• Journal of Korea Game Society
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• v.12 no.1
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• pp.113-122
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• 2012

This study is focused on the effect and satisfaction of Education of Music Appreciation by utilizing music game. In order to come up with the result, the study has conducted an experimental comparison using 107 male and female 4th grade students at G-elementary school in Gyeonggi-do. As a result, the class that teaches with the game has relatively higher learning assessment, study involvement and in particular, has a significantly increased satisfaction level than the class that only uses music appreciation. In addition, it analyzes that study involvement and satisfaction has an effect on learning assessment. The results of this research deemed to contribute direction of planning on learning contents by applying Smart Devices in regular school classes.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.527-535
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• 2021

The STEAM education was applied to science high school students, and changes in perceptions of students and teachers were investigated after class treatment. By the results of the student's perception survey, very positive results were found in increasing problem-solving capabilities, educational satisfaction, etc. More than 98% of students said they would continue to participate in STEAM education classes. Meanwhile, the lack of time for class activities put a burden on students to complete the problems during class. Especially nanoscience content and activities were properly organized in consideration of the level of cognitive development of the students. In addition, as a result of a survey of teachers' perceptions for students, more than 80.0% of teachers responded very positively in 'self-directed learning ability' and 'problem-solving capability', etc.

• Journal of Practical Engineering Education
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• v.14 no.2
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• pp.295-303
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• 2022

This study compares two cases in which flipped learning is applied in the active learning classroom (ALC) and fixed classroom of advanced engineering education. To this end, the difference in pre-learning, academic achievement, and class satisfaction between ALC and fixed classroom flipped learning were compared. The results revealed that students in ALC flipped learning watched more video lectures for pre-learning than those in the fixed classroom flipped learning and achieved higher scores on final tests, though they obtained lower points on midterm exam. In addition, examination of class satisfaction with questions about class factors, instructor factors, and overall satisfaction revealed that ALC flipped learning showed higher satisfaction in all factors than the fixed classroom flipped learning. This case study suggests that the ALC environment, a learning space built to facilitate learner-centered activities, is more effective for flipped learning that requires active interaction in the classroom.

• Journal of the Korea Society of Computer and Information
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• v.29 no.6
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• pp.193-200
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• 2024

This study aims to answer the following questions: 'Do university students who are satisfied with their online courses have higher academic achievement?' and 'What are the key self-regulated learning strategy factors that influence satisfaction and academic performance?'. To do this, this study conducted a survey of university students taking online courses and collected a total of 95 questionnaires. Research method used structural equation model. The results of the analysis showed that, First, satisfaction and academic achievement in university online courses were found to be unrelated. Second, the factors affecting satisfaction and academic achievement were found to be different. Time management was analyzed as a significant factor affecting both satisfaction and academic achievement, while interaction was found to affect satisfaction only. These findings can be used as a basis for developing practical policies to prioritize and support self-regulated learning as an effective teaching method in university online courses.

• Journal of the Korean Applied Science and Technology
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• v.37 no.2
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• pp.192-205
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• 2020

The purpose of this study is to verify the structural relationship empirically among self-esteem, self-efficacy and life satisfaction of college students who answered that they had high academic stress. SPSS 23.0 and AMOS 21.0 were used to achieve the objectives of this study. In SPSS 23.0, frequency analysis to analyze demographic characteristics, correlation analysis to verify multi-collinearity among the questionnaire scales, and reliability verification to determine the reliability of questionnaire questions were conducted. In AMOS 21.0, confirmatory factor analysis was conducted to verify the construct validity of factors and to verify the causal relationship between variables. To determine the goodness of fit of the model, the 𝑥² test and the goodness-of-fit index were used. Judging. First, the self-efficacy of college students with high academic stress group through swimming class was positively influenced on self-esteem. Second, the self-efficacy of college students with high academic stress group through swimming class was positively influenced on life satisfaction. Third, the self-esteem of college students with high academic stress group through swimming class was found to affect life satisfaction. This study has significance in demonstrating the problem of academic stress of Korean university students and in proposing expansion of the physical education class as a solution.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.665-676
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• 2015

