• Journal of Korea Society of Industrial Information Systems
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• v.16 no.5
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• pp.93-105
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• 2011

This study was performed to figure out the effects of perceived usefulness and ease of use in Technology Acceptance Model(TAM) affecting acceptance attitude and intention to use in smart learning. In addition, the study recognized the need for differentiation of learning time by analyzing the difference of effects influencing acceptance attitude of perceived usefulness and ease of use during learning time, which is at the beginning, midterm, and at the end of the term. As the results of the study, it showed that there were differences between the factors, the learning time of which was considered, affecting acceptance attitude and intention to use. Furthermore, in order to improve the effectiveness of building a smart campus, which is currently under the construction, the study argued that universities need to consider the learning relevance and subjective norm as important factors in perceived usefulness of smart learning. Finally, the need for the design of various smart learning types became accepted considering learning time.

• Proceedings of the Korean Society of Computer Information Conference
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• 2011.06a
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• pp.419-420
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• 2011

스마트폰을 이용한 학습용 앱을 개발하기 위해 본 연구는 기초학습인 덧셈의 기능을 완료하였다. 덧셈문제를 계속해서 풀 수 있는 구조로 설계하였고, 정답과 오답에 대한 설명 이벤트를 배치하여 학습효과를 높였다. 본 과정은 수학공식 및 다양한 학습으로 확장 가능하며, 사용자별, 날짜별 점수 DB를 저장한다면 본인의 실력 향상을 체크해 볼 수 도 있을 것이다. 본 학습앱을 안드로이드기반 스마트폰에 배포한 결과 정상적으로 풀이 됨을 확인하였다.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.829-840
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• 2015

In this study, we analyzed the teaching practices of science teachers using smart technologies and investigated their difficulties in implementing smart education and their educational needs. We also studied their opinions on the application of smart technologies in science education. The participants were seven science teachers who participated in the smart education study group of a science teacher association in Seoul. We elaborated on the characteristics of smart education in science education during comprehensive analyses of instructional materials used in science classes and the initial interviews. We then analyzed the second interviews by categorizing their responses inductively. All the science teachers used the 'instant access as needed', but their interactions, simply answering students' questions, were found to be at a low level. They did not effectively use the 'collaborative interaction with SNS or wiki-based service' for the support for interactive learning. While most collected learning results of their students and provided feedback in the aspect of 'individualization according to leaner level', they were not aware of 'context, situation, and location of learners' in smart education. While all the teachers extended learning opportunities by using learning resources widely in smart education, most were not aware of 'support for self-directed learning'. Most teachers believed that smart education should be developed to help students learn interactively and in a self-directed manner. They also provided many opinions on teacher training programs and environmental support for smart education. Based on the results, some considerations for implementing smart education in science instructions effectively are discussed.

• The Journal of Korean Association of Computer Education
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• v.16 no.3
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• pp.31-39
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• 2013

We developed a smart learning system by using the 'bring your own device' concept, which means the policy of permitting teacher and learners to bring personally owned mobile devices such as laptops, tablets, smart phones, etc. and applied the system to school classes. In addition, we analyzed the learner's satisfaction related to interfaces, interactions, applications, technical support, and evaluation areas. The evaluation system consists of App program for tablet PC's and smartphones, web program for desktop PC and electronic teaching desk, and server program for evaluation and database. Because all the teaching materials, feedback data and evaluation materials about learners are stored on the server, students can receive the necessary data through real-time feedback using their smartphones and desktop PC's. As a result, it could increase educational achievement with interest in learning.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.20 no.6
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• pp.1081-1086
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• 2016

While smart learning have been introduced for more learning effect, this study is to understand instructor's smart learning acceptance using technology acceptance model(TAM). This study developed the extended TAM model, including external pressure for smart learning and smart self efficacy for smart devices as study variables and attempted to examine the research model through the empirical analysis. The research model has the 7 variables including smart self-efficacy and external pressure. For the empirical study, the survey was conducted for the one month, March, 2016, and the total 143 data among the collected 167 responses were used for the empirical analysis. As the result of the analysis through the structural equation model, the 9 paths among the total 10 paths show the significant relationships between the variables. Through using the result of this study, it is to provide suggestions for the improvement of smart learning environments.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.07a
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• pp.151-154
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• 2012

본 논문에서는 21세기에 인재양성에 필요한 학습능력의 동향을 알아보고 전통적 교육에서 스마트 교육으로 변화함에 따라 스마트 러닝 교수설계 모형을 제안하고자 한다. 21세기 사회는 지식기반사회, 지식정보사회 등 '지식'이 핵심 키워드라 할 수 있다. 기존의 전통적 지식과 21세기에 필요한 학습능력을 통합하여 디지털 교과서, 온라인 수업, 클라우드 교육 서비스, 스마트 교육환경의 콘텐츠와 교수학습 모형을 융합하는 새로운 교수설계 모형이 필요하며 지속적인 연구가 필요하다.

