• Journal of the Korean Society of Earth Science Education
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• v.14 no.3
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• pp.257-266
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• 2021

This study investigated the understanding of pre-service teachers in relation to the 'fog experiment' in the 5th grade 'Weather and Our Daily Life' unit of the 2009 and 2015 revised elementary school science textbooks. Pre-service teachers who participated in this study were 100 students, who are attending the university of education and taking courses in teaching research. After pre-learning about the 2009 and 2015 revised elementary school science textbooks and guide book, pre-service teachers conducted the experiment in groups. After that, the pre-service teachers individually presented answers to three questions, and the results of analyzing the answers are as follows. First, there were 24 (24%) preservice teachers who explained the difference in fog generation in the 2009 and 2015 revised curriculum with related scientific concepts such as condensation and water vapor, and only 1 (1%) of them explained the difference using the concept of saturation. Second, there were 48 (48%) pre-service teachers who found out the reason for the change in the fog experiment method according to the change in the curriculum. Third, pre-service teachers valued the reproduction and success of experiments rather than the importance of scientific knowledge, and such pre-service teachers suggested the use of alternative experiments or website.

• The Journal of the Korea Contents Association
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• v.22 no.7
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• pp.524-539
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• 2022

With the advent of generative artificial intelligence technology, it became possible to create a virtual human, and produce a lecture video only with textual information. It is expected that the virtual human will enhance the efficient production of educational contents and the student's entertainment experience and satisfaction. However, there have been still few studies that have demonstrated the process of how virtual human technology reaches students' satisfaction. Therefore, the purpose of this study is to empirically examine whether the human likeness, which is the main characteristic of a virtual human based on Uncanny Valley theory, affects human experience and satisfaction. In particular, human likeness of the Uncanny Valley theory was subdivided into human likeness in the visual and verbal dimensions, and the process of reaching satisfaction was understood based on the experience economy model. In particular, human similarity in Uncanny Valley theory was classified as similarity in the visual and language levels, and the process of reaching satisfaction based on the experiential economic model was analyzed with a partial least squares structure model equation (PLS-SEM). The survey was conducted online for a panel of office workers at a specialized research institution in China. The results indicate that both the visual and verbal human likeness had a positive effect on experience economy factors (education, entertainment, esthetic, escape), and then these experiential factors had a significant effect on satisfaction. The results also provide some suggestions to consider when designing educational contents by virtual human.

• Journal of Korea Entertainment Industry Association
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• v.15 no.8
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• pp.279-290
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• 2021

As the university's academic management was not carried out smoothly due to COVID-19, and most of them were conducted as non-face-to-face classes, students' dropout is steadily increasing. In this study focus group interviews were conducted to analyze physics students and professors' recognition of the COVID-19 non-face-to-face class environment. Based on the results, the implications of non-face-to-face classes for physics education were presented. Physics students described their feelings about un-tact teaching as 'the class in which the body is comfortable but the mind is uncomfortable', 'a person who is smarter than me seems to explain a book, reading it' and 'a short clip lecture which may be comfortable but cause losses to me', while the professors also described them as 'a fully transformed class system' and 'a online class putting much burden on me'. Regarding school dropout, students said that the concerns about dropout during non-face-to-face classes were deepened about transfer or transfer. The professors said that the department atmosphere had lost vitality due to the increase in non-face-to-face classes and academic dropouts, and had a lot of worries because of the recruitment rate and external university evaluation. The implications of the COVID-19 non-face-to-face class situation for physics education suggest that it is required to strengthen the interaction between professors and students, finding ways to enhance the sense of reality to supplement laboratory classes and giving opportunities to professors to share their pedagogical contents knowledge in physics.

• Journal of Practical Engineering Education
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• v.14 no.3
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• pp.523-533
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• 2022

During the COVID-19 pandemic, the use of video classes and real-time online education has increased, but the lack of interaction between instructors and learners remains a challenging problem to be resolved. This paper designs and implements a learning support system that utilizes a digital human to improve faculty-student interaction, which plays an important role in increasing the educational effect and satisfaction of real-time online classes. In this paper, a digital human participates in a class as a virtual learner and asks questions raised by other learners through an anonymous chat system to the instructor on behalf of the learners. In addition, as a class facilitator, the digital human analyzes the lecturer's speech in real time and provides it to the learner in the form of a summary of the class, thereby facilitating faculty-student interaction. In order to confirm that the proposed system can be used in actual online real-time classes, we apply our system to Zoom classes. Experimental results show that facilitated Q&A and real-time class summaries are successfully provided through our digital human-based learning support system.

