• Educational Technology International
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• v.9 no.2
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• pp.97-121
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• 2008

The purposes of the present study are to describe the design of mobile learning scenarios based on learning sciences theories, and to discuss implications for the future research in this area. To move beyond mere speculations about the abundant possibilities of mobile learning and to make real impact in K-12 school settings, it is critical to conduct school-based research grounded on the learning sciences theories. Towards this end, this paper describes school-based mobile learning projects conducted by a research team at the Learning Sciences Lab in Singapore, and then discusses the possibilities and challenges of mobile learning to further inform future research. Specifically, this paper explores the affordances of mobile technology, such as portability, connectivity and context-sensitivity, to design seamless learning scenarios that bridge formal and informal learning experiences. The authors present a framework for re-conceptualizing different types of learning based on physical settings and intentionality, and then describe two seamless learning scenarios, namely 3Rs and Chinatown Trail, which were implemented in one primary school in Singapore. In conclusion, the authors discuss the affordances of seamless mobile learning for enhancing one's lived experiences to build a living ecological relationship between the person and the environment, and how mobile technology can play a critical role for enabling such lived experiences.

• Journal of the Korean Chemical Society
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• v.48 no.3
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• pp.291-299
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• 2004

The purpose of this study is to investigate views of high school students' learning of chemistry as one aspect of conceptual ecology. The results of this study will help us expand our understanding of conceptual change as it is used to evaluate learners. I made use of an interpretative research design based on principles of naturalistic inquiry. The participants in this study were six sophomore students. The picture of a chemistry class we draw from analyzing data is a play on stage with little interaction. Students accept passive and difficult-to-modify views of the learner roles that they should play in the chemistry classroom. Students identified chemistry classes as conservative places. 'Transmission' seems to remain the persistent and dominant classroom cultural dynamic for both the teaching and learning of chemistry. Students should understand about learning processes, and how to play, monitor, evaluate and regulate them. Students should experience the plausibility and fruitfulness of learning chemistry, and it will help students to feel a "love of learning chemistry." As students change their views of learning chemistry, it will help to improve their learning and to experience conceptual change in chemistry learning.

• Management & Information Systems Review
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• v.5
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• pp.249-285
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• 2000

This paper discusses management education by utilizing the cyber education learning system in a web-based. New learning system tools offer great promise for a new contents of management learning. The cyber education learning system a shift from face-to-face lecturing to interactive learning. The situation changes profoundly when information technology becomes develope and education paradigm is shift. By exploiting the digital media. educations, and students, managers can shift to a new, more effect cyber education learning system. The following shift from classic educations to cyber educations learning system: from instruction to construction, from teacher-centered to learner-centered, from school to lifelong, from one-size-fits-all to customized, from teacher as transmitter to teacher as facilitator. Cyber education learning system has an important role to play in management education. Web-based technology is regarded as a general solution to cyber education learning. This study discussed many factors of implementation in cyber education systems and provide utilizing the learning system at main, detail functions. Lastly, management implications of these cyber education utilize are discussed in more detail.

• International Journal of Internet, Broadcasting and Communication
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• v.15 no.1
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• pp.56-62
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• 2023

In the educational environment of the post-COVID-19 era, metaverse learning, which can improve the disadvantages of online learning and improve learning outcomes, is attracting attention. Metaverse is expected to play an important role as a learning experience platform (LXP) that can provide immersion and experience for learners. In order to successfully introduce and utilize metaverse learning that utilizes the metaverse platform, teachers' knowledge of metaverse-related technologies and pedagogical convergence is important. So far, teacher knowledge for educational use of the metaverse has not been explored. In this regard, this study explored the TPACK (Technological, Pedagogical And Content Knowledge) framework as a teacher's knowledge system for metaverse learning. Based on this, this study designed the class contents of metaverse learning. The results of this study are expected to diffuse the importance of TPACK required for metaverse learning and contribute to the development of teachers' competence.

• Journal of IKEEE
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• v.23 no.4
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• pp.1187-1194
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• 2019

This paper proposes a CNN architecture as value function network of an artificial intelligence Othello game agent and its learning scheme using reinforcement learning algorithm. We propose an approach to construct the value function network by using CNN to learn the records of professional players' real game and an approach to enhance the network parameter by learning from self-play using reinforcement learning algorithm. The performance of value function network CNN was compared with existing ANN by letting two agents using each network to play games each other. As a result, the winning rate of the CNN agent was 69.7% and 72.1% as black and white, respectively. In addition, as a result of applying the reinforcement learning, the performance of the agent was improved by showing 100% and 78% winning rate, respectively, compared with the network-based agent without the reinforcement learning.

