• Proceedings of the Korea Information Processing Society Conference
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• 2011.04a
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• pp.1445-1446
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• 2011

최근 스마트 컴퓨팅 시대를 맞아 스마트 러닝 시스템에 대한 관심도가 급증하고 있다. 스마트 러닝의 개념은 크게 2가지로 스마트 단말기를 이용한 학습 방법과 학습을 위한 스마트 학습 기법으로 나누어 볼 수 있다. 스마트 학습 기법은 학습자에게 좀 더 효율적이면서 학습의 효과를 증대시키기 위해 학습자의 성향과 학습자의 프로파일, 학습 상황 등을 인지하여 분석하고 적용할 수 있는 기법을 말한다. 본 논문에서는 학습자에게 스마트 러닝을 위한 스마트 학습 기법을 적용한 시스템 설계를 제안하고자 한다. 본 연구에서 제안하고 있는 스마트 러닝 시스템은 학습자에게 적합한 교수학습 모형을 자동으로 적용하여 학습의 효과를 극대화하고, 학습의 유형과 학습 패턴의 변화에 따라 시스템이 학습자에게 지능적으로 대처할 수 있도록 하는 것이다. 교수학습 모형이 학습자에게 자동변화 되기 위해서는 학습자의 성향분석 그리고 형성평가, 사후평가 등의 데이터 분석을 수집하고 자동으로 분석하여 적용 할 수 있는 스마트 학습 에이전트(SSA:Smart Study Agent)가 필요하다. 따라서 본 논문에서는 SSA 설계를 기반으로 스마트 러닝 시스템의 필요성과 향후 연구 발전에 따른 이러닝(e-learning) 교육 혁신에 기여하고자 한다.

• Management & Information Systems Review
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• v.34 no.5
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• pp.127-148
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• 2015

The results indicate that direction of online reviews have a significant effect on both information reliability and product attitude. In addition, consumers' shopping experience also shows a moderating effect between the direction of online reviews and the dependent variables. Furthermore, product type also shows a moderating effect on the information reliability, yet not on the product attitude. In clarify the relationship between the satisfaction and success of smart-learning smart learning and learner analyzes the main factors that affect the learning flow results, The smart learning variety of properties, personalization, complexity affects the learning flow variety, personalization, ubiquity affects the interaction, It was analyzed by a useful impact on the learner interactivity and immersive learning outcomes. This gives the implications of the smart learning attributes are important in order to maximize the learning experience for smart learning.

• Annual Conference on Human and Language Technology
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• 2011.10a
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• pp.21-24
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• 2011

오늘날 정보통신기술의 발달로 스마트폰을 활용한 스마트러닝의 관심이 높아지고 있다. 하지만 부정적인 시각도 높아 긍정적인 학습효과를 제시하기 위해 많은 연구가 시도되고 있지만 대부분의 기존 연구에서는 이론적인 학습효과만을 제시하고 있어 긍정적인 학습효과를 증명하기에는 많은 부족함이 있다. 따라서 본 연구에서는 뇌파를 이용한 과학적인 근거를 제시하기 위하여 Mindset 장비를 이용하여 학습자의 Attention과 Meditation에 관한 뇌파를 분석하였다. 실험은 스마트폰을 활용한 학습과 기존의 종이를 활용한 학습으로 두 집단 간의 뇌파를 비교 분석 하였다. 실험 결과 스마트폰을 활용한 집단이 기존의 종이를 활용한 집단 보다 Meditation 뇌파가 지속적으로 높게 나타났으며 학습 시간이 지남에 따라 스마트폰을 활용한 집단의 Attention 뇌파가 높게 나타나 스마트폰을 활용한 학습이 학습자를 더욱 집중하게 만든다고 볼 수 있었다.

• The Journal of the Korea Contents Association
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• v.22 no.9
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• pp.667-677
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• 2022

The purpose of this study is to analyze the structural relationship among the usefulness, ease of use, use intention, and learning utilization of smart learning devices recognized by college students. In order to achieve this, the following problems were addressed: first, how do college students' recognition of ease and usefulness of smart learning devices? second, how do college students' recognition of ease and learning utilization? third, what mediating effects od use of smart learning devices and learning utilization? As for the research method, a survey of 350 students who participated in smart learning was conducted to conduct a home review, confirmatory factor analysis, and bootsrapping for structural equation estimation and mediating analysis. As a result of the analysis on this, first, it was found that the usefulness and ease of smart learning devices recognized by college students had an effect on the intention of use. Second, it was found that the perception of the usefulness and ease of smart devices perceived by college students had an effect on the use of smart learning device learning. Third, it was found that the intention to use smart devices perceived by college students mediated the relationship between usefulness and learning utilization, and it was found that it mediated the relationship between ease and learning utilization. The implications are that instructors can recognize and utilize the intention of using smart learning devices properly by allowing college students to recognize the usefulness and ease of using smart learning devices in the classroom, thereby increasing the learning utilization of smart learning devices in class. In addition, efforts are needed to enable college students to recognize the usefulness of smart devices and to expand the use of learning.

