• Proceedings of the Korea Inteligent Information System Society Conference
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• 2004.11a
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• pp.361-368
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• 2004

The purpose of the study was to explore the potential of the Social Network Analysis as an analytical tool for scientific investigation of learner-learner, or learner-tutor interaction within an Computer Supported Corporative Learning (CSCL) environment. Theoretical and methodological implication of the Social Network Analysis had been discussed. Following theoretical analysis, an exploratory empirical study was conducted to test statistical correlation between traditional performance measures such as achievement and team contribution index, and the centrality measure, one of the many quantitative measures the Social Network Analysis provides. Results indicate the centrality measure was correlated with the higher order learning performance and the peer-evaluated contribution indices. An interpretation of the results and their implication to instructional design theory and practices were provided along with some suggestions for future research.

• The Journal of Korean Association of Computer Education
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• v.10 no.4
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• pp.125-133
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• 2007

Many researches have tried to introduce affective computing for Human-Computer Interaction (HCI). In the affective aspect, emotional memories significantly affect on people's cognitive processing activities. In this paper, to observe the effect of affective feedback for emotional state of learners in an e-learning environment, selected emotional feedback messages and delivery method are integrated into an e-learning system. Self reporting button for recognizing learner's emotional state are used for detecting learner's emotional states and the test results show that providing affective feedback to learner has positive effects in e-learning environment in terms of learner's academic achievements.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.14-25
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• 2021

The purpose of this study is to explore what are the interactive factors of synchronous online education in university and identify the level of interaction. This study used mixed research method. As a result of the interaction level, it was recognized that face-to-face education could be more interactive than synchronous online education. Synchronous online education could have better interactive between instructor and learner, and among learners than asynchronous online education. Factors which influencing the interaction were as follows: small group activities and scaffolding, diversification of communication channels and integration of learner's question in learning content. Detrimental elements were distance felt between instructor and learners, low intimacy among learners, content-focused lecture, restrictions on non-verbal communication, unstable systems and misusing microphones. The necessary factors to promote interaction are planning interactive class activities, etc. Based on the results, it was to suggest what kinds of efforts are needed to make interaction more effective in terms of teaching and learning method & activity, tool & system, and environment.

• Journal of Korea Multimedia Society
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• v.3 no.5
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• pp.506-515
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• 2000

In this paper a web-based real-time education system, which is able to support education through multimedia, is suggested for the expansion of learner's creative ability in the school. This system is designed so that it can support three things: 1) a real time interaction between interaction between instructors and learners, 2) individual learning through such an interaction, and 3) a coercive distribution of display by instructions for preventing the deviation of learners from learning. Also, the system, which UML is applied to, makers efficient interaction possible through the module for the real-time exchange and management of messages even in the multi-user environment. Through this system, not only the simulation by learners can be made for experiments and practices, but also questions and respondence can be supported on the procedure of experiments and the analysis of their results. This system is bulit on constructivism, and aimed at helping the learning progress and knowledge formation of learners.

• Journal of Information Technology Services
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• v.20 no.4
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• pp.129-140
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• 2021

Recently, interest in AI tutors is rising as a way to bridge the educational gap in school settings. However, research confirming the effectiveness of AI tutors is lacking. The purpose of this study is to explore how effective learner characteristics and recommended item learning activities are in predicting learner's academic performance in an adaptive online learning environment. This study proposed the hypothesis that learner characteristics (prior knowledge, midterm evaluation) and recommended item learning activities (learning time, correct answer check, incorrect answer correction, satisfaction, correct answer rate) predict academic achievement. In order to verify the hypothesis, the data of 362 learners were analyzed by collecting data from the learning management system (LMS) from the perspective of learning analytics. For data analysis, regression analysis was performed using the regsubset function provided by the leaps package of the R program. The results of analyses showed that prior knowledge, midterm evaluation, correct answer confirmation, incorrect answer correction, and satisfaction had a positive effect on academic performance, but learning time had a negative effect on academic performance. On the other hand, the percentage of correct answers did not have a significant effect on academic performance. The results of this study suggest that recommended item learning activities, which mean behavioral indicators of interaction with AI tutors, are important in the learning process stage to increase academic performance in an adaptive online learning environment.

