• Journal of Korean Home Economics Education Association
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• v.30 no.2
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• pp.137-147
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• 2018

The purpose of this study was to develop and examine the effects of flipped learning in ancient Mesopotamian costume history. The flipped learning class was designed to three steps(pre-class, in-class, after-class). Pre-class: Students learned the socio-cultural background of Mesopotamia by watching videos online and Mesopotamian costume with PPT. In-class: Students were evaluated for their prior learning through the quiz. After the quiz, the instructor had a supplementary mini-lecture. Then the advanced learning was progressed with the team project(Mesopotamian costume analysis) by online Louvre Museum. Students made a team presentation and the instructor provided feedback. After-class: The effectiveness of flipped learning was measured based on the students' self-reflective journals and class awareness surveys. As the results, students actively participated in flipped learning and the class was rated appropriate. Students were satisfied with the overall quality of the flipped learning class. The Effect of Flip Learning Classes in reflective journals were shown as 'related flipped learning style,' 'related online Louvre museum project,' 'understanding of cooperative learning,' and 'contents of the class'. In conclusion, the flipped learning applied to Mesopotamian costume history was positive as a learner-centered education.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.91-109
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• 2018

This research aimed to develop teaching-learning plans applying character education components and STAD cooperative learning strategy focusing on the 'Housing and residential environment' unit in accordance with the 2009 revised Technology·Home Economics curriculum. In order to achieve the purpose of the research, this study was conducted in order of analysis, design, development, and evaluation. The results of this study is as follows. First, at the analysis stage, relevant literature, Technology·Home economics curriculum, and the contents of "housing and residential environment" unit from 12 textbooks published by 12 publishers were analyzed. Second, at the design stage, teaching-learning plans, teaching materials, and learning activity sheets applying character education components and STAD cooperative learning strategy were designed to increase the interest degree of the learner and character of middle school students. Third, at the development stage, a total of 8 classes of teaching-learning plan was developed. In the evaluation stage, the primary and secondary validity evaluation procedures were done by Home Economics education professors and Home Economics teachers. Teaching-learning plans and learning activity sheets were revised and complemented based on the feedback from the first validity evaluation. As a result of secondary validity evaluation, it can be seen that the teaching-learning plans and learning activity sheets developed in this research are reasonable and suitable for improving character of middle school students. It is expected that these teaching materials applying STAD and character education components will be utilized as a helpful source for curriculum developers and in-service teachers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.6
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• pp.227-237
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• 2020

This study was designed to examine whether the self-directed learning method could improve self-directed learning readiness and the effects of academic achievement level. Self-directed learning readiness was investigated among 63 first-year Medical Terminology undergraduates in the C area. A repeat measurement variance analysis of the general linear model was conducted to evaluate the effects of improving self-directed learning readiness according to the general characteristics and level of academic achievement, while a regression analysis was performed to identify the factors affecting self-directed learning readiness. Self-directed learning readiness increased from 177.3 to 180.8 for those under 18 years of age, and 192.9 to 196.5 for those over 19 years of age (p<0.05). After the team activity, the overall self-directed learning readiness was improved, and both high- and low-achieving groups showed statistically significant improvements (p<0.05). The environment surrounding learners was confirmed to have a positive effect on improving self-directed learning when given the right degree of self-directed learning and appropriate feedback. The study results are expected to form basic foundation material for professors and class designers who want to draw self-directed learning skills from memorizing subjects.

• Science of Emotion and Sensibility
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• v.27 no.2
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• pp.69-80
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• 2024

The COVID-19 pandemic highlighted the importance of remote education, yet the adoption rate of AI in the educational sector remains relatively low, and studies into learners' familiarity with using AI learning robots are scarce. In response, this study analyzes the factors influencing users' familiarity with AI learning robots in a smart learning environment tailored to the untact era. To this end, social big data analysis was used to examine changes in public perception and the frequency of mentions of smart learning and AI learning robots. The results showed that positive perceptions of smart learning significantly outweigh negative ones, reflecting the convenience and improved accessibility that technology brings to education. However, there is also a considerable negative perception attached to smartphone use, which is interpreted as reflecting concerns that smartphones may disrupt learning and bring other negative aspects of technology dependence. These results indicate mixed social concerns and expectations regarding the educational use of smart learning and AI technologies. The effective introduction and use of AI learning robots, especially in smart learning environments, necessitate considering these social perceptions. This study provides foundational data for the effective implementation and use of AI learning robots in smart learning environments and suggests the need for approaches that primarily consider users' familiarity and social perceptions in the development of educational technologies.

