• The Journal of the Korea Contents Association
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• v.16 no.6
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• pp.1-8
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• 2016

Strengthening self-directed learning ability is established as one of the goals of gifted education in Korea. In addition, it should be noted that self-directed learning can be realized in variety of ways as favorable conditions and environments are fostered to provide gifted education utilizing program. in the recent days. But, gifted learning programs for programming are programmed for information gifted student. Therefore, we have analyzed in this study the effects of improvement on self-directed learning ability of mathematically gifted student through class utilizing app inventor program for self-directed learning ability. Built up from the 4th and 5th grade to elementary math one class for gifted children complete by making math quiz, we use the app inventor to activity. The result of experiment showed very significant difference in the post-survey to less than .002 in the pre-survey in terms of three domains, which are intrinsic motivation, the openness of learning opportunities and autonomy which corresponds to sub-elements of self-directed learning ability. We could verify from the result of the study that mathematically gifted student learning program utilizing app development activity have positive effects on self-directed learning ability of mathematically gifted students.

• The Journal of Korean Association of Computer Education
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• v.19 no.3
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• pp.21-34
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• 2016

This study aims to develop user experience based mathematical program for self-directed learning. To meet its aim this program is designed and developed according to the process and method of 'ADDIE', general design model of education program. The features of this program are as follows. First, teacher can set questions conveniently through intuitive system of web and learner can solve questions at anytime and anywhere through instant access to application. Second, learner can solve different types of questions based on powerful question database and teacher can provide instantaneous feedback on them. Third, learner's circulation learning can be possible by utilizing paper-video explanation and wrong answer note and teacher supports learner's active learning management though group achievement management.

• The Journal of the Korea Contents Association
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• v.14 no.10
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• pp.393-402
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• 2014

This study aims to testify the effect of reading and writing abilities improvement program for elementary school children from multicultural families. Methods: The research design used in this study was a non-equivalent control group pretest-posttest research design. The participants were divided into two groups, an experimental group(n=9) and a control group(n=8). Data were analysed by using Mann-Whinety U test, Wilcoxon Signed Ranks, Cohen's d with SPSS(PASW)18.0 program. Result: Significant differences were found in scores for reading ability (z=-2.668, p=.008, ES(d)=0.6) and writing ability (z=-2.670, p=.008, ES(d)=0.5) in experimental group. Conclusion: The results indicate that the reading and writing abilities improvement program should be used with elementary school children of multicultural families to help them and to improve their reading and writing abilities.

• Journal for History of Mathematics
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• v.21 no.1
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• pp.121-138
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• 2008

In this study, we designed and developed Web-based 3D figure learning program which can create and control the 3D figures effectively in cyberspace. To develop this learning program, we used the JAVA 3D because JAVA 3D can express 3D figures effectively in cyberspace and is platform independent. This program is very helpful for learners to understand the concept of 3D space and the formulation of space concept effectively. Also it motivates learners to understand 3D figures study and enables Self-Directed-Learning.

• 한국정보교육학회:학술대회논문집
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• 2007.01a
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• pp.365-372
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• 2007

뇌파는 대뇌피질에 분포하는 신경세포의 활동을 객관적으로 명확하게 표현해주기 때문에 학습자의 두뇌기능을 과학적으로 평가해준다. 따라서 학습에 의한 직접적인 효과를 알아보기 위해서는 두뇌사고활동을 수행하는 과정에서 학습자의 두뇌기능 상태에 대한 객관적인 검증이 필요하다. 또한 학습자의 학습과정에서의 활성뇌파를 분석 해봄으로써 학습에 영향을 미치는 뇌파가 무엇인지를 파악할 수 있다. 본 연구는 학습 및 학습에 영향을 미치는 정서와 관련된 뇌파연구를 고찰함으로써 영재아의 학습효과를 높이기 위한 뇌파 분석 및 조절 프로그램을 개발하는데 시사점을 찾아보고자 한다.

• Journal of Science Education
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• v.37 no.2
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• pp.338-347
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• 2013

The purposes of this study were to develop the activity based STEAM education program and to investigate the effects of the developed program on students' interest in science learning. The program was applied to 7th grade science club. This study was planned to single group pre-post test design. Test tool was the questionnaire of interest on science learning. In the results of t-test, there was statistically significant difference on the pretest and posttest of interest in science learning. Also there was significant difference on attitude toward science, recognition and strategy on science learning that were subdomains of interest on science learning. The results indicated that activity-based STEAM education program was effective in improving students' interest in science learning. In future, studies should be conducted that examine the effect of STEAM program on creativity and problem-solving activity. Therefore studies on the effectiveness of activity-based STEAM education programs should be made continuously.