In this case study, we analyzed the processes of STEAM lessons conducted by preservice secondary science teachers. Three preservice science teachers at a college of education in Seoul participated in this study. After the workshop for STEAM education, they planned and practiced STEAM lessons. All of the teaching-learning materials were collected before lessons, and their lessons were observed and videotaped. Semi-structured interviews were also conducted before and after their lessons. The processes of STEAM lessons were analyzed while focusing on PCK and PDC. Their difficulties, needs, and views on STEAM education were also studied. It was found that they have taken much efforts to reflect the objectives and characteristics of STEAM education, and prepared teaching-learning materials by searching on the internet and arranging creative contents. Their great difficulty was to determine topics for STEAM lessons. While one preservice teacher satisfied with her lesson perceived STEAM education positively, the others perceived that it would be very difficult to practice STEAM lessons in school. For their STEAM lessons to be successful, the workshop needs to include some specific information on grades, proper topics for each grade, ways of making materials, and tips for effective STEAM lessons. In addition, it will be effective if the workshop is carried out after their study on constructivist learning theory and if they experience successful STEAM lessons.

• Journal of the Korea Society of Computer and Information
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• v.28 no.3
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• pp.91-100
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• 2023

This study is a case study comparing and examining the effects of non-face-to-face(NFTF) classes in the 2021-2 semester and face-to-face(FTF) classes in the 2022-2 semester on learning immersion, learning stress, and learning satisfaction. The learning immersion and learning satisfaction of 240 students were analyzed in NFTF and FTF classes of department S of C junior college where the same textbook, same subject, and same professor were taught. For data processing, SPSS Ver. 23.0 was used. The data is used to measure reliability by Cronbach's α, t-test, Pearson's correlation coefficient, and multiple regression analysis. The results of this study are as follows. First, learners' learning immersion was higher in FTF than NFTF classes among engineering major subjects. Second, it was found that there was a difference in learning stress according to the types of FTF and NFTF classes in engineering major subjects. Third, it was found that there were differences in practice content, communication, and task performance of sub-factors of learning satisfaction according to FTF and NFTF class types in engineering major subjects. In conclusion, it was found that FTF classes had a more positive effect on learning immersion and satisfaction, and NFTF classes had a more negative effect on learning stress.

• Journal of Internet Computing and Services
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• v.12 no.6
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• pp.95-103
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• 2011

This study was executed to give a help in planning and implementing Blended learning through investigating the learners' satisfaction difference according to Blended learning situation and learners' trait. For this purpose this study divided online learning situation into three types to examine the influence on satisfaction. And participants was divided based on the learning style to examine the influence of the trait on satisfaction. The Blended learning satisfaction classified into four; web environment, content, face to face sessions, general view on Blended learning's implementation.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.01a
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• pp.101-102
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• 2020

본 연구의 목적은 대학생의 학교생활만족이 자아탄력성에 어떠한 영향을 미치는지를 살펴보고 대학생활적응의 기초자료 활용과 시사점의 제공에 목적을 두고자 하였다. 이를 위해 통계자료를 활용하여 요인분석은 Varimax에 의한 직교회전에 의하여 요인적재치를 산출하였고, 설문문항에 대한 측정은 크론바하 알파계수(Crobach's Alpha)를 이용하여 신뢰도 검증을 실시하였다. 실증분석 결과, 스트레스, 친구관계, 정서적지지는 학교생활만족에 따라 자아탄력성에 유의미한 영향을 미치는 것으로 나타났으며, 전공수업, 대학환경은 학교생활만족에 따라 자아탄력성에 유의미한 영향을 미치지 않은 것으로 나타났다.

• Journal of Korean Library and Information Science Society
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• v.49 no.4
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• pp.167-185
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• 2018

The purpose of this study is to analyse the cases related with PBL and to suggest the activation plan of LAI based on the derived results. The analysis objects were the PBL cases which have been performed from 2000 to 2018 in Korean schools. The PBL cases were analysed in the aspects of school levels, target grades, subject clusters, teaching patterns, information sources, cooperative teaching status, library cooperative teaching status, and educational effects. The results were like these; 1)The PBL was applied at the elementary schools the most, the next middle schools, and high schools. 2)The teaching pattern was the exclusive teaching the most, and the next pattern was team teaching with other teacher, and the lowest pattern was with librarian teacher. 3)The subject cluster was natural science cluster the most and the next was the human & social science cluster and the art, music and physical education cluster. 4)The PBL performed with school library was low. 5)The main effects of PBL were the improvements of academic achievement, learning satisfaction degree, creative ability, problem-solving ability, and self-directed learning capability. As the results, it's proposed that it's important for librarian teachers to have the aggressive attitude for the activation of LAI as well as the cooperation with PBL subject teachers from the planning step to the evaluation.