variables. Then, Participants were instructed of method of using KORI program and asked to study for ten days with KORI program at least 20 minutes everyday in their home, about 10 days. After 10 days, they were rated interest and comprehension. Regression results suggest that regardless of the presence of reward, metacognition is a positive predictor in interestingness. It indicate that metacognitive skills are required in CAL learning situation irrespective of reward. But on comprehension in the absence of reward, only self- efficacy appeared to be a positive predictor. In the presence of reward, performance goal orientation showed as a negative predictor of comprehension, whereas self-efficacy was a positive predictor. This result suggest that presence of reward especially interferes learning process of performance goal orientation in CAL learning situation. It could be interpreted that reward interferes the learning process of performance goal orientation by debilitating intrinsic motivation.

• Journal of the Korean School Mathematics Society
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• v.2 no.1
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• pp.15-30
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• 1999

For the purpose of turning learners' locus of control into internal-controllable variables, counseling materials were developed, and attribution counseling was given. The counseling effects were practically confirmed by way of teaching and evaluation in the actual classes, and furthermore the efforts to provide learners with successful experiences in learning were repeatedly made. As a result, the conclusions are as follows: 1. The procedure of Individual counseling for learning attribution based on individual standard grades and data of the variable order of merit apparently shows learners that if learners are to try their best in learning, they will surely go far in terms of learning in the near future. 2. The procedure of Individual counseling for teaming attribution based on achievement distribution in individual behavior-oriented fields suggests to learners that how to learn is as important as how much effort they make. Surely enough, learners are required to make more effective and efficient efforts, considering their own learning abilities. 3. With the above 1, 2 procedures involved, learners have attributed locus of causality in achievement to their internal-controllable causes. 4. With preparatory assignments according to learner's abilities provided, even slower learners came to be assured that their constant efforts could give rise to success in learning achievement. 5. Above all, it was confirmed that the learners' struggling attitude might well have a significant correlation with achievement success. The learners who are willing to attribute locus of causality in achievement to their internal-controllable causes or strenuous efforts and intrinsic motivation tend to be convinced that they can address themselves to whatever faces them, so they can set up specific learning goals fit for their abilities. Accordingly, they will bit by bit acquire successful experiences (often called 'Aha' experiences) and in turn, feeling the senses of self-efficacy and self-esteem enough to push their efforts even further, they can grow to form a positive self-concept. With one successful experience after another fed back into learners, they are gradually motivated to bring the oncoming achievement expectation to a higher level. To conclude, it is necessary that instruction leading to internal-controllable attribution should be provided, inducing learners to recognize success and failure in learning achievement as a result of their strenuous efforts.

• The Journal of the Korea Contents Association
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• v.13 no.7
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• pp.484-496
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• 2013

With diffusion of various mobile devices, mobile learning has been one of the dominant learning styles in education fields. The purpose of this research is to examine the difference between students' perceived importance-performance of mobile learning satisfaction. The researchers reviewed the literature looking for variables which affect influential factors of students' mobile learning satisfaction such as system, contents, service, use, and outcome. As a result of t-test, the performance is lower than the importance of all the influential factors. Also, according to the result of Importance-Performance Analysis(IPA) matrix, it was noted that system factor is the most crucial factor in improving mobile learners' satisfaction. This result implies that offering technical support and simplifying the navigation design for mobile learning are urgently required.

• The KIPS Transactions:PartA
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• v.11A no.2
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• pp.213-222
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• 2004

Today's Web-based teaching-learning is developing in the direction that learners select and organize the contents, time and order of learning by themselves. That is, it is evolving to provide teaching-learning environment adaptive to individual learners' characteristics(their level of knowledge, pattern of study. areas of interest). This study analyzed learners' learning paths among the variables of learners' characteristics considered important in Web-based teaching- learning process using the Apriori algorithm and grouped learners who had similar learning paths. Based on the result, the author designed and developed a learning-path individualization system In order to provide learners with learning paths, Interface, the progress of learning etc. The proposed system is expected to provide optimal learning environment fit for learners' pattern of study and to be enhancing individual learner's learning effects

• The Journal of Korean Association of Computer Education
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• v.10 no.5
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• pp.71-79
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• 2007

The purpose of this research is to show that elements of learning information's record(learning time and the score of practice test) have a significant effect on the correctness of decision when they are applied to e-Learning based on CAT with SPRT model. Especially, the score of practice test can be used in the real e-learning environment as its effect showed approximately 90% improvement. Therefore, if we apply learning information's record to SPRT in evaluation, we can evaluate the learner's ability more precisely and quickly, contributing to the enhancement of the individualization of learners. If an algorithm with variables from learning information's record can be developed, a better e-Learning evaluation program will be made in the future.

