• Knowledge Management Research
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• v.9 no.4
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• pp.1-16
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• 2008

The purpose of the present study is to explain the effects of academic self-efficacy, self-regulated learning and online task value on academic achievement and learning transfer in corporate cyber education. 202 students who completed S corporate's cyber courses in 2007 and responded to all survey participated in this study. A hypothetical model was proposed, which was composed of academic self-efficacy, online task value and self-regulated learning factors as prediction variables, and learning transfer as well as academic achievement factors as outcome variables. The results of this study through regression analysis as follows. First, learners' academic self-efficacy, self-regulated learning and online task value predict learners' academic achievement significantly. Second, except for academic self-efficacy, learners' self-regulated learning and online task value predict on learners' learning transfer significantly. Third, academic achievement plays a role as mediating value in predicting academic achievement by online task. It implies that learners' academic self-efficacy, online task value and self-regulated learning which predict learners' academic achievement and learning transfer should be considered in developing strategies for the design and operation of cyber courses.

• Journal of the Ergonomics Society of Korea
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• v.22 no.2
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• pp.57-69
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• 2003

This study was performed to investigate the isometric endurance time as percentages of maximum voluntary contraction. Electromyogram(EMG) and Borg's CR-I0 value were measured by push-pull-up-down tasks for 10 healthy males. The normalized EMG value and the MPF(mean power frequency) were used to estimate the muscle recruitment pattern and the development of muscle fatigue. The subjects exerted and maintained 5 levels of %MVC(maximum voluntary contraction) in $90^{\circ}$ shoulder flexion/ 180oelbow extension at sitting posture. The up-task showed the lower endurance time and higher Borg's CR-I0 value than the other task types. Comparing Rohmert's curve with the endurance time of task types. Rohmert's curve overestimated the endurance time of up-task and underestimated the endurance time of push-pull-down tasks. The normalized EMG value showed that muscles recruitment patterns were different from task types. The 4 muscles(biceps brachii muscle, tricep brachii muscle. middle deltoid muscle. trapezius muscle) recruitment patterns of up-task were higher than those of other tasks. The MPF value decreased with the endurance time, and the shift of MPF at up-task was larger than that of the other task types.

• Journal of the Korea Society of Computer and Information
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• v.22 no.9
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• pp.187-192
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• 2017

In this paper, we have studied scale tools for measure programming task value and learning persistence at elementary school students. In order to develop complete test tools, we have improved the completeness by revising tests through stepwise verification. The first scales were constructed based on the previous studies. As a result of the content validity test, 5 out of 14 items of the task value test tool and 1 out of 10 items of the learning persistence test were not suitable. The second test tools were constructed by revising and supplementing the first scale, and consisted of 13 items of task value and 8 items of learning persistence. As a result of the contents validity test, all the items included in the test tool proved to be valid. The reliability of the secondary testing tools were also found to be reliable at ${\alpha}=.970$ and ${\alpha}=.975$, respectively.

• Journal of Engineering Education Research
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• v.20 no.5
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• pp.34-42
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• 2017

This study aimed to identify the causal relationships among self-regulated learning strategy, problem solving efficacy, task value and learning outcome, and mediation effect of self-regulated learning strategy in engineering capstone design course. The data were collected from 363 university students who enrolled in capstone design courses and analyzed using structural equation modeling method. The results were: first, problem-solving efficacy and task value exerted significant effects on self-regulated learning strategy. Second, self-regulated learning strategy exerted significant effects on learning outcome, but problem-solving efficacy and task value did not. Third, problem-solving efficacy and task value showed significant indirect effects on learning outcome, which confirmed that self-regulated learning strategy fully mediated between two exogenous variables and learning outcome.

• Journal of The Korean Association of Information Education
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• v.15 no.3
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• pp.449-458
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• 2011

The purpose of this study is to investigate the effects of task value and perceived usefulness on learning outcomes. This study also examined the mediating effects of teaching presence in their relationships. As a result, task value and perceived usefulness significantly predicted learning outcomes (learning flow and learning persistence). In addition, teaching presence mediated between task value, perceived usefulness and learning outcome. This findings imply that task value, perceived usefulness, and teaching presence should be valued to enhance learning outcomes in Cyber university.