• Journal of Korea Society of Digital Industry and Information Management
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• v.15 no.3
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• pp.119-128
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• 2019

Minecraft game is a sandboxed game based on a high degree of users' freedom; the game encourages its users to recreate various play patterns to increase their immersion. Although recently there were many studies that use Minecraft game techniques to improve the teaching methods but still not well adapted due to being applications-based techniques. In this paper, we present a teaching model that utilizes the same concept of the Minecraft games in where learners customize the class concepts based on their needs. Moreover, Minecraft-based learning games attempt to be used for learner-led, creativity and programming instruction, to overcome these use-cases limitations, by our study we aim to include the Minecraft-based learning games in class teaching activities, theoretical and practical lessons. In this way, we intend to increase interest in programming lessons, and to increase immersion as another way of game learning. In the future, we attempt to measure various effects of the uses of Minecraft-game-based teaching in programming classes compare to the traditionally used methods.

• Korean Journal of Childcare and Education
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• v.17 no.4
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• pp.29-47
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• 2021

Objective: The purpose of this study was to understand the teacher's role as play supporter in a carry out play generated curriculum and develop and implement an action plan in order to indoor free play. Methods: Participants were 14 kindergartners (9 boys, 5 girls) and one teacher. Processes of planning-implementation and observation- reflection were repeated in a cyclical procedure and the 3rd action plan was conducted based on strategies to support children's play. Results: Children experienced the following: Continuing and immersive play, play filled with experiments and challenges, play to make together, attitude to enjoy novelty and respect differences, and play of trial and error. And the researcher changed the following: Be sensitive to the child's words and actions, finding the 'real interest' of children in 'waiting', acquiring the perception that 'children are the masters of play', seeing the value of learning in children's expressive play, and gain confidence in play support. Conclusion/Implications: This study suggested the need for teacher to have patience and demonstrate reflective thinking in order to support children's play.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.1
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• pp.92-104
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• 2011

Korea is a high level of ICT infrastructure Construction in the OECD's PISA 2006. However, the purpose using of ICT was analyzed for the sake of the interest. They have been emphasized a algorithm-based computer education in conference that it was attended by government, industry and university officials. We designed an algorithm curriculum by analyze a case in international ICT training courses and research. And we were proposed various methods, such as web-based contents, play-based programs, outdoor activities and educational programming language learning for algorithm learning at levels of elementary and middle school students.

• 제어로봇시스템학회:학술대회논문집
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• 2004.08a
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• pp.1296-1301
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• 2004

Fuzzy logic, neural network, fuzzy-neural network play an important as the key technology of linguistic modeling for intelligent control and decision making in complex systems. The fuzzy -neural network (FNN) learning represents one of the most effective algorithms to build such linguistic models. This paper proposes learning approach of fuzzy-neural network by immune algorithm. The proposed learning model is presented in an immune based fuzzy-neural network (FNN) form which can handle linguistic knowledge by immune algorithm. The learning algorithm of an immune based FNN is composed of two phases. The first phase used to find the initial membership functions of the fuzzy neural network model. In the second phase, a new immune algorithm based optimization is proposed for tuning of membership functions and structure of the proposed model.

• The Journal of Korean Association of Computer Education
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• v.10 no.1
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• pp.77-88
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• 2007

More flexible learning models are needed, and learning environments that operate through mobile technologies such as portable multimedia players(PMP) provide useful tools in implementing these learning models. The main attractant of PMP is often their versatility: being able to load and play different formats of video, audio, digital images, and interactive media. In this paper, we investigate the factors influencing the usage and acceptance of the PMP for study, based on the extended version of the Technology Acceptance Model (TAM). Based on data collected from online survey, we show that perceived usefulness, perceived ease of use, flow and perceived enjoyment are the major determinants for users to play PMP for study purpose. Factors, including ease of use, contents-credibility are shown to determine the level of perceived usefulness; additionally, perceived usefulness, ease of use and perceived enjoyment are shown to directly affect the level of flow. Based upon the statistical results, some useful guidelines for developing learning contents are also provided.