• The Journal of Information Systems
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• v.28 no.4
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• pp.293-311
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• 2019

Purpose This paper is to make a meta-analysis of the relationship between the social media use and learning performance as well as its potential moderating variables to clarify the differences in research conclusions in existing literatures, and refine the situational and method factors that affect the relationship between them. Methodology Meta-analysis used in this study can combine the quantitative data from different empirical studies, focus on the same research problem, and finally reach a research conclusion. Findings The results show that social media use and learning performance have a moderating positive correlation. The moderating effect test of usage scenarios shows that social media types, usage groups, application platforms and discipline fields have moderating effects on the relationship between social media use and learning performance. The moderating effect test of the research method found that measurement models, data attributes and learning performance indicators also had moderating effects on the relationship between social media use and learning performance.

• Journal of Digital Convergence
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• v.16 no.3
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• pp.59-73
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• 2018

The purpose of this study is to verify the learning effect of domestic flipped learning in meta - analysis. We collected a total of 95 studies on flipped learning effectiveness published in Korea by 2017, of which 59 are dissertations and thesis and 36 are academic papers. The results were analyzed using CMA program. First, the learning effect of flipped learning was .58, which showed that the learning effect was higher than the lecture class. Second, the effect size of cognitive, affirmative, and interpersonal domains showed significant effects of flipped learning in all three domains. Third, the learning effect of flipped learning is influenced by the type of publishing, school type, core subject, when the type of publication are dissertation and thesis, when the type of school is high school. Based on the results, this study suggested implications for the design and implementation of flipped learning in Korea.

• Journal of Korean language education
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• v.23 no.1
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• pp.25-45
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• 2012

The purpose of this article is to examine types and construction method of multimedia materials for the Korean language education, finally in order to construct digital library on Nuri-Sejonghakdang. Firstly, this article reviews some major concepts such as teaching material, multimedia, learning object, meta-data, reusability, etc. Secondly, various multimedia materials are divided into three types(namely, example material, explanation material, training and evaluating material) according to their characteristics as a learning objects. And then, this article tries to propose the classification-search system and meta-data elements for effective search and use of multimedia materials. Finally, this article is concluded by presenting the long-term plan of digital library construction on Nuri-Sejonghakdang and some follow-up task of this study.

• Educational Technology International
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• v.23 no.2
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• pp.207-237
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• 2022

As technological changes continue to accelerate every day, meeting the needs of a shifting educational landscape requires leaving an exclusively "in-person" education behind. Gamified learning environments should be carefully designed in light of conflicting studies to suit students' needs. The purpose of this meta-analysis is to draw conclusive results regarding the application of the most commonly used game elements in education, i.e., badges and leaderboards, through a comprehensive analysis of their impact on academic performance in online learning. Review Manager (RevMan 5.4) was used to analyze eligible studies selected from Emerald, SAGE, ERIC, EBSCO, and ProQuest between January 2011 and January 2022. Analyzing 37 studies found that using leaderboards and badges in online education enhanced academic performance when compared to traditional learning without gamification (SMD = 0.39). The badge-only intervention showed a larger effect size (SMD = 0.33) than the leaderboard-only intervention (SMD = 0.27). Badges and leaderboards together exhibited a larger effect size (SMD = 0.48) than individual game elements (SMD = 0.40). The impact of the game elements on academic performance was greater in the humanities (SMD = 0.51) than in STEM fields (SMD = 0.32) and was greater for K-12 students (SMD = 0.63) than for college students (SMD = 0.31). This study contributes to a timely discussion of the use of badges and leaderboards in COVID-19 online learning trends and provides relevant data for designing integrations of online education and gamification models.

• Journal of Advanced Navigation Technology
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• v.13 no.6
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• pp.854-860
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• 2009

Ubiquitous is a new computing environment with IT technology and information communication, and appling various equipments likes PDA and application parts. Recently, user's using environment is changing to smart phone and is expanded learning tools to learner without educational environment. Thus, in this paper, we designed SCORM based meta-data to use smart phone. For this purpose, we made U-learning server and smart phone process server that is to handling with existence LMS and SCORM. To apply smart phones characteristics that have different ones each other, meta-data was able to have some resource information as like CPU, screen size and memory. The meta-data adapter could be process the characteristics.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2021.05a
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• pp.52-54
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• 2021

With the advent of the era of artificial intelligence, robot education and teaching under its empowerment have been widely concerned and applied worldwide. The purpose of this study: systematically evaluate the application effect of AI educational robots in student education and teaching; the method of this study: use the computer to search for relevant education in the search tools such as "Web of Science", "CNKI", "ERIC", "IEEE" A comparative study of the effects of robot teaching and traditional teaching. The retrieval time is from January 2000 to January 2020. Comprehensive MetaAnalysis 2.0 was used for Meta analysis. The results of this study: A quantitative analysis of the 31 valid research literatures included, and an objective evaluation of the effect of the meta-analysis on AI educational robots. The analysis results show that the combined effect of AI educational robots on student learning effects is 0.465 This indicates that educational robots have a moderately positive effect on students 'learning effectiveness. The conclusion of this study: The application effect of AI educational robots in student education and teaching is better than traditional education methods, which can better promote student learning.