• Journal of The Korean Association of Information Education
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• v.16 no.1
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• pp.51-60
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• 2012

The purpose of this study was to investigate how task value, twitter self-efficacy, and social presence affect learning satisfaction on twitter discussion. In addition, this study examined the mediating effects of social presence. Participants were 46 undergraduate students in A university in Seoul, Korea. They responded the following surveys: task value, twitter self-efficacy, social presence, and learning satisfaction. Baron & Kenny (1986)'s mediation analysis approach with correlation and multiple regression analyses were applied to this study. Findings showed the significant effects of task value, twitter self-efficacy, and social presence on satisfaction on twitter discussion. In addition, social presence mediated task value, twitter self-efficacy, and satisfaction. These results suggest that the twitter discussion should be designed to accommodate different learners characteristics such as task value and twitter self-efficacy and promote greater social presence between learners.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.543-551
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• 2022

The purpose of this study was to investigate the mediating effect of academic self-efficacy in the process that nursing students' task value affects class participation. The subjects of this study were 161 second-year students of the Department of Nursing at K University located in G city, and the data collection period was from October 5 to October 14, 2020. The mediating effect of academic self-efficacy in the relationship between task value and class participation was analyzed using Baron and Kenny's 3-step mediating effect verification procedure using simple and multiple regression analysis and the statistical significance of mediating effects was verified by the Sobel test. As a result of this study, task value and academic self-efficacy were major factors influencing class participation, and academic self-efficacy was found to be a significant partial mediating variable in the relationship between task value and class participation. These factors explained 55% of class participation. In order to increase learners' class participation, an integrated approach that can improve task value and academic self-efficacy is needed.

• Journal of Digital Convergence
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• v.20 no.1
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• pp.471-479
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• 2022

The purpose of this study is to investigate the mediating effect of task value on the relationship between grit and academic stress in nursing students. Data collection was conducted through a mobile Google questionnaire from August 31, to September 9, 2021, and the subjects were a total of 192 nursing students from three universities. The data were analyzed using descriptive statistics, t-test, one-way ANOVA, Pearson's correlation coefficients, and multiple regression analysis with SPSS/WIN 20.0 program. The grit had statistically significant negative correlation with academic stress and positive correlation with task value, and task value and academic stress had positive correlation. Task value had a partial mediating effect on the between grit and academic stress. Thus intervention program that considers the task value along with the grit should be developed in order to alleviate the academic stress of nursing students.

• Journal of Internet Computing and Services
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• v.6 no.2
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• pp.25-35
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• 2005

The Rate Monotonic(RM) scheduling algorithm and Earliest Deadline First(EDF) scheduling algorithm are normally used in Real-Time scheduling algorithm. In those scheduling algorithm, we could predict the performance possibility with total utilization value of task group. But. it had problems with prediction of the boundedness in individual task when the utilization value was over in temporary task. In this paper, the suggested scheduling algorithm can predict task when the utilization value was over and it suggested the method of predicting scheduling possibility based on the utilization value of individual task as well. it predicted the boundedness of scheduling possibility test through simulation In Real-Time scheduling algorithm and analyzed the result.

• Journal of information and communication convergence engineering
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• v.18 no.4
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• pp.239-244
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• 2020

This study analyzed the influencing factors of learning engagement and teaching presence in online programming practice classes. The subjects of this study were students enrolled in an industrial specialized high school, who practiced creating Arduino circuits and programming using a web-based virtual practice tool called Tinkercad. This research adopted a tool that can measure task value, learning flow, learning engagement, and teaching presence. Based on this analysis, learning flow had a mediating effect between task value and online learning engagement, as well as between task value and teaching presence. Increasing learning engagement in online classes requires sensitizing the learners about task value, using hands-on platforms available online, and expanding interaction with instructors to increase learning flow of students. Furthermore, using virtual hands-on tools in online programming classes is relevant in increasing learning engagement. Future research tasks include: confirming the effectiveness of online learning engagement and teaching presence through pre- and post-tests, and conducting research on various practical subjects.