• Journal of Information Technology Services
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• v.22 no.4
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• pp.141-157
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• 2023

The present work aimed to present the development of 'Funt', the augmented reality-based digital app as an educational tool for foreign language learning. Our work further evaluated the learning efficacy of the tool by the assessment of the three dependent measures including learning motivation, learning satisfaction, and learning involvement. With a learning app of 'Funt', students can use AR app to access recognition-based or location-based experiences such that any objects, artifacts, or media appear to be in the app. Students are then able to interact with the digital content by manipulating it to learn more about it. Students's engagement should also increase when they create their own experience in AR to demonstrate their understanding of a particular concept or words. Learning effects were evaluated on survey data collected from a hundred respondents aging six to nine years. One-group design for pre-test and post-test was utilized to examine the differences of learning efficacy by comparing the non-'Funt' group and the Funt group scores. A pairwise t-Test was performed for pairwise comparisons between two learning groups. The results indicate that the 'Funt' group scored significantly higher than the non-'Funt' group in the measures of learning motivation, learning satisfaction, and learning involvement. Overall, our results suggest that 'Funt' attracted the students' attention, provided them with a fun context to learn English vocabulary, and develop positive motivation and satisfaction towards vocabulary learning through AR technology.

• Korean Journal of English Language and Linguistics
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• v.3 no.2
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• pp.281-308
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• 2003

The purpose of this study is to determine the effects of CMC-based English learning. In this study, CMC components were found to provide circumstances of facilitating interactions between student-student and student-student-teacher, which enabled students to accomplish language learning tasks. Findings of this study are as follows: First, CMC based language learning experience helps students have positive attitudes toward their English language learning. Second, student-student-instructor interaction group outperformed other groups in academic achievement and class activity participation. Third, cooperative learning groups more actively participated in the class activity than the individual learning group resulting in better academic performances. These findings supported the fact that cooperative learning with CMC components are useful in bringing more class participation and positive attitude that were believed to foster language learning than other groups in traditional language learning environments. This study suggests that the instructor needs to use instructional design strategies helpful to facilitate active interactions between instructors and students in order to achieve better effectiveness of English learning in a CMC based learning environment.

• Journal of the Korea Convergence Society
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• v.13 no.2
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• pp.215-222
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• 2022

The purpose of this study was to analyze effects of blended learning on abilities to use smart-phone and applications among students with intellectual disabilities. To do this, 30 students with intellectual disabilities who were enrolled in special school and special classroom in Jellanam-do and Gwanju metropolitan city were selected for this study, and were placed experimental and control groups of 15 students. The experimental group was provided with blended learning in which direct instruction, anchored instruction, experience activities, and community-based instruction were combined, and the control group was provided with traditional teacher-centered lecture style intervention. Pre-, post-, and maintenance evaluations were conducted two weeks after intervention. The collected data was analyzed the repeated two-way ANOVA. In the result of study, the experimental group improved on abilities to use smart-phone and applications than control group. Blended learning is a teaching method that can be a usefully used when educating how to use smart-phone and applications to students with intellectual disabilities.

• Journal of The Korean Association For Science Education
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• v.31 no.7
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• pp.1025-1039
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• 2011

Even though many researchers have reported that everyday contexts can arouse students' interests and improve their science learning, the connection between everyday context and physics learning is not yet clearly discussed. In our study, at first, we assumed five guidelines for helping the development of teaching materials for physics learning in everyday context. Based on these guidelines, we developed teaching materials for understanding basic optics and applied these materials to ninth grade students. From the positive responses of students and science teachers about the developed materials, we could confirm that the guidelines were reflected well in the materials. And also, it was found that students and teachers wanted to learn or teach context-based physics in future classroom learning. However, all students do not receive benefits from learning physics in everyday context. By analyzing students' actual learning processes and interviews with them, we found five potential impeding factors which could hinder students' successful learning of physics in everyday context. As a result, we suggested five recommendations for overcoming these impeding factors.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.12
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• pp.969-976
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• 2020

The role of customers has changed from that of passive users to value co-creators. Therefore, it is important to understand how customer learning takes place and how it affects customer experiences with services and products. However, while past studies insist on the importance of the issues in designing customer experiences, they do not empirically address these issues. This study investigates the support processes for customer learning, and their impact on customer learning, which in turn influences customer experience. To test the hypotheses, we employed the survey method. Target informants were the actual users of Apple iPods. A total of 200 survey questionnaires were distributed and 146 were collected. Among these, seven erroneous responses were excluded, leaving 139 usable ones. The proposed model was empirically analyzed using the Covariance-based SEM (Structural Equation Modelling) technique. The findings of this study suggest that, among the three support processes in customer learning, learning-by-doing support and learning-by-investment support positively affect customer learning, which influences customer experience. This study contributes to the literature by identifying different types of support for different kinds of customer learning processes and by empirically testing the impact of the support for the process on customer learning, and in turn, its impact on customer experience.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.723-743
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• 2015

