• IE interfaces
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• v.19 no.4
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• pp.324-332
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• 2006

It is believed that each learner has a preferred method to acquire and manage knowledge according to her/his learning style which influences learning achievement directly. The purpose of this paper is to statistically analyze relationships among individual learning styles, tutoring functions, and learning achievement in an e-learning environment. 524 survey results from participants of enterprise e-learning classes are classified into total group and superior group. T-Test and ANOVA analyses are carried between learning style and learning achievement and between learning style and preferred tutoring functions. The analysis results show that individual learning styles do not contribute to learning achievement while they are strongly related to preferences for some of tutoring functions. These results can be used to identify limitation of current e-learning practice and design better e-learning systems, especially, supporting appropriate tutoring functions for different types of learners.

• Journal of the Korean School Mathematics Society
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• v.18 no.3
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• pp.281-309
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• 2015

The purpose of this study is provides an implication of further teaching learning process by analyze the common and difference and characteristic of mathematical self-efficiency between three peer tutoring groups discourse in the mathematical teaching leaning process that use peer tutoring. To achieve this goal, three groups formed that consist of one peer tutor who received a first grade of mathematic achievement and one peer student. Peer student of each group is divided into high grade, middle grade, low grade of mathematic achievement. Then analyze the discourse in the exponential function problem solving process. Based on the results of study, this paper provides a concrete example of merit of peer tutoring on the peer tutor. Result of study also provides a practical help to make a peer tutoring group by considering a difference of grades between peer tutor and peer student. Because there is a possibility of mutual discourse on the tutoring group that consist of similar grades.

• Journal of The Korean Association of Information Education
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• v.9 no.1
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• pp.57-66
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• 2005

The grade-schooler could develope computer literacy education with the Peer tutoring system which is method of one higher level learner can teach and help another learner. This system can hold the result in common each other, also a progress to get the successful result. Moreover, they do the project in cooperation. After the application of the peer tutoring, the basic of computer ability increase in quality. We have side-effects which are increased the interest of computer function after real teach and learning process. And we get good atmosphere which is confidence each other and helping mood in studying another school work. If this study should process changed form, it will be developed more regular system than this study.

• Journal of KIISE:Computing Practices and Letters
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• v.16 no.5
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• pp.601-605
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• 2010

In this paper, we propose a GBL(Game Based Learning) content of intelligent tutoring capability. The objective of our GBL content is to learn the Karnaugh Map which is generally used to simplify boolean functions. Our GBL content well-motivates learners with interesting game-based scenarios and also, through an intelligent tutoring module, gives learners adaptive feedbacks such as hints and explanations while maintaining learners' contextual immersion. Additionally, we identified significant improvement in terms of learning effectiveness by analyzing the test results of two (experimental and controlled) student groups learning the Karnaugh Map.

• East Asian mathematical journal
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• v.30 no.4
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• pp.451-474
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• 2014

The purpose of this study is to analyze error patterns third-year middle school students make on quadratic function graph problems and to examine about the possible correct them by providing supplementary tutoring. To exam the error patterns that occur during problem solving processes, to 82 students, We provided 25 quadratic function graph problems in the preliminary-test. The 5 types of errors was conceptual errors, false intuition errors, incorrect use of conditions in problems, technical errors, and errors from slips or carelessness. Statistical analysis of the preliminary-test and post-test shows that achievement level was higher in the post-test, after supplementary tutoring, and the t-test proves this to be meaningful data. According to the per subject analyses, the achievement level in the interest of symmetry, parallel translation, and general graph, respectively, were all higher in the post-test than the preliminary-test and this is meaningful data as well. However, no meaningful relation could be found between the preliminary-test and the post-test on other subjects such as graph remodeling and relations positions of the parabola. For the correction of errors, try the appropriate feedback and various teaching and learning methods.