• Journal of the Korean Institute of Educational Facilities
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• v.5 no.4
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• pp.18-27
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• 1998

Our gorvernment announced an educational reformation bill to establish the institutional foundation of educational system on May 31, in 1995. To secure the open education which is to foster students' creativity, individualization and personalization, it was requested that the past teacher-centered system should be changed to learner-centered system. To gurantee such a change, however, there are many conditions that has to be satisfied first. I think that the most important thing for the new system is a close interaction between teachers and students. To accomplish a successful interaction, the teachers' understanding and attitude toward their students must change at first. The purpose of this study is to examine what kind of understanding and attitude the teachers need, and what kind of roles teachers must take charge of. At the same time, I suggest that we need to establish a Teacher Center to give teachers a seperate place to learn new theories, and to exchange among themselves the informations they got from the actual field experience.

• The KIPS Transactions:PartA
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• v.12A no.1 s.91
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• pp.71-78
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• 2005

With the growth of the Internet, web-based cyber education is progressing from the text-based to the hyper-based including multimedia, and from one way of simply giving the contents to the learner to another way of providing mutual interaction between the instructor and the learner. For this, there uses the RIA-based dynamic application and multimedia. RIA, which is the new paradigm on the web, provides the learners with more effective and rich contents. For developing a cyber education system, if we use the existing web languages, a large amount of effort is needed. But if we use the RIA-based paradigm, we can remarkably reduce the effort. Also, in developing a new web-based cyber education system the RIA paradigm makes the learners to satisfy their demands, and in developing the system providing the interaction the paradigm gives us the way minimizing the time and effort. In this paper, we compare and evaluate the efforts in developing the RIA based education system with the Non-RIA based education system.

• Journal of Advanced Navigation Technology
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• v.15 no.6
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• pp.1126-1131
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• 2011

As the recent paradigm of education changes to become learner-centered, there is an increasing interest in project based class as one of new teaching models. Universities are accepting this change and aiming at fostering human resources of next generations, who are able to create creative changes, and studies are being actively conducted to that end. This study suggested a learner-centered teaching model which minimizes intervention of teachers in conducting projects of main text contents in designed subjects. This study suggested support system for the suggested model project-based class, team organization method, various interaction methods of learners, and team work monitoring method of teachers. And the suggestions were designed and realized through project management applications using smart phones which are being used by a rapidly growing number of people recently.

• Journal of The Korean Association For Science Education
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• v.11 no.1
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• pp.37-50
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• 1991

The CAI (Computer-Assisted Instruction) system for science teaching has been increasing both in quantity and in quality during the last two decades. However, science learning by computer has not played a leading role in the science teaching process. Therefore, the purpose of this study was to analyze the effectiveness of tutorial CAI programs according to the learner's characteristics such as sex, inquiry skills, attitudes toward science subject, logical thinking skills, achievement motivation, science content achievement in science teaching. One group pretest-posttest design was used as an experimental design. The three tutorial science CAI programs were used for thirty males and females selected in grade eight. According to the analysis of CAI achievement scores the female students showed significantly higher (P<0.05) than the male students. Also, one-way analysis of variance was used to investigate the effects of interaction between sex and achievement motivation. The significant difference on the effects of interaction between sex and achievement motivation has not found. The effects of tutorial CAI between logical thinking skills, attitudes toward science subject, inquiry skills, achievement motivation, science content achievement according to upper and lower levels were investigated by using the statistical analysis of one-way ANOVA. The results indicate that tutorial CAI might provides a good opportunities for the improvement of science achievement to the lower level students of attitudes toward science subject, inquiry skills, science content achievement.

• 한국HCI학회:학술대회논문집
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• 2007.02b
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• pp.504-511
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• 2007

Webcasting which is the integration of broadcasting and communications, is a prominent service which has changed to involve bi-directional interactions between a user and a system from uni-directional communication. However almost webcasting are operating by uni-direction between living and recording currently so learners have to hear and watch a contents without their suggestion. Therefore learners can not get interaction and feedback that it may be obtain on face to face class, instructor can not ensure concentration and location of student in webcasting. This paper presents a design and development of the webcasting system based on real-time interaction which provides an environment of real-time communication between casting and learner, a fixing of students' location in order to raise a fidelity and a concentration.