• 한국HCI학회:학술대회논문집
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• 2008.02b
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• pp.71-77
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• 2008

This study conducted to tried to find a way of on-line assessment of learner's interest and comprehension during interactive learning process. The result of experiment confirmed hat learners' behavior patterns acquired from log data could be good predictors of learner's level of interest and comprehension in actual performance on KORI program. To predict learning outcome depending on the behaviors of individual learners, self-efficacy and mastery goal orientation were measured as individual differences. Then, participants were asked to use TA program KORI program at home for ten days and their response patterns were recorded through network. After using KORI, the levels of interest and comprehension were measured. As the result of multiple regression analysis, each learner's interest and comprehension were predicted depending on the combination of log data captured on real-time. This prediction process was done differently depending on learners' characteristics. Since equations which predict learners' interest and comprehension are different depending on learners' characteristics, differential interfaces should be provided depending upon changes in their level of interest and comprehension.

• The Journal of the Korea institute of electronic communication sciences
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• v.12 no.1
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• pp.163-172
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• 2017

This study is a system that provides a suitable level of the problem, designing the learner certification simulation program based on the ITS(: Intelligent Tutoring System) based on the model and the learning expert model, the model through a buggy (Buggy Model). In the demand survey that reflects the needs of users, convenience, effectiveness, scalability, and reliability were required. In order to reflect this, various problems were developed, problem type analysis, difficulty control, student grades and level management. Users who are preparing for the certification test are expected to use the development system to solve the problems according to their own level and to solve various types of problems in a practical environment to greatly shorten the preparation period for certification.

• Korean Medical Education Review
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• v.13 no.2
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• pp.9-23
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• 2011

This study aimed to investigate the effects of tutors' domain and teaching expertise on learning outcomes in a problem based learning (PBL) environment. Four tutors and 25 first-year medical students participated in this study. Tutors' domain expertise was classified by clinical or non-clinical which is basic medicine and teaching expertise by previous tutoring experiences or not. The results showed a statistically significant difference in achievement depending on the tutors' domain expertise. Students grouped with an experienced clinical tutor attained higher achievement scores than those with an experienced non-clinical tutor, while those with an inexperienced non-clinical tutor attained higher scores than those with both inexperienced clinical tutors and experienced non-clinical tutors. Students with clinical medicine tutors also showed higher satisfaction scores than those with non-clinical medicine tutors. In particular, students grouped with an experienced clinical tutor gained higher satisfaction scores than those with inexperienced non-clinical tutors, and among the inexperienced tutors, students tutored by a clinical tutor showed higher scores than those with a non-clinical tutor. Different intervention styles were also found depending on tutors' domain and teaching expertise. Experienced tutors gradually reduced the tutoring intervention, whereas the novice provided more as the semester proceeded. Moreover, experts with a clinical medicine degree preferred direct teaching, whereas, non-clinical tutors preferred facilitating. Also, experienced tutors in the clinical medicine facilitated critical awareness than the other tutors. These results show the importance of developing a program for novice tutors to improve PBL in medical education.

• Educational Technology International
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• v.7 no.2
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• pp.93-106
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• 2006

The knowledge-based society increasingly demands professionals possessing essential knowledge, and the ability to use this knowledge effectively in their work settings. In response to the requirement for these professionals, PBL is a promising educational method. This paper suggests an educational development program for faculty to implement problem-based learning(PBL). To implement PBL at the higher educational level, there is a need for a systemic approach. First, a well-designed educational plan for PBL is necessary. Before implementing PBL, both the instructor and the students should be prepared. Faculty members should be well informed on the characteristics of PBL, effective tutoring or facilitation skills, and how to design problems reflecting features of their own academic subject areas. Students also have to know the characteristics of PBL. Both of these groups need to be trained through workshops rather than through lectures. Second, a phase of design and implementation of PBL is necessary. PBL methods may seem to be intuitive and even unstructured because a problem is, in nature, unstructured and authentic. However, a closer look at PBL reveals that it is complex, carefully designed, and highly structured activity. Therefore, if it is poorly and incompletely designed, PBL can be a frustrating and exhausting experience for students and faculty members. Well-designed PBL can be an exhilarating and rewarding experience for both of them. Third, a phase of sharing PBL experiences is important: faculty members who have implemented PBL are required to share their experiences to help others enhance tutoring skills, and acquire practical information of students, contents, and what happened during PBL, and to develop PBL model in a specific domain. Based on the developed PBL model in a specific domain, PBL can be expanded and stabilized at the university level.

• Proceedings of the IEEK Conference
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• 2006.06a
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• pp.807-808
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• 2006

While use of computers to teach English in a conventional educational environment promotes motivation and effective learning in students, the method generates problems such as provision of learning materials without consideration of teaching methods and evaluation without consideration of individual differences in students. To solve these problems and produce a superior system, we propose knowledge representation of expert module for an Intelligent Tutoring System (ITS).

• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.533-548
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• 2005

According to the increasing of the internet infrastructure and growth of contents technology, the users can access an education service at anytime and anywhere. In a field of English education, especially, internet technology has enabled learners to communicate with their teachers and multimedia contents technology has been able to provide learner not only lots of interests, but also good effect on English learning. In this paper, we propose a method diagnosing learner's level by using some question-items, which consist of item's type and item's function. Futhermore, the proposed system can support three devices which are PC, PDA, and Mobile Phone on wired and wireless internet communication environments. Also, the system provides multimedia contents including flash movies, image, and audio contents. We have applied the system into real classroom, and we verified that the question-items that system provides has no problem, and our method could improve each learner skill on English education. Therefore, we expect that learner who uses the proposed system will get level-based English learning service at anytime and anywhere.

• 한국HCI학회:학술대회논문집
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• 2008.02b
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• pp.64-70
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• 2008

Computer Assisted Learning (CAL) is quite different from in many aspects. CAL provides individualistic learning environment and facilitates autonomy of the learner. Thus the learners who uses CAL program has more sense of control and engages in more strategic learning than conventional learning environment. In this experiment, we used KORI (KORea university intelligent agent) which is a new type of ITS adopting TA (Teachable Agent) that fosters learning by teaching, So, we investigated the critical motivational factor that have influences in CAL learning and the effects of reward in CAL are another area of our interest. Thus, we divided two conditions that presence of reward and absence of reward. The 174 elementary school students(5th) were participated and they are randomly assigned the one of the reward conditions. Before entering the experimental instruction, all participants measured about metacognition, self-efficacy and goal orientation questionnaire as independent variables. Then, Participants were instructed of method of using KORI program and asked to study for ten days with KORI program at least 20 minutes everyday in their home, about 10 days. After 10 days, they were rated interest and comprehension. Regression results suggest that regardless of the presence of reward, metacognition is a positive predictor in interestingness. It indicate that metacognitive skills are required in CAL learning situation irrespective of reward. But on comprehension in the absence of reward, only self- efficacy appeared to be a positive predictor. In the presence of reward, performance goal orientation showed as a negative predictor of comprehension, whereas self-efficacy was a positive predictor. This result suggest that presence of reward especially interferes learning process of performance goal orientation in CAL learning situation. It could be interpreted that reward interferes the learning process of performance goal orientation by debilitating intrinsic motivation.

• Journal of the Korea Society of Computer and Information
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• v.26 no.1
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• pp.283-291
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• 2021

In this paper, we propose the development and application of a software education program for underachievers. The software education program for underachieving students was developed in consideration of the characteristics of learner's suffering from underachievement and the educational effects of software education, and is meaningful in that it proposes a plan to improve the learning gap in distance learning. Learners can acquire digital literacy and learning skills by solving structured tasks in the form of courseware, intelligent tutoring, debugging, and artificial intelligence learning models in educational programs. Based on the effects of software education, such as enhancing logical thinking ability and problem solving ability, this program provides opportunities to solve fusion tasks to underachievers. Based on this, it is expected that it can have a positive effect on the overall academic work.

• Survey Research
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• v.11 no.1
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• pp.43-61
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• 2010

This research estimated the variation of high school students' academic achievement by using the second to the fourth wave KEEP(Korea Education and Employment Panel) data. We explored the effects of study on academic achievement in proportion to self-regulated learning hours(except for school work and private tutoring). Analysis variables were self-directed learning(study) hours throughout senior high school and 9 grade academic achievement. We conducted Latent Growth Model(LGM) using KEEP panel data and program LISREL 8.8. Results showed that there were significant effects of self-regulated learning hours on the variation of senior high school students' academic achievement. Therefore, this was considered to be useful tips in getting the relation between students' learning and academic achievement.

• Journal of Engineering Education Research
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• v.18 no.5
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• pp.51-58
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• 2015

This research was conducted to assess the effects of an engineering education accreditation program devised by the University of Seoul on higher education outcomes by comparing and analyzing the evaluation results of engineering accredited students (31) and those who are not accredited (47) with the OECD AHELO (Assessment of Higher Education Learning Outcomes) in 2013. The AHELO assessment tool consisted of 25 multiple-choice questions which evaluated generic skill-learning outcomes, also using contextual surveys to establish the students' backgrounds. The results were evaluated statistically. In the results from the multiple-choice exam for generic skill learning outcomes, accredited students scored 1.35 points higher than non-accredited students. Secondly, according to the contextual survey related to students' university education experience, such as lectures, seminars, group projects, and online tutoring, it was found that accredited students were provided more activities in seminars and group projects. Moreover, for class activities, more of these were provided to accredited students, especially in the areas of assortment-structuralization and teamwork-based activities. Thirdly, according to the contextual survey results related to participation in class, specifically regarding asking questions and participating in discussions, interacting with the professor, and opportunities for study time, there were no recognizable differences between accredited and non-accredited students, However, while accredited students at least had opportunities to gain experience in most areas, there were some areas for which education resources were not provided to non-accredited students. Therefore, for the University of Seoul, our results imply that accredited students may show better performance in the areas of academic accomplishment and in their educational environment as compared to non-accredited students. These results demonstrate that the engineering education accreditation program positively contributes to employment competitiveness while also improving the necessary global standards of higher education outcomes.