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.299-313
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• 2002

A web-based instruction program for the enriched course under the 7th Revised National Curriculum of Biology in Korea was developed and the application effects to learners were analyzed. For the development of the web-based instruction program, five topics of biology from the enriched courses through 7th to 10th grades in the middle and high school science textbooks were selected and modulated with interrogative sentences. Each topic of programs was divided into four activity sections according to the learners' activity procedures supplemented with explanations and evaluations. Each activity was hyper-linked to multi-layers and animations. Further, a virtual experiment was also developed and an evaluation section designed by Java Script was attached. Among five topics, one topic of 'Reproduction and development' at 9th grade level was selected to examine the effects on students' learning. Among 247 9th grade students in the research subject school, only 67 students were able to accessible to ultra-thin Internet cables with their computers at home and they became an experimental group. A control group was assigned to those who are similar level of school science achievement to the experiment group and did not use the web-based program. It was found that most of 9th grade students are able to use Internet at home, however, they do not prefer to use Internet for homework or task project. Rather, most of students used Internet for e-mail or information navigation. Students used internet to solve problems of science and perceived the benefits of Internet for science learning. However, there are not many students to utilize Internet for science homework or task project. Students expressed that they do not prefer to use a web-based learning program for science learning due to lack of interests in science. The effects on students who studied with this program appeared to be significantly high compared to those who did not study with this program. Students who studied with this program positively evaluated this program, in particular, they enjoyed animation effect and virtual experiments. It was concluded that a web-based program for science learning should be developed and distributed through Internet in an attractive and interesting format for students. It was also concluded that various web-based programs for science learning with animation effect and virtual experiments should be developed to increase students' interests in science as well as to improve students' science achievements.

• Journal of The Korean Association of Information Education
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• v.11 no.1
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• pp.1-9
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• 2007

The purpose of this study is to develope a criterion for evaluation on game-type learning programs by the application of HCI(Human Computer Interaction) theory. And to analyze game-type learning programs for elementary students on the criterion developed in this study. The HCI theory, which deals with principles or methods for developing systems people can use conveniently and pleasantly, has been applied to overall area of program development. And it also has been widely used to evaluate learning programs. However, there have been few studies on a game-type learning program evaluation on the basis of the HCI theory. This paper shows that evaluation criteria are developed on three viewpoint bases : usefulness, usability, and affect which are as elements in HCI. And analyzes the game-type learning programs from these three points of view. The evaluation criteria developed in this study can be applied to a basis for evaluation on game-type learning programs, and the analysis will be able to be a useful guide to game programers as well as its users.

• Journal of Internet of Things and Convergence
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• v.8 no.4
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• pp.49-55
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• 2022

This study aimed to examine the meaning of adult learners' experience in which they performed a convergence program for the self-confidence improvement of disabled persons with brain lesion who were daycare center users. For the goal, the study collected data through a 5-session profound interview with those disabled persons and then through this author's observation. This study analyzed all the data and, as a result, categorized three significant themes that best represented the above mentioned meaning, which are 'tension of beginning', 'joy of being in company with others' and 'I as the present being'. With those meaningful themes taken into serious consideration. Finally, this study suggested that field programs for social welfare practice in better connection with adult learners' major should be researched and developed.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.973-980
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• 2023

This study analyzed the effects of a Micro-learning content-based extracurricular program among university students based on their general characteristics. A survey was conducted on 600 students affiliated with G University, a major national university. Learning immersion and learning motivation were used as the key indicators for measuring the learning effects. Cronbach's α coefficient analysis was performed to validate the reliability of the learning effect measurement tool. Independent sample t-tests were utilized to analyze differences in learning immersion and learning motivation based on gender and major disciplines. One-way analysis of variance (ANOVA) was employed to measure differences in learning immersion and learning motivation according to academic year. According to the research findings, gender and academic year did not significantly influence participation in the Micro-learning content-based program. However, differences in learning immersion and learning motivation were observed depending on the major discipline. Based on this, it is suggested that future programs should provide suitable environments and stimuli based on the students' major disciplines.