• Journal of the Korea Society of Computer and Information
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• v.20 no.4
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• pp.147-159
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• 2015

This paper is to design smart based collaborative learning model for programming education of fifth graders of elementary school and applies it to a class and analyze its result. Designed learning model is composed of understanding of concept, realization, learning and sharing and it includes step by step learning materials and smart based collaborative learning activities. Scratch traffic light learning materials at leaning stage classify content to be checked in programming by colors and write to support programming internalization of learners. Provision of smart based collaborative learning activities that considered learning conditions of learners makes it possible for beginners to participate in and keep study actively. This study showed that there was statistically significant difference in learners' programming interest and those who achieved over 8 out of 10 points were 60.7% at three stage evaluations for achievement level that applied learning model which suggests that satisfactory achievement level is achieved.

• Journal of radiological science and technology
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• v.39 no.4
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• pp.661-667
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• 2016

The purpose of this was to study and analyze smart learning the self directed learning, self efficacy, learning satisfaction about department of radiology in a college. For this study total students 102 in 3 classes were surveyed at the end of semester. The research data was analyzed using SPSS also self directed learning, self learning efficacy, learning satisfaction analyzed t-test, ANOVA and Pearson's correlation coefficient results were followings. First, Men is more higher than women in a self learning efficacy, self directed learning, learning satisfaction. Second, in a learning satisfaction smart learning ever heard in a first time group more satisfaction. Third, during the smart learning classes a students appeared a positive response. As a results, learning satisfaction will increase a learning when learners need a ability of self control planning and learning motivation by themselves in voluntarily and actively. Suggest to change a paradigm in a radiology classes so we have to improve a teaching skills this solution recommend is two way communication. In conclusion, smart learning applied for classes of college is meaningful as a new teaching, which can be change gradually learning satisfaction by teaching methods.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.11
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• pp.7599-7606
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• 2015

The objective of this study was to examine the correlations between smart phone addictions (SPA) and learning disorder (LD), attention deficit hyperactivity disorder (ADHD), and depression of post secondary level students, who were believed to have decent degree of self-commands. The correlation between the degree of smart phone addiction and learning disorder was 46 (p<0.001) and the correlation between the degree of smart phone addiction and ADHD was 48 (p<0.001). Meanwhile, the correlation between learning disorder and ADHD was 64 (p<0.001). From the multiple comparison of learning disorders, bothe the learning disorder and the ADHD of a group with lower degree of smart phone addiction showed mean differences that were more statistically significant than those of a group with higher degree of smart phone addiction. The depression of a group with lower degree of smart phone addition was also more statistically significant than that of a group with higher degree of smart phone addiction.

• Information Systems Review
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• v.18 no.4
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• pp.69-88
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• 2016

Nowadays, organizations have adopted Smart Work to efficiently manage tasks, such as electronic document approval, customer management, and site inspection, without spatial-temporal constraints. Smartphones, which are commonly used in Smart Work, enable individuals to perform their jobs anytime and anywhere, thus blurring the boundary between work and non-work. To solve the problem of blurred work/non-work boundaries, a construct of self-control and affective factors needs to be considered because business style is changed from command to autonomy in the Smart Work context. Moreover, employees can convey their emotions easily over smartphones. Recent marketing studies have analyzed consumers' behavior based on the combination of cognitive, affective, and behavioral components, and researchers of information systems are also interested in these factors. However, previous research has some limitations, such as not classifying factors into cognitive, affective, and behavioral as well as not covering all three factors. Therefore, we explore the roles of cognitive, affective, and behavioral components in emotional exhaustion and education performance, and conduct a survey on undergraduate and graduate students, who are the major users of smartphones. Findings show that when individuals improve their cognitive capability (self-control) and usage experience (smartphone communication and internet usage), they can decrease emotional exhaustion and increase education performance. In the role of affective capability, increasing education performance is partially accepted. These results imply that organizations should not focus on controlling the usage of smartphones but on promoting appropriate smartphone usage.