• The Mathematical Education
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• v.61 no.2
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• pp.257-271
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• 2022

As information and communication technologies are being developed so rapidly, education research is actively conducted to provide optimal learning for each student using big data and artificial intelligence technology. In this study, using the mathematics learning data of elementary school 5th to 6th graders conducting blended mathematics classes, we tried to find out what factors predict mathematics academic achievement and developed an artificial intelligence model that predicts mathematics academic performance using the results. Math learning propensity, LMS data, and evaluation results of 205 elementary school students had analyzed with a random forest model. Confidence, anxiety, interest, self-management, and confidence in math learning strategy were included as mathematics learning disposition. The progress rate, number of learning times, and learning time of the e-learning site were collected as LMS data. For evaluation data, results of diagnostic test and unit test were used. As a result of the analysis it was found that the mathematics learning strategy was the most important factor in predicting low-achieving students among mathematics learning propensities. The LMS training data had a negligible effect on the prediction. This study suggests that an AI model can predict low-achieving students with learning data generated in a blended math class. In addition, it is expected that the results of the analysis will provide specific information for teachers to evaluate and give feedback to students.

• Archives of design research
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• v.20 no.1 s.69
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• pp.155-166
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• 2007

This study is about an interface design supporting collaborative learning activities in online environment in which people exchange their knowledge and give feedback on personal storytelling to each other. Interface design issues from the viewpoint of Computer Supported Collaborative Learning (CSCL) on digital media design are considered. Based on collaborative learning theories and analysis on the existing online collaborative sites about digital media, such as online forums for digital pictures and films, interface guidelines are suggested and the interface is designed. The interface design is evaluated through a pilot test. The interface for collaborative learning on personal storytelling is designed to support observation and to provide a scaffolding for valuable conversation. It is also designed to help intersubjectivity of online conversation and an easy access to media.

• Proceedings of the Korea Contents Association Conference
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• 2009.05a
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• pp.1055-1060
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• 2009

In this paper, we design an e-Learning system for the Driver's License Teste studying through the Internet. The proposed system make users to be arrived at the goal for the license in a shorter time by offering learning contents and items according to the item-responses made by the users based on the Item Response Theory. Moreover we design the scheme to give the optimum items and the most necessary content to the user during the learning procedure in the form of concept-based objects. All the items in the problem bank DB maintain their difficulties, discriminations, and guessing parameters as is the case of 3-parameter logistic model. In addition user profile DB stores users' status informations, item responses, and ability parameters. Using these structures and combining agents, we can offer the optimum learning process or dynamic personalized studying structure to the user. We can construct interface agent and content selection and feedback agent with the DB's described above. User can study without any awareness of system operations or personal fitting scheme.

• The Journal of Korean Association of Computer Education
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• v.11 no.2
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• pp.89-98
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• 2008

Providing appropriate interactions between learner and e- Learning system is an essential factor of a successful e-Learning system. Although many interaction functions are employed in multimedia Web-based Instruction content, learner experience a lack of similar feedbacks from educators in real- time due to the limitation of Human-Computer Interaction techniques. In this paper, an emotion recognition system via learner facial expressions has been developed and applied to a tutoring system. As human educators do, the system observes learners' emotions from facial expressions and provides any or all pertinent feedback. And various feedbacks can bring to motivations and get rid of isolation from e-Learning environments by oneself. The test results showed that this system may provide significant improvement in terms of interesting and educational achievement.

• Journal of the Korea Computer Industry Society
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• v.7 no.1
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• pp.23-32
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• 2006

The cyber lecture, which uses the computer system and its networking, has the benefit of learning anytime and anywhere and quick feedback with positive learning system. Now the research on the cyber lecture is actively performed. But most of researches focus on the problems of operational status of cyber colleges, example study and activation study. So there aren't many researches that reflect the requirements of students who are the main force of the learning system. This research asked 145 students from 20 colleges about the cyber lectures and analyzed their requirements. Then it applied then to the cyber lectures and studied its effect. <중략> It removed the factors of these complaints and established a way of improvement to apply it to a new cyber lecture. Then it found the total average for the learning achievement improved by 17.3. It showed high learning achievement. The result of the achievement shows that the teaching design is necessary with the viewpoint of the students as well as the viewpoint of the teachers.

• The Journal of the Korea Contents Association
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• v.20 no.3
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• pp.440-451
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• 2020

The purpose of this study is to present a method of Korean speaking activity utilizing mobile learning. It can compensate for the shortcomings of Korean speaking classes. Currently, speaking classes in the Korean as a foreign language site are difficult to interact individually and immediately because there are one professor and several learners. So it is hard for learners to improve their speaking ability in the actual class. However, it is helpful for learners to receive instant and individual feedback and check their pronunciation, intonation and speed. by using mobile learning. Therefore, This study consists of main-activity that can correct their pronunciation, post-activity that can make free dialogues through communication between learner and learner. So learners can improve their pronunciation accuracy and fluency as well as composition of conversation. This activity was applied to the actual class and after that, the satisfaction and opinions of learners were investigated. The results showed that many learners responded positively, but also suggested that they need to supplement mobile-learning activities in classrooms and future APP developments.