• The Journal of Korean Association of Computer Education
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• v.12 no.4
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• pp.1-11
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• 2009

There are several studies in order to learn about programming language. This paper develops a peer agent system based on teaching and learning strategies in order to improve problem-solving ability. Problem-solving ability involves three components - content understanding, domain-dependent problem-solving strategies, and self-regulation. This paper shows the teaching and learning strategies about components of problem-solving for learning to program and the peer agent system uses the teaching and learning strategies. This study intents to analyze the educational effects of the peer agent system. The results show that the system has superior effects on problem-solving ability compared to traditional programming courses or pair programming courses. It means that the peer agent system is the effective educational system in improving student's problem-solving ability.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2010.05a
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• pp.25-30
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• 2010

자기설명이 학습을 촉진시키려면 무엇을 설명해야 하는지 판단해야 하고, 그에 대해 적절한 설명을 산출해내어야 한다. 본 연구에서는 촉진자극(propmpt)를 제공해서 무엇을 설명해야 하는지에 대해 도움을 주면 자기설명 효과가 얻어지는지 알아보았다. 또한 자기설명과 촉진 자극의 효과가 학습자의 인지욕구(need for cognition)와 상호작용하는지 알아보기 위해 인지욕구 수준을 상하로 나누어 3 요인 실험을 실시하였다. 촉진자극과 자기설명의 효과는 과제와 학습자의 인지욕구 수준에 따라 다르게 나타났다. 기억검사에서는 인지욕구가 낮은 학습자에게서만, 자기설명의 효과와 촉진자극의 효과가 관찰되었다. 반면에 이해검사에서는 인지욕구의주효과가 유의하였고, 3 요인상호작용 효과가 경향을 보였다. 즉 촉진 자극을 제공하는 것은 인지욕구가 높은 학습자에게서만 학습을 향상시켰다. 이 결과는 인지부하가 학습에 영향을 미치는 것으로 해석되었다.

• Proceedings of the Korea Information Processing Society Conference
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• 2023.11a
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• pp.21-22
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• 2023

영어 공인 시험에서 영어 어휘는 가장 중요한 요소 중 하나이다. 그러나 기존 영어 어휘 학습 시스템은 단순히 어휘 교재의 콘텐츠를 디지털화한 것에 그치고 있다. 영어 어휘 학습에서 동의어에 대한 학습은 언어 능력을 향상시키고 다양한 상황에서 효과적으로 의사소통할 수 있는 능력 향상에 도움이 된다. 본 연구에서는 학습자들이 영어 어휘 학습을 효과적으로 할 수 있도록 동의어 및 반의어를 활용할 수 있는 학습 시스템을 제안한다. 본 시스템은 동의어와 반의어에 대한 정보가 필요한 영어 어휘를 입력으로 받아 생성형 AI에서 동의어 및 반의어에 대한 정보를 생성한 후에 반환하는 기능을 수행한다. 본 시스템은 학습자들이 어휘 평가에서 오답으로 답한 어휘에 대해 동의어 및 반의어에 대한 추가적인 어휘와 예문을 제공하여 영어 어휘 학습의 효율성을 높일 수 있을 것이다.

• The Journal of the Convergence on Culture Technology
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• v.8 no.4
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• pp.27-35
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• 2022

This study In order to understand the mediating role of the LMS learning effect between digital literacy and major satisfaction of nursing students, data were collected from 241 students enrolled in the nursing college of J city. The collected data were analyzed using SPSS WIN 23.0. The study results show that digital literacy of nursing students has a positive effect on the LMS learning effect (B=.65, p<.001) and major satisfaction (B=.62, p<.001), and the LMS learning effect on the major satisfaction There was a positive (B = .19, p < .001) correlation between the results, and it was found that the LMS learning effect plays a mediating role in the relationship between digital literacy and major satisfaction of nursing students. Therefore, in order to improve nursing students' major satisfaction, it is necessary to develop and apply a program that can improve not only digital literacy but also LMS learning effects.

• The Journal of Korean Association of Computer Education
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• v.11 no.6
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• pp.29-37
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• 2008

The purpose of this study is to examine the effect of Student-centered Narrative Learning Program on Information ethics. Though, nowadays, the negative aspects of use of Computer and Internet have been rising as a big issue and there are remarkable concern about it, especially in school. There are still many difficulties to teach it to student due to the lack of adequate curriculum, contents and teaching method. In this study, we developed the Narrative learning program based on learners' experiences. The program involves course of discussion and exploration to seek for solution. The result of the study is that students could make a plan for practice and their Information ethic attitude was improved.