• 대한공업교육학회지
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• v.34 no.2
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• pp.128-160
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• 2009

Narratively I have described interactions between two teachers performing an introduction to the engineering class with various situations such as place, teacher, student and subject. I have specifically illuminated a three-dimensional narrative inquiry space embracing the culture of the university, the college of engineering and the ABEEK(Accreditation Board of Engineering Education of Korea)program. The result of the study is as follows: First, in order to stimulate the students' motivation, the teachers have to make not only their class PowerPoint slides match the size of the classroom, but the content of the slides must be condensed with core concepts. They also should utilized some video clips to empower students' interest in the subject within their classrooms. Second, the teachers should do various class activities in the classroom. Instead of spending most of the class time with his/her explanation, it would be advantageous for the teachers to allow the students to perform a task in class. Third, the teachers should ask their students about assignments which are helping students' understanding of the subject and planning of their future. Lastly, the teachers need to design the mid-term and the final tests inducing the students' motivation. Those tests also must test students' creativity and insight of the subject. Thus, the test should consist of an interpretive exercise and an essay type of item thus reducing the multiple choice types of items. There are several limitations to the study. First it is difficult to generalize what we found here because it is a case study. Second, we could not study in depth the effect of the interaction between the two teachers who were performing the introduction to the engineering course during the academic semester. Third, this study just probed into the difficulties of teaching the course. Hence, we have to understand more by focusing on each issue such as adapting to a new learning environment as a student from abroad, a practical experience boosting the students' interest in the introduction to the engineering course, also a practical experience on process based learning-versus result based learning, and an effective management of the student team presentation etc.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.1025-1035
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• 2017

The purposes of this study are to analyze the merits and limits of flipped learning by suggesting the ALP model for efficient application and to test the effects of the new ALP model. The process of new model and program development is based on ADDIE in this study. This study consists of two steps. First through literature research on the difficulties of the flipped learning, the elements are extracted to develop new model. Second, these elements were placed according to the teaching and learning flow, which resulted in the procedures. As a result, the ALP model was developed. The ALP model is a new model for applying teaching and learning methods for efficient application of the flipped learning. This model was applied to elementary science classes to test its effects in scientific communication skill. Interviews and cognitive survey were also conducted to collect additional information. The results of this study are as follows: There were various difficulties in flipped learning. Based on literature research results, the ALP model and the science programs for elementary students have been developed. The experimental group showed statistically meaningful improvement in scientific communication skill. The scientific communication skill has two subcategories: the forms and the types. According to the form analysis results, the experimental group showed a statistically meaningful improvement in the form of Table and Picture, but not in the form of Writing and Number. With the same reason given previously, this study confirmed that the application of ALP model improves the students' visual form communication skills such as Table and Picture better than reading form communication skills such as Writing and Number. According to the type analysis results, the experimental group showed a statistically meaningful improvement in "the scientific insistence" type, and "the justification" which is the sub element of "the scientific insistence" type. With this reason, this study suggests that the class applied ALP model gives students more time and opportunities to learn. Though the survey and interviews about the student's awareness of the class with applied the ALP model, this study showed that students actively exchanged their opinions in the class with applied ALP model.

• Journal of the Korean Society of Radiology
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• v.18 no.2
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• pp.101-108
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• 2024

Recently, Metaverse technology has emerged as an important topic in various fields. Metaverse refers to a three-dimensional virtual space in which social and economic activities similar to the real world are possible. Among the 235 third-year students who applied the Metaversity app in the radiology department of this university from September to December 2023, 200 participated in a survey to determine the difference in student response and satisfaction when applying the Metaversity app. analyzed. First, the most satisfactory VOD viewing method was viewing through the Metaversity app, followed by viewing through the LMS. Second, 'I think online videos are appropriate for holiday reinforcement.' showed the highest score at 4.35±0.60, 'I want face-to-face classes and online classes to be held simultaneously.' was 4.25±0.87, and 'I think meta. 'I watched it well through the Metaversity app' was the lowest at 4.10±0.30, and 'VOD viewing through the Metaversity app was used appropriately in class' was the lowest at 3.99±0.75. Also, there was no significant difference in the response to the teaching method (p>0.05). Third, in terms of satisfaction with VOD viewing using the Metaversity app, 'Applying the Metaversity app was interesting and fun' ranked the highest at 4.24±0.88. The score was high, with 'Better improvement is needed to actively utilize the metaversity app' at 4.00±0.45, and 'I hope the metaversity app is implemented in other remote classes' at 3.77±0.88. appear. 'VOD classes through the Metaversity app are better than the existing LMS method.' was found to be 3.44±0.66. Additionally, there was no significant difference in satisfaction with classes according to age and gender (p>0.05). The correlation between response and satisfaction with the metaversity app is 0.601, which can be considered very significant (p>0.001). As a limitation of this study, although we surveyed students' satisfaction with using the Metaversity app, we were unable to investigate the satisfaction of instructors who interact with students. In the future, we did not consider the instructor's satisfaction in classes using the Metaversity app. Research must be conducted, and universities must have institutional support and continued interest until metaversity apps are selected and used to prepare for distance learning.