• Journal of Labour Economics
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• v.35 no.1
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• pp.111-136
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• 2012

This paper investigates effects of family size on private tutoring expenditures, using a data set drawn from the Korean Longitudinal Survey of Women & Families (KLoWF). To deal with endogeneity of family size, the paper employs an instrumental variable (IV) method in which the sex of the first-born of the family is used as an IV. The results suggest that quantity-quality trade-offs of children within a family function in a way that varies by the sex of the child. While the effect of an increase in family size on private turoring expenditures of a second-born daughter is negative, the effect for a second-born son is indeterminate. The result for daughters implies that high costs of raising a child are likely to explain low birth rates of Korea.

• Journal of The Korean Association of Information Education
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• v.2 no.2
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• pp.201-208
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• 1998

Recently software complexity will continue to increase dramatically in the coming decades because of the dynamic and distributed nature of both data and applications. Not only must software systems assist in coordinating tasks among humans, they must also help mannage cooperation among distributed programs. Software agent may properly respond to these requirements. This paper investigates the adaptive characteristics found in adaptive tutoring agents. To funcion effectively throughout the range of situations presented by such a dynamic and extremely-distributed information entities, an agent must be highly adaptive. Adaptivity exists in several key aspects of agent's behavior to its dynamic situation. My goal is to show the various aspects of internal adaptivity that could be applied to build comprehensive agents that function effectively in tutoring agent system.

• Journal of The Korean Association of Information Education
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• v.9 no.4
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• pp.673-684
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• 2005

In this research, we have developed a "computer tutor" that mimics the human tutor with animated tutoring dialog agent and the agent was integrated to teaching-learning material for elementary science subject. The developed system is a natural language based teaching-learning system using one-to-one dialogue. The developed pedagogical dialogue teaching-learning system analysis student's answer then provides appropriate answer or questions after comparing the student's answer with elementary school level achievement. When the agent gives either question or answer it uses the TTS(Text-to-Speech) function. Also the agent has an animated human tutor face for providing more human like feedback. The developed dialogue interface has been applied to 64 6th grade students. The test results show that the test group's average score is higher than the control group by 10.797. This shows that unlike conventional web courseware, our approach that "ask-answer" process and the animated character, which has human tutor's emotional expression, attracts students and helps to immerse to the courseware.

• Korean Journal of Cognitive Science
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• v.16 no.4
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• pp.369-386
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• 2005

Although Intelligent Tutoring System(ITS) offers individualized learning environment that overcome limited function of existent CAI, and consider many learners' variable, there is little development to be using at the sites of schools because of inefficiency of investment and absence of pedagogical content knowledge representation techniques. To solve these problem, we should study a method, which represents knowledge for ITS, and which reuses knowledge base. On the pedagogical content knowledge, the knowledge in education differs from knowledge in a general sense. In this paper, we shall primarily address the multi-complex structure of knowledge and explanation of learning vein using multi-complex structure. Multi-Complex, which is organized into nodes, clusters and uses by knowledge base. In addition, it grows a adaptive knowledge base by self-learning. Therefore, in this paper, we propose the 'Extended Neural Logic Network(X-Neuronet)', which is based on Neural Logic Network with logical inference and topological inflexibility in cognition structure, and includes pedagogical content knowledge and object-oriented conception, verify validity. X-Neuronet defines that a knowledge is directive combination with inertia and weights, and offers basic conceptions for expression, logic operator for operation and processing, node value and connection weight, propagation rule, learning algorithm.

• The KIPS Transactions:PartA
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• v.10A no.5
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• pp.539-550
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• 2003

As the service of mobile internet has been expended, student users are increase. The computers have been widely used in a education field as the teaching tool by improvement of the multimedia contents processing and user interface. The English learning using the computers in the restricted education environment provides motivations and effective learning to learners, but still have some problem such as teaching and evaluating without consideration for differences of individual levels. In order to solve the problems and take the advantages, we propose the intelligent tutoring system for english learning with mobile technology. Overcoming limitations of the mobile environment and using proper treacher's roles,. We have applied the conventional estimation method of the intellectual learner level for students. Also, we have proposed the diagnostic function in order to determine the method of teaching-learing and item disposition that each leaner prefers. Then we have designed and implemented the expert module, providing the feedback for teaching, of the intelligent turoring system for mobile english learning. This system will be able to support the interaction between teachers and students and replace some roles of teacher in the mobile english learning.