• Archives of design research
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• v.11 no.1
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• pp.99-108
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• 1998

The purpose of this study was to exanune the effects of learning training program on university students' creativity. In order to accomplish this purpJse of the study effectively, the following research hypotheses were posited: (Hypothesis 1) The treJltment group trained with the learning program will perform better in technic.al class. (Hypothesis 2) The treatment group trained with the learning program will show the higher degree of progress in diagram creativity than the pre-treatment group. The result of the study were summarized as follows: First, regarding the effects of training, there appeared a significant difference between the groups of post-treatment class and pre-treatment class in the use of learning strategies. Second. there appeared a significant difference between the group of post-treatment class and pre-treatment class in diagranl creativity.

• Journal of The Korean Association of Information Education
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• v.5 no.1
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• pp.145-156
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• 2001

The purpose of this study is to set up the situated learning model for computer education and to investigate which method has better effect on the students' computer skill and learning attitude among the situated learning model and the traditional learning model. The result of this study is as follows. In order to investigate the effect of the students' learning attitude, students had been tested on six factors: the Understanding, the Interest, the Achievement, the Concentration, the Applicability, and the Spontaneity. As for the Understanding, the traditional learning model has better effect on students than the situated learning model. But the situated learning model was much superior in the other factors to the traditional learning model. Next, it had been examined how much students improved their computer skills under the situated learning model and under the traditional learning model. The study showed that the traditional learning model resulted in a little bit higher scores than the situated learning model. However, it was a great success to find out that the situated learning model is superior in the students' learning attitude to the traditional learning model.

• Journal of the Korean earth science society
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• v.25 no.6
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• pp.409-417
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• 2004

This study investigated the effects and development of instruction module using ICT on earth field at elementary school science. The effects by 5th graders appeared as follows; First. ICT-applied teaching method proved to enhance the science teaming achievement regardless of their grades compared to the ordinary one. Second, Instruction module using ICT devoted to improve 'self-directed learning characteristics' at all grades by comparition of the ordinary teaching method. The 5th graders showed the improvements in the fields of' openness', 'self-conception', 'initiative', 'future inclination', 'creativity', 'self-assessment ability' all of which belong to self-directed teaming characteristics. They did not, however, show meaningful effect on improving 'learning eagerness' and 'responsibility' improvement. Thirdly, ICT-applied teaching method proved that it is more effective for developing 'creativity' than the ordinary one at all sample grades. The effectiveness was presented highly at 'fluency', 'originality' all of which belong to creativity. They did not, however, show meaningful effect on improving 'flexibility'.

• Journal of the Korean Society for Library and Information Science
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• v.41 no.1
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• pp.307-321
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• 2007

This study is conducted in order to find out 1) if a digital storytelling activity can enhance children's attitudes on reading and writing, and 2) if there is any difference between cooperative and individual digital storytelling groups in their attitudes. For this Purpose, 29 4th graders in an elementary school in Seoul participated as subjects. The findings of this study showed that digital storytelling improved their reading and writing attitudes. However, there was no significant difference in attitudes between the cooperative and individual digital storytelling groups. This study has demonstrated that digital storytelling is a good way of enhancing children's reading and writing attitudes. This study represents a preliminary effort to empirically examine the effectiveness of digital storytelling on reading education.

• 한국정보교육학회:학술대회논문집
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• 2007.08a
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• pp.129-134
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• 2007

학교 현장에서의 컴퓨터 교육은 여전히 시범실습위주로 이루어지고 있으며. 초등학교 컴퓨터 교육에서 많은 비중을 차지하는 소프트웨어 교육은 더욱 그러하다. 소프트웨어는 끊임없이 개발되거나 업그레이드 되고 있어 가르쳐야 할 내용이 많아져 새로운 학습방법이 필요하다. 즉 문제사태에서 필요한 기능을 찾아 스스로 문제를 해결하고 다른 응용소프트웨어에 전이 및 파지할 수 있는 능력을 길러주는 학습방법이 필요하다. 그 방법 중의 하나가 구성주의 학습 원리에 부합한 문제중심학습이며 학습의 효과를 높이기 위해서 온라인과 오프라인학습의 장점을 혼합한 B-러닝 방법이 필요하다. 따라서 본 연구는 응용소프트웨어의 적응력을 향상시키기 위해 한글 워드프로세서 학습내용을 학습자의 수준에 맞게 문제중심으로 재구성하고 온라인 학습을 위해 학급커뮤니티를 설계 및 구현하였다. 그리고 문제중심의 B-러닝에 적합한 학습모형을 설계하여 제시하였다. 문제중심의 B-러닝은 구성주의 학습 원리에 적합한 실생활의 문제를 학습내용으로 하고 면대면 교실수업의 장점과 온라인 학습의 장점을 혼합하여 자기주도적으로 탐구학습을 하는 것이므로 응용소프트웨어의 적응력은 향상될 것으로 기대한다.