• 정보교육학회논문지
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• 제18권1호
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• pp.25-33
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• 2014

최근 교육용 로봇 하드웨어 발달로 연산 처리 속도 및 확장성이 매우 좋아졌다. 이에 따라 로봇 하드웨어에 MBL용 온도 센서나 자이로 센서도 호환되어 데이터 로깅이 가능해졌다. 데이터 로깅이 가능한 교육용 로봇으로 학생들은 과학적인 탐구 예측, 수집, 데이터 분석이 가능한 실험을 할 수 있게 된 것이다. 이에 본 연구에서는 학급 SNS와 스마트폰을 활용한 'Smart r-Learning'에 데이터로깅이 가능한 교육용 로봇을 도입하여 과학 프로젝트 수업을 개발하고 적용했다. 데이터 로깅 활용 Smart r-Learning 프로젝트 수업을 초등학교 5학년 학생들에게 적용한 결과 논리적 사고력 6개 영역 중 4개 영역이 유의미하게 향상된 것으로 나타났다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제30권1호
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• pp.85-99
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• 2016

본 연구는 노인 학습자를 대상으로 스마트 기기를 활용하여 수학학습 활동을 할 수 있는 수학 앱 구현의 일환으로 진행되었다. 실버 세대와 같이 아직은 스마트 기기에 익숙하지 않은 사람들에게는 학습을 위한 적합한 행동유발의 기능이 무엇보다 중요하다. 본 연구에서는 스마트 기기를 활용한 수학학습의 자료에서 교육의 목적을 달성하면서도 사용자의 편의성을 증진시키기 위하여 노인 학습자의 특성을 고려한 어포던스 설계를 구축하고자 하였다. 이러한 설계 가이드라인 제시를 위하여 시니어 스마트 교육 시스템의 어포던스를 증진시킬 수 있는 인지적, 물리적, 감각적, 어포던스의 특징 및 요소를 제시하였다.

• 한국융합학회논문지
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• 제10권11호
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• pp.33-39
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• 2019

교육업계에 교육과 정보기술(IT)을 융합한 '에듀테크' 바람이 불고 있다. 4차 산업혁명 핵심 기술이 최근 교육 분야에 적극 활용되고 있는데 학습자들은 인공지능 기반 학습 플랫폼을 이용해 자신이 부족한 부분을 스스로 진단하고, 클라우드 학습 플랫폼으로 온라인상에서 개인 맞춤형 교육을 받는다. 최근 인공지능 기술과 음성인식 기술을 접목한 스마트 스피커와 같은 새로운 교육 매체가 등장하게 되어 다양한 교육서비스가 시도되고 있다. 본 연구에서는 기존 교육의 한계를 극복하기 위해 스마트 스피커를 교육적으로 활용하는 방안을 제시하고자 하였다. 이를 위해 스마트 스피커의 개념 및 특성을 알아보고 스마트 스피커에서 제공하는 콘텐츠를 분석하여 시사점을 도출하였다. 또한 스마트 스피커이용의 문제점에 대해서도 고찰하였다.

• 정보교육학회논문지
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• 제21권2호
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• pp.183-190
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• 2017

본 연구는 스마트 블렌디드 수업 전략이 역사수업에서 어떤 효과가 나타나는지에 대한 분석을 하였다. 수업전략의 효과성은 학업 성취도와 학습 흥미도로 설정하고 역사수업에 참가한 초등학생들을 대상으로 제안된 스마트 블렌디드 수업전략을 적용하여 비교집단과 비교하였다. t-검증 결과, 제안된 수업전략이 학생들의 학업성취도 및 학습흥미도에 긍정적인 영향을 주었다. 또한 질적 분석을 통하여 학생들이 수업의 이해도가 높아졌고 집중력이 향상되는 효과를 보여주었다.

• Journal of Information Technology Applications and Management
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• 제23권3호
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• pp.49-59
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• 2016

Rapid technological advancements and widespread adoption of smart phones in recent years provide students with new opportunities for getting knowledge and making researches in innovation century. As the penetration of smart phone devices in education increases, there is a large growth in the use of these devices especially among the youth. In spite of increasing importance of smart devices in education, the significant features of these technology devices for general learning have not been experientially addressed. In this study we are going to investigate the comparison of smart phone devices and find the necessary conditions for using mobile devices as an educational tool by a conjoint method. There will be five attributes: screen size, batter type, mobile OS, memory capacity and price. By surveying we got the results which showed us the respondents' desire of using specific smart phone; thus, we defined that screen size attribute is the most important device characteristic.

• 정보교육학회논문지
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• 제17권1호
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• pp.33-42
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• 2013

스마트 러닝의 확대에 따라 다양한 스마트 교육 방법이 초 중등학교에서 시범 적용되고 있다. 이에 본 연구에서는 학급 SNS와 스마트폰을 활용한 Smart r-Learning 교수학습 모형을 개발 적용하였다. 무선 표준인 블루투스 장비를 스마트폰과 연계하여 학생들이 스마트폰으로 로봇 프로그래밍을 하고 로봇을 제어할 수 있도록 함과 동시에 학급 SNS를 통해 학생들과 교사가 시간의 제약 없이 로봇 교육에 대한 다양한 의견을 서로 교환할 수 있도록 하는 데 주안점을 두었다. 개발된 Smart r-Learning 프로그램을 초등학생들에게 적용한 후 학생들의 창의적 사고력 향상 정도 및 수업 만족도를 조사한 결과 Smart r-Learning 수업에 대한 학생들의 만족도는 96%로 매우 높게 나타났으며 학생들의 창의적 사고력 또한 t-검증에서 유의미하게 향상 된 것으로 확인되었다.

