• Journal of Korea Society of Digital Industry and Information Management
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• v.19 no.1
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• pp.13-21
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• 2023

This study was conducted with students who participated in an online extracurricular after COVID-19 in order to analyze the effects of college students' learning strategy, learning attitude, and achievement motivation on satisfaction. After participating in the online extracurricular, an online survey was conducted, and responses from 163 students were collected. Based on the collected data, the study results were analyzed. The results of the study are as follows. First, learning strategy was found to have a positive effect on satisfaction. These results can be inferred that positive recognition worked in the process of actually applying the learning strategies acquired through the extracurricular to their own learning. Second, learning attitude had a positive effect on satisfaction. The learner's learning attitude to develop necessary skills through experience and the sense of achievement experienced in the process of participating in the online extracurricular had a positive effect on satisfaction. Third, achievement motivation was found to have a positive effect on satisfaction. It can be inferred that the learner's active behavior by participating in the program acts as a motivation for achievement and affects satisfaction. Finally, through this study, a plan for effectively operating extracurricular in an online environment was presented.

• Journal of the Korean School Mathematics Society
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• v.23 no.4
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• pp.491-508
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• 2020

In this study, by measuring and analyzing the motivation of prospective mathematics teachers in learning mathematics, we tried to understand the features of prospective teachers' learning motivation and find the implications of developing expertise in terms of learning motivation. Prior research related to learning motivation identifies the three elements that consist of learning motivation as values, self-efficacy, and interest. Based on these elements, a survey tool was developed to investigate the learning motivation of prospective mathematics teachers. This survey was then carried out for 120 students in the mathematics education department of a local college. In addition, the survey asked what methods prospective teachers would choose for motivating their future students. According to the results of this study, the overall motivation of prospective mathematics teachers differed by grade (academic year) and there were significant differences between grades in self-efficacy and interest factors. In addition, the prospective teachers preferred to use interesting materials rather than inform the value of learning mathematics to induce learning motivation. Therefore, it is necessary to enhance this self-efficacy and interest in learning and to provide various material to strengthen this motivation for learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.1
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• pp.147-155
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• 2012

This study was to investigate the understand learning motivation, self-directed learning ability and problem solving process of fundamentals of nursing course using role play in evaluating the course. The subjects were 289 nursing students in year 1 in J college taking fundamental nursing practice course from Nov. 22 to Dec. 10. 2010. After setting hospital context and preparing scenario with patient and nurse roles, the evaluation of fundamentals of nursing practice was performed. For learning motivation and self-directed learning ability, there were significant differences by application motivation, a group intending further study and a group positive in role play evaluation. For problem solving process, there were significant differences in male group and a group positive in role play evaluation. Learning motivation had significant positive correlation between self-directed learning ability and between self-directed learning ability and problem solving process. This evaluation had correlation between learning motivation, self-directed learning ability and problem solving process.

• Journal of Engineering Education Research
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• v.15 no.4
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• pp.109-117
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• 2012

The purpose of this study is to give the preliminary data and suggestion for introducing and spreading e-learning engineering education through analyzing learning behaviors, learning motivations, and satisfaction of e-learning engineering students. Especially, this comparative study analyzes each research domain according to majors and grades, thereby suggesting more specific and practical results. 2,745 students registered in 38 subjects of e-learning in 2 Universities were analyzed for this study. The study result shows that engineering students are attending around 2 e-learning subjects with a duration of about 30 minutes once a week. The main of learning motivation for e-learning was not easy test level and feasibility of acquiring credit but advantages of e-learning such as freedom of time and space, learning by repetition. The satisfaction scores of e-learning were lower compared to the aspects of system and contents Based on these results, first, an active spread of e-learning to engineering education is necessary because the demand from the engineering students is high enough and they have desirable learning behavior and learning motivation for it. Second, the characteristics of grades need to be taken into consideration on operation of e-learning. Third, a successful e-learning process needs more meticulous and active operation.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.357-370
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• 2022

In this paper, we developed an augmented reality learning tool suitable for chemical bond learning and proposed a process-oriented guided inquiry learning using mobile augmented reality (POGIL-MAR) to find out how it affects science achievement, science learning motivation and learning flow. Participants were 139 10^th-grade students from a coeducational high school in Gyeonggi-do, and they were randomly assigned to the control group (TL), the treatment group 1 (POGIL), and the treatment group 2 (POGIL-MAR). They learned the concept of the chemical bond from the Integrated Science subject for four class periods. Results of two-way ANCOVA revealed that the POGIL-MAR group scored significantly higher than the other groups in a science achievement test, science learning motivation test, and learning flow test, regardless of their prior science achievement. In addition, in the case of the low-level group, the POGIL-MAR group showed a statistically significant improvement in achievement compared to the TL and POGIL groups. The MANCOVA analysis for sub-factors of science learning motivation show that the POGIL-MAR group had significantly higher scores in intrinsic motivation, career motivation, self-determination, self-efficacy, and grade motivation. In particular, the interaction effect between the teaching and learning method and the level of prior achievement was significant in the intrinsic motivation. Meanwhile, the MANCOVA analysis for sub-factors of learning flow show that the POGIL-MAR group had significantly higher scores in clear goals, unambiguous feedback, action-awareness merging, sense of control, and autotelic experience. Based on the results, educational implications for effective teaching and learning strategy using mobile augmented reality are discussed.

