• Journal of Information Technology Applications and Management
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• v.30 no.5
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• pp.59-82
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• 2023

The present research aims to examine whether learning from the supervisor influences readiness for change with the mediating impact of planfulness. Drawing upon the theory of planned behavior, it is hypothesized that learning from the supervisor positively impacts planfulness ability in individuals, which in turn enhances the readiness for change. Through using convenience sampling, the sample of 451 was collected from employees working full-time in the manufacturing and I.T. service organizations in India. Structural equation modeling and regression analysis indicate that learning from the supervisor is positively associated with readiness for change and planfulness. Additionally, planfulness fully mediated the relationship between learning from the supervisor and readiness to change. The findings of the present research highlight that continuous support and learning from the supervisor enhances the planfulness ability of the individual and consequently enhances individual readiness for change. The current research is pioneering in testing the hypothetical model associating learning from the supervisor, planfulness, and readiness for change.

• Korean Journal of Culture and Social Issue
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• v.20 no.4
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• pp.443-467
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• 2014

The purpose of this study was to analysis the causal model between self-directedness, learning flow, career decision and self-efficacy, and career exploration behavior of undergraduate students. A survey was conducted on 604 undergraduate students, and Structural Equation Modeling was used to analyze. The major findings were as follows: First, learning flow and career decision self-efficacy were found to have positive impacts on career exploration behavior. However, self-directedness was found to have no significant direct impacts on career exploration behavior. Second, self-directedness was found to have positive impacts on learning flow and career decision self-efficacy. Finally, learning flow and career decision self-efficacy were found to have perfect mediating effects on the relationships between self-directedness and career exploration behavior. Considering the size of the specific indirect effect, the mediating effects of learning flow was relatively larger than those of career decision self-efficacy. Based on the results, discussions to increase career exploration behavior were made as well as suggestions for future research.

• International Journal of Contents
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• v.17 no.4
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• pp.91-100
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• 2021

The purpose of this study was to identify factors affecting Visual Display Terminal (VDT) syndrome for elementary school students in the digital learning environment. Multiple regression analyses were performed to identify the factors affecting VDT syndrome in the digital learning environment. This was conducted with 256 elementary school students in grades 5-6 with more than a year of experience in digital learning. The regression model explained 41% of elementary school students' VDT syndrome in the digital learning environment. Variables significantly affecting VDT syndrome include game addiction, sleep time, and air quality with game addiction as the most influential. In the digital learning environment, VDT syndrome is significant because it has physical and psychological impacts on the growth of elementary school students. Therefore, it is necessary to develop guidelines for ideal computer usage habits for this age group.

• Journal of Multimedia Information System
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• v.8 no.4
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• pp.267-276
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• 2021

This study discovered the effects of strategic learning and network building on a company's environmental management performance. According to the results, the environmental awareness of the company and competition threats within the industry did not significantly affect the establishment of environmental strategy, whereas the consumer's sensitivity to the environment and the environmental regulation of the government did. The environmental awareness of the company and the consumer's sensitivity to the environment were found to greatly impact a company's network building. which is closely related with the utilization of multimedia system and technology. In addition, it was found that the establishment of corporate environmental strategy had a significant effect on network building and strategic learning, but network building did not significantly affect strategic learning, indicating a difference. Finally, corporate strategic learning affected environmental management performance, suggesting an importance in accumulating strategic learning capabilities to increase environmental management performance.

• Journal of Digital Contents Society
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• v.18 no.5
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• pp.869-879
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• 2017

This study identifies the effects of HTML5 service quality on the use intention of smart learning and present the policy implications through empirical studies. This study select assurance, reliability, tangibles, responsiveness, empathy as independent variables of HTML5 service quality and also select perceived usefulness, degree of perceived ease of use as parameters and select use intention of smart learning as dependent variables. The control variables such as learning devices, service, learning place, use age, use times are adapted. As a result of analysis by applying the structural equation model, it was estimated that the reliability of HTML5 service quality, tangibles affect negatively on perceived ease of use, but reliability, assurance, tangibles, empathy, responsiveness of HTML5 service affect positive impacts on perceived usefulness, and also certainty, empathy, responsiveness was identified as positive impacts on the perceived ease of use. It was proven that perceived ease of use effect positive on the perceived usefulness and also usefulness or ease to use have positive effects on the usage intention of users.