• 한국보육지원학회지
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• 제17권3호
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• pp.65-87
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• 2021

Objective: This study aimed to examine the effects of maternal monitoring, shared activities with children, maternal education-oriented behavior, and allowing children to own smart-phones on smart media usage patterns based on smart-phone usage time and purposes among elementary school children. Methods: The participants were 1,315 second-grade elementary school children from the 9th wave of PSKC. Latent profile analysis and the three-step estimation approach were used to examine the determinants of the latent profile and the effects of maternal parenting on the profile. Results: Four latent profiles were identified: 'High-level usage & Entertaining oriented,' 'Moderate-level usage & Social/entertaining oriented,' 'Moderate-level usage & Learning oriented,' and 'Low-level usage.' Additionally, results showed that each profile can be predicted by maternal monitoring, education-oriented behavior, and permitting children to own smart-phones. Conclusion/Implications: Our outcomes suggested that it would be necessary to understand the smart media usage patterns of elementary school children, considering both the amount of time spent with smart media and purposes of uses. Further, it is helpful for mothers to monitor children's daily activities, support their educational activities, and take the role of gatekeeper for smart media as a way of appropriate guidance for their children's use of smart media.

• 디지털산업정보학회논문지
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• 제17권3호
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• pp.63-83
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• 2021

The appearance of education is also rapidly changing in social changes represented by social networks. And the development of information and communication technology is also having a widespread effect on the education field. In the era of untact caused by Covid-19, education through smart learning is having a greater effect on students as well as adult learners more quickly and broadly. In addition, smart learning is not just limited to learning content, but is developing into personalized, convergence, and intelligent. The purpose of this study is to identify the factors of ARCS motivation theory that can determine the learning motivation of smart learning users, and to empirically study the casual relationship between these factors on education achievement through practical value and hedonic value. Specifically, I would like to examine how the independent variables ARCS motivation factors (attention, relevance, confidence, and satisfaction) affect learners' education achievement through the parameters of practical value and hedonic value. To this end, a research model was presented that applied the main variables of attention, relevance, confidence, and satisfaction, which are four elements of ARCS motivation theory, a specific and systematic motivational strategy to induce and maintain learners' motivation. In order to empirically verify the research model of this study, a survey was carried out on learners with experience using smart learning. As a result of the study, first attention was found to have a positive effect on the hedonic value. Second, relevance was found to have a positive effect on the hedonic value. Third, it was found that confidence did not have a positive effect on the practical value and the hedonic value. Forth, satisfaction was found to have a positive effect on the practical value and the hedonic value. Fifth, practical value was found to have a positive effect on the education achievement. Sixth, hedonic value was found to have a positive effect on the education achievement. Through this, it can be seen that the intrinsic motivation of learners using smart learning affects the education achievement of users through intrinsic and extrinsic value. A variety of smart learning that combines advanced IT technologies such as AI and big data can contribute to improving learners' education achievement more effectively and efficiently. Furthermore, it can contribute a lot to social development.

• 한국IT서비스학회지
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• 제11권3호
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• pp.161-175
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• 2012

A novel concept of ICT based service, which is called N-device service, is proposed and implemented in the form of N-device smart education services. The N-device services are different from the existing N-screen services in terms of the number of devices a user is using for a specific service at the same time. A N-device service consists of several smart devices which are different in size, software and hardware platform, mobility, manufacturer and the like by fully utilizing the characteristic of each device. The major and unique features of N-device services are analyzed and depicted in a strict way. Those are shared role for each device, service by configurable device, one sensor multiple use, real-time data sharing, role shifting and new market creation. It is turned out that the N-device service is more human centric compared with existing ICT based services and can give richer digital experience to users because non-existent services become possible with the new concept. However, there exist several barriers to be implemented and commercialized in the real world. Those include high development cost and time, small market and different application platforms of devices. These barriers can be overcome by technical advances and cooperation between relevant parties. The smart education is very prominent area, in which the novel concept can be applied with high priority because Korean government announced its plan to boost up new educational services with big budget and these are acceptable by enthusiastic Korean parents and students. That's why the N-device service is implemented in the education area, which is called as "livessam(live teacher)," with four smart devices, IPTV, tablet PC, PC and smart phone. By providing both detailed service scenario and techniques, we shows that the novel education service is technically feasible and acceptable by teachers and students.

• 실천공학교육논문지
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• 제16권2호
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• pp.143-150
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• 2024

With the development of AI, multimedia tools in education offer personalized learning environments, which foster individual competencies. This study aims to examine the effectiveness of smart education as perceived by learners through a case study of university writing classes utilizing multimedia learning tools, and to explore potential applications. To achieve this, a writing course incorporating various multimedia tools to promote interaction was designed and implemented over the course of one semester, targeting 42 university students. Through the semester, student reactions and survey results were analyzed to investigate the effects and satisfaction levels regarding the use of multimedia learning tools in writing instruction as perceived by students. The analysis revealed that multimedia-assisted writing classes effectively fostered learners' autonomy by focusing on individual needs, while also promoting interaction and encouraging spontaneous participation. Students reported recognizing the presence of diverse perspectives by comparing and communicating about each other's writing, leading to an expansion of their own thinking. In using ChatGPT, it was found that students attempted to refine their questions until they obtained the desired answers. They reported that this process deepened their understanding of the essence of the questions. These benefits led to results of high levels of students' active class engagement and satisfaction. This study contributes foundational and empirical data regarding the effectiveness and potential applications of learner-centered smart education as part of fourth industrial revolution integration research.