• The Journal of the Convergence on Culture Technology
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• v.5 no.2
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• pp.375-380
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• 2019

In this paper, we study learning process mining and analytic technology based on open education platform. A study on mining through personal learning history log data based on an open education platform such as MOOC which is growing in interest recently. This technology is to design and implement a learning process mining framework for discovering and analyzing meaningful learning processes and knowledge from learning history log data. Learning process mining framework technology is a technique for expressing, extracting, analyzing and visualizing the learning process to provide learners with improved learning processes and educational services.

• Journal of Information Science Theory and Practice
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• v.4 no.3
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• pp.6-27
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• 2016

There has been a growing interest and enthusiasm for the application of virtual worlds in learning and training. This research proposes a design framework of a virtual world-based learning environment that integrates two unique features of the virtual world technology, immersion and interactivity, with an instructional strategy that promotes self-regulatory learning. We demonstrate the usefulness and assess the effectiveness of our design in the context of information security learning. In particular, the information security learning module implemented in Second Life was incorporated into an Introduction to Information Security course. Data from pre- and post- learning surveys were used to evaluate the effectiveness of the learning module. Overall, the results strongly suggest that the virtual world-based learning environment enhances information security learning, thus supporting the effectiveness of the proposed design framework. Additional results suggest that learner traits have an important influence on learning outcomes through perceived enjoyment. The study offers useful design and implementation guidelines for organizations and universities to develop a virtual world-based learning environment. It also represents an initial step towards the design and explanation theories of virtual world-based learning environments.

• Educational Technology International
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• v.8 no.2
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• pp.53-71
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• 2007

This study identified the effectiveness of e-learning by comparing learning outcome in conventional face-to-face lecture with the selected e-learning methods. Two e-learning contents (animation based and video based) were developed based on the rapid prototyping model and loaded onto the learning management system (LMS), which is http://www.enaged.co.kr. Fifty-four Korean agricultural high school students were randomly assigned into three groups (face-to-face lecture, animation based e-learning, and video based e-learning group). The students of the e-learning group logged on the LMS in school computer lab and completed each e-learning. All students were required to take a pretest and posttest before and after learning under the direction of the subject teacher. A one-way analysis of covariance was administered to verify whether there was any difference between face-to-face lecture and e-learning in terms of students' learning outcomes after controlling the covariate variable, pretest score. According to the results, no differences between animation based and video based e-learning as well as between face-to-face learning and e-learning were identified. Findings suggest that the use of well designed e-learning could be worthy even in agricultural education, which stresses hands-on experience and lab activities if e-learning was used appropriately in combination with conventional learning. Further research is also suggested, focusing on a preference of e-learning content type and its relationship with learning outcome.

• Journal of Advanced Navigation Technology
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• v.26 no.2
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• pp.72-77
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• 2022

Among the techniques of reinforcement learning, Q-Learning means learning optimal policies by learning Q functions that perform actionsin a given state and predict future efficient expectations. Q-Learning is widely used as a basic algorithm for reinforcement learning. In this paper, we studied the effectiveness of selecting and learning efficient paths by designing policies and rewards based on Q-Learning. In addition, the results of the existing algorithm and punishment compensation policy and the proposed punishment reinforcement policy were compared by applying the same number of times of learning to the 8x8 grid environment of the Frozen Lake game. Through this comparison, it was analyzed that the Q-Learning punishment reinforcement policy proposed in this paper can significantly increase the learning speed compared to the application of conventional algorithms.

• Educational Technology International
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• v.23 no.1
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• pp.41-66
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• 2022

Vocabulary learning plays an important role in language learning. This study explored a new paradigm based on social networking site (SNS) supported collaborative learning for vocabulary learning. SNS supported collaborative learning (SSCL) can effectively promote learners' engagement, interest and motivation by providing a more communicative and interactive environment. However, vocabulary learning studies on SSCL mainly focused on the effectiveness and influencing factors, lacking specific instructional strategies. Therefore, this study aims to develop instructional strategies that guide instructors to create an SSCL environment for facilitating vocabulary learning. The final instructional strategies are composed of three stages according to the course process, consisting of 8 general strategies and 21 specific guidelines. The content validity was ensured by four experts in the field of educational technology. The instructional strategies were then applied in an actual classroom with 16 students. The positive responses from the instructor and learners indicated that SSCL can be reasonably incorporated into the current curriculum to provide effective learning opportunities and to promote learners' vocabulary learning.