• The Journal of Korean Association of Computer Education
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• v.14 no.3
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• pp.73-82
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• 2011

The purpose of the present study is to examine the structural relationship among academic stress, achievement motivation, learning environment, school flow and learning persistence in cyber education. For this study, 879 students who were enrolled in S cyber university in Korea was chosen to conduct the survey. Achievement motivation was measured in the beginning of the semester. Academic stress, learning environment, school flow, and learning persistence were measured at the end of the semester through the web survey system. The results of this study were as follows: First, academic stress, achievement motivation, and learning environment significantly affected school flow. Second, academic stress, achievement motivation, and school flow affected learning persistence, but didn't affect learning environment significantly. The results imply that academic stress, achievement motivation, and school flow should be considered as the significant elements for constructing cyber education environments to enhance students' learning persistence.

• Journal of Korean Elementary Science Education
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• v.29 no.3
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• pp.307-315
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• 2010

In this study, we investigated the effects of cooperative learning by the levels of students' performance goal orientation in science classes on 6th graders' science achievement and science learning motivation. Two classes (47 students) from an elementary school were respectively assigned to a control group and a treatment group. A performance goal orientation test and a science learning motivation test were administered as pretests. The intervention of cooperative learning lasted for 24 class periods. A researcher-made achievement test and the science learning motivation test were administered after the instructions. ANCOVA results indicated that the score of the treatment group was significantly higher than that of the control group in the achievement test. However, no interaction was found between the cooperative learning treatment and the levels of students' performance goal orientation. There were significant aptitude-treatment interactions in science learning motivation.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.437-442
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• 2023

The purpose of this study is to verify the effect of gamification-based classes on the learning motivation and learning immersion of junior college students and to explore the meaning. This study was conducted on 80 students from two departments as part of the teaching and learning community activities supported by the D University Teaching and Learning Development Center in Busan. The research problem of this study is, first, does gamification-based classes affect the strengthening of learning motivation of junior college students? Second, does gamification-based classes affect the learning immersion of junior college students?. As a result of conducting a survey before and after the application of gamification-based classes and examining the effectiveness, gamification-based classes showed statistically significant changes in all categories of learners' learning motivation, learning immersion. Through this, it can be seen that gamification-based classes are valuable as teaching and learning methods suitable for improving the learning motivation and learning immersion of junior college students.

• The Journal of Korean Academic Society of Nursing Education
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• v.27 no.1
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• pp.80-90
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• 2021

Purpose: This study aimed to investigate nursing students' learning agility and confirm the mediating effect of self-leadership in the relationship between achievement motivation and learning agility. Methods: The study design was a descriptive survey design. The subjects were third- and fourth-year nursing students attending three universities in one region. Data were collected from November 28, 2019, to May 25, 2020, and a total of 202 data were collected using the scale of achievement motivation, self-leadership, and learning agility. Data analysis included frequency analysis, descriptive statistics, and Pearson's correlation coefficient using SPSS 25.0 statistics 25.0 software. The mediating effect of self-leadership was analyzed through regression analysis and bootstrapping using process macro ver. 3.4.1. Results: Self-leadership's partial mediating effect was confirmed in achievement motivation and learning agility. Achievement motivation was found to affect directly learning agility, with an indirect effect through self-leadership. Conclusion: The study results showed that nursing students could increase their learning agility through self-leadership improvement. Future research should focus on identifying the factors influencing nursing students' learning agility and develop and apply programs to improve learning agility.

• Knowledge Management Research
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• v.18 no.4
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• pp.31-62
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• 2017

It found that employee silence negatively impacts both organizations and their employees as shown in findings from many studies and recently there has been a growing interest in it. Silence is described as intentionally withholding job-related ideas, information, concerns, and opinions. Employee silence may decrease organizational change and innovation and reduce employee learning motivation and knowledge sharing engagement as well. The purpose of this study is to examine the relationships among silence motivations, perceived silence climate, and employee silence; the relationships among employee silence, learning inertia and knowledge sharing disengagement; the mediating role of employee silence between antecedents of employee silence and consequences additionally. The results that analyzed using data from 225 employees in 42 organizations are as follows. First, the impact of silence motivation and perceived silence climate on employee silence are positively significant. Second, the influence of defensive silence motivation on the acquiescent and relational silence motivation is positively significant. Third, the influence of employee silence on learning inertia and knowledge sharing disengagement is positively significant. Forth, employee silence mediates the relationship between silence motivation and perceived silence climate and learning inertia and knowledge sharing disengagement. These results suggest that employee silence is another strong expression and message for organizations to try to establish a learning organization from the perspective of knowledge management.