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.139-158
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• 2009

The purposes of this study are to develop cyber home study program on consumer life for youth in middle school students and to compare the learning effect of this program with that of teacher's off-line lecture in class. The contents of the middle school Home Economics. Technology textbooks was analyzed. Based on this analysis 4 cyber home study lesson plans on youth's consumer life were developed. The topics of lesson plan were as 'youth and consumer behavior', 'utilizing consumer information'. 'effective consumer choice', 'resolving consumer problems'. The cyber home study were composed of 5 steps which were 'guiding' $\rightarrow$ 'learning activities' $\rightarrow$ 'evaluation' $\rightarrow$ 'further study' $\rightarrow$ 'summery'. The second grade middle school students as an experimental group participated in cyber home study through on-line class. The control group of students who had same condition with the experimental group were taught by home economics teacher using traditional instructional methods in off-line class. After the experiment, the changes in consumer's attitudes and knowledge of both groups were analyzed using Analysis of Covariance. The significant improvements of consumer's attitudes and knowledge were found in both the experimental and control groups of students. However, the consumer's attitudes and knowledge of the students who were taught by the teacher in off-line class improved more than those of the students who studied using cyber home study program in on-line class. Thus, the following conclusion is made that the cyber home study could be one of the useful learning methods to aid traditional off-line teaching in class.

• Journal of the Korean Society of Food Science and Nutrition
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• v.38 no.6
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• pp.709-720
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• 2009

This study was conducted to identify daily caffeine intakes in beverages for elementary school children and to evaluate its effectiveness after nutrition education. The caffeine contents of 140 commercial beverages were analysed by high performance liquid chromatography-ultraviolet detector (HPLC-UV) and information about their consumption were obtained by surveying 267 children. Researchers gave nutrition education to the children, who were 6 to 11 years old and attended 9 classes of 3 elementary schools, by lecture, Powerpoint file and moving picture. Their preference and intake amount on beverages were investigated by questionnaire before and after nutrition education. The order on caffeine contents was coffee ($33.8{\pm}2.4{\sim}49.1{\pm}5.6\;mg/100\;mL$)> coffee milk ($10.6{\pm}3.3\;mg/100\;mL$)> cola ($6.0{\pm}2.4\;mg/100\;mL$)> green black oolong tea drink ($6.0{\pm}2.4\;mg/100\;mL$)> chocolate milk and chocolate drink ($1.6{\pm}0.7{\sim}1.7\;mg/100\;mL$)> black ice tea mix ($1.3{\pm}1.7\;mg/100\;mL$). The order on children's preference was carbonated drink and fruit and vegetable drink (27%)> sports drink (26%)> processed cocoa mix (7%)> milk (6%)> vitamin & functional drink (3%)> green tea drink (2%)> black tea drink and coffee (1%). The average daily caffeine intakes except tea drink was $5.9{\pm}11.2$ mg/person/day ($0.17{\pm}0.32$ mg/kg bw/day), ranged from $0.0{\sim}80.5$ mg/person/day for children. The sources of caffeine were coffee 57% (3.4 mg/person/day), coffee milk 20% (1.2 mg/person/day), carbonated drink 15% (0.9 mg/person/day), chocolate milk and chocolate drink 6% (0.4 mg/person/day), and vitamin & functional drink 2% (0.1 mg/person/day). After nutrition education, the preference of carbonated drink, coffee, vitamin drinks & functional drink was decreased significantly (p<0.05, p<0.05, p<0.01) and the intakes of carbonated drink, chocolate milk & chocolate drink, and vitamin & functional drink were also decreased significantly (p<0.01, p<0.05, p<0.01). This study has shown that nutrition education influences the preference and the intake behavior of caffeinated beverages.