• Smart Structures and Systems
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• v.29 no.1
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• pp.207-220
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• 2022

Structural health monitoring (SHM) plays a vital role in the maintenance and operation of constructions. In recent years, autonomous inspection has received considerable attention because conventional monitoring methods are inefficient and expensive to some extent. To develop autonomous inspection, a potential approach of crack identification is needed to locate defects. Therefore, this study exploits two deep learning-based segmentation models, DeepLabv3+ and Mask R-CNN, for crack segmentation because these two segmentation models can outperform other similar models on public datasets. Additionally, impacts of label quality on model performance are explored to obtain an empirical guideline on the preparation of image datasets. The influence of image cropping and label refining are also investigated, and different strategies are applied to the dataset, resulting in six alternated datasets. By conducting experiments with these datasets, the highest mean Intersection-over-Union (mIoU), 75%, is achieved by Mask R-CNN. The rise in the percentage of annotations by image cropping improves model performance while the label refining has opposite effects on the two models. As the label refining results in fewer error annotations of cracks, this modification enhances the performance of DeepLabv3+. Instead, the performance of Mask R-CNN decreases because fragmented annotations may mistake an instance as multiple instances. To sum up, both DeepLabv3+ and Mask R-CNN are capable of crack identification, and an empirical guideline on the data preparation is presented to strengthen identification successfulness via image cropping and label refining.

• The Journal of Information Systems
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• v.17 no.1
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• pp.83-111
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• 2008

The purpose of this study is to identify which factors are important for learning performance and the moderating effects of self-regulated factors such as elaboration and organization between users characteristic(perceived usefulness, preparatory education, internet experience) and learning performance. To Accomplish these research purpose, this study performed a survey and 173 response were used for statistical analysis. The results of this study are as follows: First, 7 factors(ease of use, interactivity, accuracy, media richness, perceived usefulness, preparatory education, internet experience) had significant impacts on learning performance whereas reliability did not. Second, the moderating effects of self-regulated factors showed that Elaboration of self-regulated factors can be considered as a significant moderating variable between 2 factors(perceived usefulness, internet experience) and teaming performance.

• International Journal of Internet, Broadcasting and Communication
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• v.16 no.3
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• pp.98-112
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• 2024

As digital education progresses, MOOC (Massive Open Online Courses) are increasingly utilized by learners, making research on MOOC learning outcomes a necessary endeavor. In this study, we systematically investigated the impact of audiovisual elements on learning outcomes in MOOC, highlighting the nuanced role these components play in enhancing educational effectiveness. Through a comprehensive survey and rigorous analysis involving descriptive statistics, reliability metrics, and regression techniques, we quantified the influence of text, graphics, color, teacher images, sound effects, background music, and teacher's voice on learner attention, cognitive load, and satisfaction. We discovered that background music and text layout significantly improve engagement and reduce cognitive burden, underscoring their pivotal role in the instructional design of MOOC. We findings contribute new insights to the field of digital education, emphasizing the critical importance of integrating audiovisual elements thoughtfully to foster better learning environments and outcomes. Not only advances academic understanding of multimedia learning impacts but also offers practical guidance for educators and course designers seeking to enhance the efficacy of MOOC.

• Korean Management Science Review
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• v.24 no.1
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• pp.127-145
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• 2007

This study attempts to examine the acceptance factors of mSFA systems based on the innovation diffusion and technology acceptance model, and to measure the performance effects of mSFA systems using BSC metrics. Results show that (1) the characteristics of mobility and interactivity have positive impacts on perceived usefulness, ease of use, and professional fit. But the characteristics of personal identity were not perceived as useful due to users' negative feelings about privacy infringement and surveillance. (2) Job fit has positive impacts on perceived usefulness and professional fit. (3) Perceived usefulness, ease of use, and professional fit positively influence the degree of users' dependence on mSFA systems, which have positive impacts on users' performance measured by the personal BSC metrics including perspectives of finance, customer, internal process, and learning and growth.

• Journal of Information Technology Applications and Management
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• v.15 no.1
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• pp.99-116
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• 2008

This study explores the impacts of e-learning system characteristics on learner committment and satisfaction by surveying the firms utilizing e-learning systems for learning. In the study, we have, first, drawn the key factors and instruments to measure e-learning system characteristics through intensive literature review. Second, we have investigated whether the characteristics contribute to increasing learner's commitment and satisfaction. Finally, we have examined the mediating effect of learner's commitment between the characteristics of e-learning system and learner satisfaction. We have conducted a survey on the employees having experience in using e-learning systems for learning, and collected a total of 93 responses. The results of a statistical analysis show the following: First, expression and interaction affect the learner's commitment. The results indicate that a learner should engage in e-learning and ultimately be more committed on it when there is a coherence in design and organization of learning contents, and when the system offers various multimedia options including audio, sound, image, graphics, etc. Second, leaner's commitment leads to higher learning satisfaction. Finally, our results show that the commitment plays a mediating role between learner characteristics (expression, control, and trust) and learner satisfaction.