• Journal of The Korean Association of Information Education
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• v.26 no.2
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• pp.85-95
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• 2022

This paper sought to find significant learning behavioral indicators and their correlation with the academic achievements of elementary teacher candidates engaged in an online course using MS Teams during the COVID-19 pandemic. Focused on variables such as the number of visiting days to MS Teams, on-time online assignments, conversation activities, posts, and replies, MS Insights data in the LMS environment were collected in the fall term of the 2020 academic year and analyzed in Pearson correlation and multiple regression. The number of visiting days and on-time online assignments were significantly correlated with their grades, whereas the indicators including average weekly conversation activity, posts, and replies did not have a significant effect on the achievements. Furthermore, the results revealed that the subject's behavioral intention to submit on-time assignments significantly predicted learner achievements.

• Journal of Korea Society of Digital Industry and Information Management
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• v.18 no.1
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• pp.79-91
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• 2022

In this study, the effects of self-efficacy, perceived usefulness, perceived ease of use, and depression on college students' academic persistence in the COVID-19 epidemic and the resulting non-face-to-face education situation were identified as mediating effects on learning satisfaction. In the second semester of 2020, a survey was conducted on students enrolled in a four-year university in Daegu and the data were statistically analyzed. The path coefficient was estimated by the Smart PLS bootstrap method and the significance of the path coefficient was verified. The Sobel Test was conducted to verify the mediating effect of academic continuity intention as a parameter. The research results can be summarized as follows. First, it was found that self-efficacy and perceived usefulness had a significant influence in the relationship with learning satisfaction. Second, the relationship between learning satisfaction and academic continuity intention was found to have a significant influence. Third, depression and ease of use did not show any significant influence in the relationship between learning satisfaction. Finally, a Sobel Test was conducted to verify the mediating effect of academic continuity intention with self-efficacy, usefulness, ease of use, and depression as independent variables and learning satisfaction as parameters. As a result of both regression analyses, it was found that β values decreased, and learning satisfaction had a mediating effect. As a result of this study, it is suggested that research to increase learner satisfaction and develop various contents to increase the effectiveness of education that can increase self-efficacy and perceived usefulness should be conducted in parallel. I think this study can be used as basic data in establishing measures to continue studying for college students in natural disaster situations or psychological crisis situations called COVID-19.

• International Journal of Advanced Culture Technology
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• v.10 no.1
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• pp.180-186
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• 2022

This study is a pilot study to confirm the effectiveness of training after applying emergency simulation training for inactive nurses and to present a new model of simulation training operation method. In this study, the control group is a group that directly participates in the simulation activity, and the experimental group is the group that observes the control group's simulation activity. Experimental group and control group were matched 1:1 to experience all the roles of the resuscitation team. The study participants were 5 inactive nurses in the experimental group and 5 inactive nurses in the control group, and the total training time was 5 hours. The emergency simulation operation composition consists of theory education, skill education, and simulation. The interview was conducted. The educational satisfaction of the participants was 4.65 points for theory education and 4.70 points for practical education based on 5 points. Participants' performance confidence improved from 3.60 points before operation to 7.20 points after operation. Emergency simulation operation consisted of pre-test, theory education, skill education, simulation implementation, debriefing, and post-test. Participants expressed that the choice of group greatly reduced the burden and anxiety about performing the role of the resuscitation team. However, difficulties and inexperience in the operation of the defibrillator were reported in the experimental group. The control group reported that the simulation activity of the experimental group was not significantly different from theirs. Through the results of this study, it was confirmed that emergency simulation education not only reduced the burden and anxiety of inactive nurses, but also had an effect of education. Based on the research results, it is proposed to expand the participants and verify the effectiveness of education through specific variables such as learning commitment, learner confidence, simulation satisfaction, and team effectiveness.

• Journal of Fashion Business
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• v.27 no.5
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• pp.121-134
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• 2023

With the development of information and communication technology, interest in new educational approaches that can enhance the learning performance of learners with improved information literacy skills is increasing, and universities are actively promoting educational innovation to foster the talents required by society. In the field of fashion studies education, which is closely related to the fashion industry, there is a strong need to develop field-linked educational programs that reflect the trends in the industry and changes in the educational system. The purpose of this study was to introduce industry-coupled problem-based learning (IC-PBL) to the course "Understanding Fashion Consumption Trends" for non-fashion majors to reflect the current needs and strengthen the educational effectiveness of the learners through a survey. A seven-step curriculum (introduction to the class, practitioner's problem, learner's problem analysis, organizing concepts related to variables, information collection and scenario writing, presentation and scenario proposal, and evaluation) not only enhanced learners' understanding of fashion consumption trends and the fashion industry but also greatly amplified learners' satisfaction with the class. The results of the survey showed that the seven-step curriculum was effective in increasing learners' self-directed learning ability, problem-solving ability, and confidence in learning. Self-directed learning ability was stronger than other factors, consistent with the core principle of problem-based learning to empower learners to take the initiative and promote self-directed learning. Each factor analyzed was positively correlated.