In this research, The objective of the present study was to develop a preliminary diagnostic worksheet for use in consultations for learning mathematics. In order to achieve this, the worksheet was constructed with questions designed to assess the students. Through standardization, diagnostic worksheets for primary school students in grades 5 and 6 and secondary school students in grades 7 and 8 were produced. The diagnostic worksheet was divided into three sections, consisting of the psychology of learning mathematics in section 1, the methodology in learning mathematics in section 2, and personal preferences in learning mathematics in section 3. The psychology of learning mathematics was composed of questions on factors such as, "confidence in math learning ability," "math anxiety," and "attitude in learning mathematics." Moreover, factors in methodology in learning mathematics were "self-management in learning mathematics" and "math learning strategies." Those for personal preferences in learning mathematics asked about "motivation" and "preferences" with questions about "math learning habits" and "management methods for learning math." This diagnostic worksheet can be used as basic material in consulting students on learning mathematics.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.17 no.2
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• pp.153-165
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• 2022

The COVID-19 Pandemic incident forced all educational and learning activities to move online, so it is no longer an option to use information and communication technology for education and learning. Venture capital has made the largest investment ever in Edu-tech startups. This study investigates the factors influencing the intention to use digital technology in education, taking into account the Unified Theory of Acceptance and Use of Technology (UTAUT) along with digital literacy, which has become an essential ability in the digital age. As a result of the structural equation model analysis, we find that performance expectation, effort expectation, and social influence have a positive effect on the intention to use digital technology in education. Moreover, digital literacy has a positive effect on performance expectation, effort expectation, and social impact, but the direct effect on the intention to use digital technology on learning is not significant. Furthermore, to see the moderating effect of age, the results of multi-group analysis present that the differences between 10s and 60s, between 20s and 60s, between 30s and 60s on the path of social influence on the intention to use digital technology in education are significantly reduced. This study academically contributes to expanding the research on the factors affecting the intention to use digital technology in a specific situation of education by considering both digital literacy and Unified Theory of Acceptance and Use of Technology (UTAUT). In addition, it can be used as a practical guide to the factors to be considered for each age when making learning participants more actively use digital technology.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.3
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• pp.445-460
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• 2011

Recently, worldwide attention has been placed on being able to develop a person with interdisciplinary abilities. Specifically, there has been an emphasis on the integration of the previous STEM education and the arts, as well as the role of IT in technology and engineering education. Therefore, for this study, our goal is to help pave the way for the increased use of the teaching-learning methods of the IT-based STEAM education in developing people with interdisciplinary abilities. Firstly, we searched through domestic and foreign papers for example related to the recent trend towards the STEAM and integrative IT education models. In this study, we also presented a realistic teaching model based on STEAM education, applied mainly in the U.S., and on the teaching-learning methods of science and technology. The method we suggested is rated by expert assessments as a highly effective teaching-learning method for science and math. The use of educational IT technology in the STEAM education method is also analyzed with positive results.

• English Language & Literature Teaching
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• v.15 no.3
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• pp.283-300
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• 2009

The purpose of this paper is to suggest a model for an English learning web-site using Korean folktales to stimulate the interest of beginners learning English, (elementary and early middle school ages) and suggest an integrated way of teaching 4 skills. The study first reviews the theoretical and historical backgrounds of storytelling using Korean folk tale, WBI (Web Based Learning), and learner-centered learning. Storytelling using Korean folk tale is an interactive way of teaching English through the use of words and actions from Korean traditional culture. The students can take pride in their own culture while learning a foreign language since they are familiar with the stories and the culture. Nowadays multicultural education is one of the big features of global education. Therefore there are benefits of studying English through Korean folktales. The websites can help students learn English ubiquitously with a learner-centered focus. For the study, we analyzed several digital English storytelling websites. The paper concludes that digital English story books need to improve their interactive ways of teaching for more effective learning. The authors created an integrated English learning website model using Korean folktales for beginners. We hope to introduce this type of learning through the website for higher level students in middle school. Further study should be conducted in order to make the websites more meaningful and useful for Korean students learning English.

• Educational Technology International
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• v.19 no.2
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• pp.199-228
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• 2018

The main purposes of this study were (a) to analyze the research trend of educational use of tangible technology, (b) to identify tangible learning mechanisms, and potential benefits of learning with tangible technology, and (c) to provide references and future research directions. We conducted a systematic literature review to search for academic papers published in recent five years (from 2013 to 2017) in the major databases. Forty papers were coded and analyzed by the established coding framework in four dimensions: (a) basic publication information, (b) learning context, (c) learning mechanism, and (d) learning benefits. Overall, the results show that tangible technology has been used more for young learners in the kindergarten and primary school contexts mainly for science learning, to achieve both cognitive and affective learning outcomes, by coupling tangible objects with tabletops and desktop computers. From the synthesis of the review findings, this study suggests that the affordances of tangible technology useful for learning include embodied interaction, physical manipulations, and the physical-digital representational mapping. With such technical affordances, tangible technologies have the great potential in three particular areas in education: (a) learning spatial relationships, (b) making the invisible visible, and (c) reinforcing abstract concepts through the correspondence of representations. In conclusion, we suggest some areas for future research endeavors.