• Journal of Satellite, Information and Communications
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• v.11 no.3
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• pp.43-50
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• 2016

This study quantitatively measured the impact of blended learning with smart devices for learning satisfaction. It is targeted in specialized domestic company with IT Service which build smart learning systems and utilize for employee training. Specifically, it empirically analyzed that learning attitude(Self-efficacy, Self-innovativeness, Perceived usefulness, Perceived ease of use) with smart devices affect acceptance of smart learning and offline face-to-face learning satisfaction. As a result, the learning attitude of the smart learning gave a positive effect on the acceptance of the smart learning and then acceptance of the smart learning gave a positive effect on offline face-to-face learning satisfaction. Additionally learning the attitude of the smart learning even gave a positive impact, as well as the acceptance of smart learning experience in offline training. It imply that this variables of smart-learning attitude affect the self-directed learning and positive learning experience.

• Journal of Broadcast Engineering
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• v.21 no.5
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• pp.739-748
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• 2016

This study quantitatively measured the impact of blended learning with smart devices for learning satisfaction. It is targeted in specialized domestic company with IT Service which build smart learning systems and utilize for employee training. Specifically, it empirically analyzed that learning attitude(Self-efficacy, Self-innovativeness, Perceived usefulness, Perceived ease of use) with smart devices affect acceptance of smart learning and offline face-to-face learning satisfaction. As a result, the learning attitude of the smart learning gave a positive effect on the acceptance of the smart learning and then acceptance of the smart learning gave a positive effect on offline face-to-face learning satisfaction. Additionally learning the attitude of the smart learning even gave a positive impact, as well as the acceptance of smart learning experience in offline training. It imply that this variables of smart-learning attitude affect the self-directed learning and positive learning experience.

• Journal of Digital Convergence
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• v.12 no.4
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• pp.21-32
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• 2014

Recently, the number of Koreans who use smartphones has increased drastically; many use smartphones to learn English. In this study, one hundred Korean adult ELT (English language teaching) learners were surveyed to investigate their use of smartphones and factors influencing such use. For comparison, sixty-two students of a Korean cyber university were surveyed; these students were able to study using their smartphones in a smart campus environment. The research results showed that both groups positively used smartphones frequently, and that many intended to continue using them. With regard to ELT, both groups intended to learn English using their smartphones. Furthermore, they preferred certain types of ELT content: thirty-minute or less learning sessions, receptive English skills that focused on listening and reading, and short units of framed language items such as pronunciation and vocabulary. However, few of the respondents in both groups installed ELT apps on their smartphones, and few of the ELT apps satisfied them. The cyber university students responded similarly about smartphone use, although their responses regarding smartphone use for ELT purposes were less positive. These results indicate that the goal of cyber universities in achieving optimum learning outcomes through smart learning and the smart campus has not yet been realized.

• Journal of Korea Society of Industrial Information Systems
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• v.23 no.2
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• pp.53-61
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• 2018

Flow is an optimal psychological state that people experience when engaged in an activity that is both appropriately challenging to one's skill level, often resulting in immersion and concentrated focus on a task. Through the study model, we found that Flow can result in deep learning and high levels of learning performance.

• The Journal of the Korea Contents Association
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• v.13 no.10
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• pp.584-593
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• 2013

The purpose of this research is to analyze students' perception of smart learning focusing on its definitions, roles and values in distance higher education. In the online survey, 1,950 students of 'A' open university were participated. The results show that the students viewed the smart learning to be more 'absorbing', 'interactive' and 'collaborative' than the existing e-learning, as it compiles their experiences into learning. However, the respondents' perceptions of smart learning varied among different age groups: more students in their 40s and 50s responded that smart learning was 'customized', 'humanlike', 'interactive', 'comfortable', 'stable', 'familiar', 'unstressful', and 'practical' than students in their 20s and 30s, and they tend to view the main feature of smart learning to be the compilation of learner experiences.

• Journal of the Korea Society of Computer and Information
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• v.18 no.9
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• pp.91-99
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• 2013

In these days, the smart devices are being developed and used repeatedly. But almost E-learning System did not provide these smart devices environment and user's E-learning space is changing from Single-screen environment to multi-Screen environment. Accordingly we configure smart E-learning space based on multi-screen and integrate the multi-media contents for the Smart E-learning service. We present the synchronization techniques to make the multi-screen environment for smart space with Timed Link and design the Timed Button to relate each Screen which is using multi-media e-learning contents.