• Journal of radiological science and technology
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• v.43 no.6
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• pp.519-524
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• 2020

This study developed radiation therapy contents based on virtual reality technology and applied them to radiation students. A survey was conducted to analyze the relationship between learning effects and learning satisfaction to students who used virtual reality education videos to analyze their learning performance. 71 students radiology department were classified into two groups one that experienced virtual reality and the other that did not experienced virtual reality. We surveyed between the two groups analyzed self-directed learning, self-learning efficacy and learning satisfaction. As a result, the comparison between the two groups showed no difference between self-directed learning and self-learning efficacy. But the learning satisfaction was significant from 2.64±0.83 to 3.20±0.88 in the problem solving process for groups applying virtual reality contents. Therefore, learning satisfaction has improved experienced group virtual reality content and the materials for virtual reality education can be applied more efficiently in non-face-to-face lectures.

• Educational Technology International
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• v.25 no.1
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• pp.27-65
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• 2024

The purpose of this study was to identify differences in learning patterns according to content complexity in video-based learning environments and to derive variables that have an important effect on learning achievement within particular learning contexts. To achieve our aims, we observed and collected data on learners' cognitive processes through perceived affordances, using behavioral logs and eye movements as specific indicators. These two types of reaction data were collected from 67 male and female university students who watched two learning videos classified according to their task complexity through the video learning player. The results showed that when the content complexity level was low, learners tended to navigate using other learners' digital logs, but when it was high, students tended to control the learning process and directly generate their own logs. In addition, using derived prediction models according to the degree of content complexity level, we identified the important variables influencing learning achievement in the low content complexity group as those related to video playback and annotation. In comparison, in the high content complexity group, the important variables were related to active navigation of the learning video. This study tried not only to apply the novel variables in the field of educational technology, but also attempt to provide qualitative observations on the learning process based on a quantitative approach.

• Journal of Technologic Dentistry
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• v.44 no.4
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• pp.132-143
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• 2022

Purpose: The study aims to analyze differences in the satisfaction level of dental technology students regarding in-person and online classes. It also aims to provide fundamental resources for the improvement of major subject class methods that will improve students' self-directed learning abilities, thereby affecting their class satisfaction. Methods: In this study, a self-administered questionnaire was conducted from November 8 to November 30, 2021, for 256 dental technology students. The collected data were analyzed using the IBM SPSS Statistics ver. 21.0 statistical program. Frequency and percentage, mean, standard deviation, t-test, ANOVA, post-hoc test, correlation analysis, and linear regression analysis were performed to analyze the data. Results: In the self-directed learning abilities, the attitude of the learners was shown to have the highest positive (+) correlation in both in-person and online classes, with a statistically significant effect (p<0.001) on class satisfaction in major subject classes. Moreover, the explanatory power of the model was 52.2% and 39.7%, respectively. Conclusion: We concluded from the study that there is a need for professors to improve teaching methods to increase learners' self-directed learning competence, through problem-based learning, discussion learning, team-based collaborative learning, and mentor-mentee learning, thereby enabling learners to lead classes themselves.

• Educational Technology International
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• v.17 no.2
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• pp.175-202
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• 2016

Most of the learning analytics research has investigated how quantitative data can affect learning. The information that is provided to learners has been determined by teachers and researchers based on reviews of the previous literature. However, there have been few studies on standard learning activities that are performed in e-learning environments independent of the teaching methods or on learning behavior data that are obtained through learning analytics. This study aims to explore the general learning activities and learning behaviors that can be used in the analysis of learning data. Learning activities and learning behavior are defined in conjunction with the concept of learning analytics to identify the differences between teachers' and learners' learning activities. Learning activities and learning behavior were verified by an expert panel review in an e-learning environment. The differences between instructors and learners in their usage were analyzed using a survey method. As results, 8 learning activities and 29 learning behaviors were validated. The Research has shown that instructors' degree of utilization is higher than that of the learners.

• The Journal of Information Technology
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• v.6 no.3
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• pp.137-150
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• 2003

Recently, developing information technology and increasing internet usage, e-Learning service industry is rapidly growing. However institutions and regulations related e-Learning service are insufficient. Users of e-Learning service were lower grade in school relatively, spent average 40,000won/month and used other private education service. Users answered that they were generally satisfied at e-Learning service but were not satisfied at e-Learning 'fee'and 'the contract process'. Specially, the result suggest that consumer's satisfaction is affect by experience of demage and complains related e-Learning usage.