• Journal of The Korean Association For Science Education
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• v.6 no.2
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• pp.73-81
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• 1986

CAI 프로그램 개발에 Piaget의 인지 발달 이론과 학습자의 수업 조절(learner-control) 전략을 적용하기 위한 기초 연구로서, 미국의 North Carolina주에 있는 Greensboro Day School의 9학년과 10학년 학생 102명을 실험 대상으로 하여 인지 발달의 수준을 조사하고, 3그룹으로 나누어 그들에게 구체적 조작 수준의 CAI, 형식적 조작 수준의 CAI, 그리고 학습자가 수업의 수준을 선택 학습할 수 있는 CAI의 3가지 형태를 각각 학습시킨 후 학습의 효과성을 조사 비교하였다. 그 결과는 다음과 같다. 1) 조사 학생들의 3.92%가 구체적 조작의 초기 수준(IIA)에, 37.25%가 구체적조작의 완전 수준(IIB)에, 47.06%가 형식적 조작의 초기 수준(IIIA)에, 그리고 11.76%가 형식적 조작의 완전 수준(IIIB)에 있는 것으로 나타났다. 2) 구체적 조작 수준의 문항에 대하여, 형식적 조작 수준의 CAI를 실시 한 그룹은 학습자 수업 조절 CAI를 실시한 그룹보다 유의하게 높은 학업 성취도를 보였다(F=3.660, P=0.031). 3) 구체적 조작 수준의 문항에 대하여, 형식적 수준의 수업만 학습한 그룹은 구체적 수준과 형식적 수준의 수업을 신어서 학습한 그룹보다 유의하게 높은 학업 성취도를 보였다(F=3.257, P=0.044). 4) 성취도 검사의 전체 문항에 대하여, 구체적 수준의 수업만 학습한 그룹의 구체적 수준의 학생들은 구체적 수준과 형식적 수준의 수업을 섞어서 학습한 그룹의 구체적 수준의 학생들보다 유의하게 높은 학업 성취도를 보였다(F=5,340, P=0.009). 5) 형식적 조작 수준의 문항에 대하여, 구체적 수준의 수업만 학습한 그룹의 구체적 수준의 학생들은 구체적 수준과 형식적 수준의 수업을 섞어서 학습한 그룹의 구체적 수준의 학생들보다 유의하게 높은 학업 성취도를 보였다(F=3.511, P=0.044).

• Journal of the Korean Society for information Management
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• v.37 no.3
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• pp.221-252
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• 2020

According to the participants, the current K-MOOC (Korean Massive Open Online Course) has a few problems, such as too few courses, low content quality, and useless learner management system compared to MOOCs abroad. These problems caused diminished learner motivation. Consequently, the K-MOOC service has recorded a low course completion rate despite high expenses spent to develop the contents and thus requires remedies to fix the issues. This study drew research subjects from a pool of college and graduate students representing the primary users of the K-MOOC. This study limited the research scope to the four categories: motivation, learning experience, recognition, and performance of the Biggs' 3P Learning System Model. Based on the literature review, ten variables were selected and explored how the subjects perceived four categories using the survey questionnaire. This study also examined the relationship between ten variables and generated suggestions for the instructors, course managers, and platform developers to make the K-MOOC better.

• Journal of Korean Library and Information Science Society
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• v.55 no.3
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• pp.241-262
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• 2024

This study aims to develop and validate a diagnostic tool capable of objectively measuring the digital literacy competencies of college students and also to analyze how learners' personal characteristics and perceptions are related to these competencies. Through literature review and surveys, a diagnostic tool comprising 6 major factors and 38 items was developed. The findings of the relationships between digital literacy and learners' personal characteristics and perceptions revealed that personal characteristics such as gender, age, education level, and college affiliation as well as grades did not significantly affect on digital literacy competencies. However, learners' perceptions towards satisfaction with major, overall academic satisfaction, ability to utilize digital devices for learning, usefulness of digital devices for learning, and frequency of digital device use for learning positively impacted digital literacy competencies. Based on the results, implications are suggested to facilitate self-regulation, participation, utilization, and evaluation competencies in digital literacy.

• Korean Journal of Child Studies
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• v.25 no.4
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• pp.163-175
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• 2004

In this study, 63 university seniors majoring Child Studies were in an 8-week Web Based Instruction (WBI) program. Student characteristics of learning motivation, self-regulatory learning strategy, and learning style (Kolb, 1985) were the independent variables. Learning effects as dependent variables were measured by paper test and work assessment. Spearman's $\rho$ was calculated and tests of rank order difference were used for the data analysis. Results showed that learning motivation and self-regulatory learning strategy had meaningful positive relations with learning effects on the paper test score. Learning effects showed differences by learning style. These findings indicated that the learner's characteristics should be considered in the design and development of more effective WBI environments.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.1
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• pp.148-155
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• 2014

The purpose of this research was to analyze the effects of smart learning. By using meta analysis method, twenty MA and Ph.D degree papers published from 2006 to 2013 were analyzed and 104 effect sizes were calculated. Followings were the results of the research: (a) Smart learning turned out to be more statistically effective comparing to traditional education. The total mean effect size was .886 and the value of U3 was 66.53%. (b) All effect size of sub dependent variables(ie, academic achievement, learning satisfaction, learning attitude) were also effective by adapting smart learning. (c) The moderated variables likes learner characteristics, learning content, and interaction had high effect sizes. Operation system variable had a low effect size but it was not significant.

• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.103-111
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• 1998

The purpose of this study was to investigate the relationship among spatial ability, learning styles, visual-perception- recall abiltiy, and the conceptual construction of the earth and moon's motion. Four paper-and-pencil tests were used to measure students' cognitive variables. Spatial ability was measured by Spatial Visualization Test, visual-perception-recall ability was measured by Rey's Figure which also have used to test visual- perception-recall ability of right-temporal lobes, and VVT were used to investigate students' learning styles. further, the test of concept construction was consisted of 15 items about the earth and moon's motion developed by researcher One hundred and twenty-seven 6th-, one hundred and sixteen 7th-, eighty-seven 9th-grade, ninety-three college students were participated in the investigation of the effects of age and learning style on conceptual construction. In the analysis of students' performances, spatial ability, visual-perception-recall ability, and conceptual achievement showed an increasing pattern with grading. In addition, visual learner's conceptual achievement showed a significantly higher score on conceptual test than verbal learner's(p<0.05). The results of the present study supported tile hypothesis that learning styles would differently influence to learning atmospheric concepts by students'learning styles. This study also indicated to be considered the students' spatial ability in learning atmospheric concepts.

• Journal of Korea Society of Digital Industry and Information Management
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• v.13 no.1
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• pp.213-227
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• 2017

The recent entry into information society as well as the development and universalization of the Internet through rapid development of ICT technology produced a new educational method called PMP learning. PMP learning overcomes restrictions of previous education methods in terms of time and space and allows the learners to customize their learning environments according to their leads, providing voluntary education that centers on the learners. This study aims to verify the causal relationship in academic achievement of PMP learners through the theory of basic psychological desire, learning satisfaction, and learning metastasis. In order to accomplish this, a study model which applies perceived autonomy, perceived competence, and perceived relationship, which are major variables of the theory of basic psychological desire, was presented. For practical verification of the study model, survey analysis was conducted for students of R High School in Hamyang. Through this, the study aims to provide basic materials for improving the academic achievement of learners in PMP learning. It also plans to suggest educational effects that can be obtained by supporting intrinsic motivation of learners.

• Journal of Korean Elementary Science Education
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• v.28 no.1
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• pp.46-54
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• 2009

The purpose of this study was to examine the perception of students about pseudo-science in consideration to their personality traits, cognitive style, and awareness of the nature of science, which might all have a great impact on their behavior and thinking. The subjects of this study were 129 sixth-grade school children in a small urban community in Gyeonggi province. The way they looked at pseudo-science was investigated after three kinds of traits were selected as variables, including personality traits, cognitive style, and awareness of the nature of science. Four different instruments were utilized, which respectively covered personality traits, cognitive style, awareness of the nature of science and perception of pseudo-science. The results of the study were as follows: First, the children with higher emotional stability and liveliness showed higher permeability towards pseudo-science, while made no significant difference on their view of pseudo-science. Second, their cognitive style made no significant difference to their outlook on pseudo-science. Third, as for link between awareness of the nature of science and pseudo-science, the students with a poor understanding of the nature of science were significantly different from those who had a better understanding of it in perception of pseudo-science(p<.05).

• Journal of The Korean Association of Information Education
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• v.16 no.1
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• pp.33-40
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• 2012

The purpose of this study is to find the relationship of academic self-efficacy, motivation, computer learning attitudes on the learning through game making activity. Through this study, it was confirmed structural relationship of the variables for learner's participant and academic goal achievement in learning with digital games. The structural equating model in this study, also indicates that academic self-efficacy, which was consisting of assignment level, self-efficacy, confidence affects meaningfully on motivation and computer learning attitudes. It is important factor that Learner's attitudes for the task and regulate of learning process in learning with digital games, which was focused on learning by doing.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.503-516
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• 1998

The purpose of the present study was to evaluate some variables, such as learner's cognitive characteristics and a training-program emphasized proportional logic, in proportional reasoning development. Seven hundred and ninety students in junior high schools were enrolled as subjects for the study which investigated learner's cognitive characteristics in proportional reasoning development and asked to perform tests of logical thinking, card sorting, planning, mental capacity, cognitive style, brain lateralization, information processing pattern and scientific reasoning. In addition, one hundred and thirty-three students who failed to solve proportional thinking items were administered a training program which has been applied to improve the subjects' proportional reasoning skills. The results showed a significant higher correlation between subjects' performance score on proportional thinking test, and their age and scores on scientific reasoning test, mental capacity, information processing test and perseveration errors on card sorting test. Also, the training program applied in this study showed an effective result in developing subjects' proportional reasoning skills. Further, this study may serve as a suggestion in the efforts to investigate factors of proportional thinking development and a contribution for the future research in other logical thinking development.