• Journal of Korean society of Dental Hygiene
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• v.14 no.5
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• pp.667-672
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• 2014

Objectives : The purpose of this study was to examine classifying the level and accuracy of the meta-cognitive level of students and dental hygiene, and to understand the impact on the process of problem solving and accordingly, it is intended to provide a basis for learning strategies. Methods : A self-reported questionnaire was filled out by 328 dental hygiene students in 3 colleges in Gyeonggi-do and Chungnam. Data were analyzed by the frequency analysis, one-way ANOVA, Scheffe's post-hoc test, Pearson's correlation coefficient using SPSS 12.0. Results : Meta-cognitive level of the subject was on average 4.43 points and problem solving level was lower at 2.82 points. Showed a significant difference in satisfaction with the major motives meta-cognitive level in accordance with the general characteristics of the subjects(p<0.05). Results of this study showed that no statistically significant differences in both the sub-areas of the level of problem solving according to the general characteristics of the subject(p>0.05). There was no correlation between the ability to solve problems and meta-cognitive level of the subjects(p>0.05). Conclusions : The finding of the study showed that meta-perception of dental hygiene students are lower the level of problem-solving that is compared to meta-cognition. It is suggested that development of a variety of learning methods for improving meta-cognitive thinking and problem-solving skills required in dental hygiene school curriculum.

• 전자공학회논문지 IE
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• v.47 no.2
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• pp.73-81
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• 2010

The main purpose of this study was to examine the effects of meta-cognition, learning flow and problem solving ability of the college engineering students on academic achievement. For this purpose, a total of 396 college engineering freshmen of the six different departments was chosen to conduct a survey. A hypothetical model was proposed, which was composed of meta-cognition, problem solving ability and learning flow as the prediction variables, and academic achievement as the outcome variables. The results of this study through multiple regression analysis showed that meta-cognition, learning flow and problem solving ability significantly influenced on the college engineering studnets' academic achievement. In addition, learning flow was used as a significant mediated variable in the relationships among meta-cognition, problem solving ability and academic achievement. Based on these study results, the above variables investigated in this study should be considered in the design and development of the college engineering courses that enable students to facilitate their problem-solving attitude and improve academic achievement.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.12
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• pp.383-392
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• 2018

This study was conducted to examine the effects of a meta-cognition teaching and learning program on nursing students' self-leadership, collaborative preference and problem solving ability. The study was designed using a nonequivalent control group pretest-posttest design. Data were collected between March 5 and June 30, 2018 from 74 2-year nursing students in D College of D City who were assigned to an experimental group (n=36) or a control group (n=38). The meta-cognition teaching and learning program consisted of 10 sessions of combined individual and small group learning. Data were analyzed using descriptive analysis, as well as a t-test, ${\chi}^2$-test, and paired t-test with the SPSS/WIN 21.0 program. After receiving the meta-cognition teaching and learning program, significant differences were observed in self-leadership (t=4.79, p<0.001), collaborative preference (t=5.07, p<0.001), and problem-solving ability (t=6.48, p<0.001) of the experimental group. The results of this study indicate that the meta-cognition teaching and learning program was effective at increasing self-leadership, collaborative preference and problem-solving ability in nursing students. It is expected that the results of this study will be used as basic data to improve self-leadership, collaborative preference and problem-solving ability of nursing students.

• Journal of Digital Convergence
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• v.19 no.1
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• pp.249-260
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• 2021

This study is a meta-analysis study conducted to integrate and analyze the results of flip-learning studies for Korean nursing students. We searched PubMed, EMBASE, Cochrane, CINAHL, and Korean databases. Randomized controlled trials (RCTs) and Non-Randomized controlled trials (Non-RCTs) evaluating the effects of flipped learning for Korean nursing students were included. Standardized mean differences (SMDs) with 95% confidence intervals (CIs) were calculated using a random-effects meta-analysis. The entire effect size in flipped learning was big in effect size (SMD = 1.21; 95% CI = 0.84 to 1.63; I2 = 93.9; n = 23) compared to the control groups. The analysis results of subgroups according to the classification of Bloom showed that flipped learning was found to have a significant effect on psychomotor domain, cognitive domain, and affective domain. A total of 10 literature analyses, this meta-analysis showed that flipped learning on Korean nursing students is effective in psychomotor, cognitive, and affective domain than the traditional teaching method. The flip learning can be integrated into theoretical and practical nursing education to improve the academic performance of nursing students.