• Journal of The Korean Association of Information Education
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• v.15 no.3
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• pp.449-458
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• 2011

The purpose of this study is to investigate the effects of task value and perceived usefulness on learning outcomes. This study also examined the mediating effects of teaching presence in their relationships. As a result, task value and perceived usefulness significantly predicted learning outcomes (learning flow and learning persistence). In addition, teaching presence mediated between task value, perceived usefulness and learning outcome. This findings imply that task value, perceived usefulness, and teaching presence should be valued to enhance learning outcomes in Cyber university.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.405-435
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• 2019

Despite the recent emphasis on value research in mathematics education along with the significance of values from a new perspective, there has been a lack of research on the values perceived by teachers and students in Korea. This paper analyzes how fifth-grade students would perceive the values of a master teacher with expertise in elementary mathematics education after her teaching of mathematics and whether their values on mathematics learning would change. According to the study, the students recognized that the master teacher valued understanding, preview-review, picture, problem, and reason in mathematics learning. Among these, the value of understanding was perceived as the core value. An analysis of the students' values on general mathematics learning and personal mathematics learning showed that preview and review were the most important before and after the master teachers' teaching. An analysis of the changes in the values of students showed the greatest change in the value of understanding. Instead of accepting the values of the master teacher as it were, students actively reconstructed and maintained them. Based on these results, this paper has drawn implications regarding the consideration of students' values in mathematics learning.

• School Mathematics
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• v.18 no.3
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• pp.667-689
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• 2016

Value is an intellectual and an affective concept that influences behavior. It does not exist individually but is conveyed through generation with some system. Korean students showed high achievement scores in spite of low emotion in mathematics learning. The objects of value recognition ought to be extended to social value as well as mathematics for balancing intellectual and affective features. Since the value formed at the first step in mathematics learning keeps its influence even after learning, it is important to form a positive recognition in the value. The following conclusions were drawn. First, the mathematics learning value instrument developed in this study. It is appropriate to explain a students' imbalance of intellectual and affective characteristics. Second, it is possible that the intellectual achievement of Korean students are influenced by the others-oriented value in particular. Third, the recognition of the mathematics learning value of elementary school students would have an influence on secondary school learning. Therefore, education for parents of elementary school students is required. This study can provide a basis on the view of the mathematics learning value which influences the educational result of Korean elementary students as well. It is expected from the following studies that focus on improving affective characteristics on mathematics learning of Korean students is beneficial.

• Journal of The Korean Association of Information Education
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• v.16 no.1
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• pp.51-60
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• 2012

The purpose of this study was to investigate how task value, twitter self-efficacy, and social presence affect learning satisfaction on twitter discussion. In addition, this study examined the mediating effects of social presence. Participants were 46 undergraduate students in A university in Seoul, Korea. They responded the following surveys: task value, twitter self-efficacy, social presence, and learning satisfaction. Baron & Kenny (1986)'s mediation analysis approach with correlation and multiple regression analyses were applied to this study. Findings showed the significant effects of task value, twitter self-efficacy, and social presence on satisfaction on twitter discussion. In addition, social presence mediated task value, twitter self-efficacy, and satisfaction. These results suggest that the twitter discussion should be designed to accommodate different learners characteristics such as task value and twitter self-efficacy and promote greater social presence between learners.

• The Mathematical Education
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• v.62 no.3
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• pp.327-340
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• 2023

The value that students consider important in math learning may vary depending on the student's socio-cultural background and personal experience. Although socio-cultural backgrounds are very diverse, I considered overseas vs domestic Koreans, and secondary school levels as variables in terms of students' educational experiences. Overseas students had a lower perception of the value in mathematics than domestic students, especially about understanding mathematics knowledge and the value of the latest teaching and learning methods. Middle school students perceived the value of mathematics as an activity higher than that of high school students, and high school students perceived student agency as a higher value than middle school students. In addition, I considered meta-affect as one of the individual students' experiences, finally meta-affect was a variable that could explain value perception in math learning, and in particular, affective awareness of achievement, affective evaluation of value, and affective using were significant. From the results, I suggested that research on ways to improve the value and the meta-affect in math learning, test to measure the value of students in math learning, the expansion of research subjects to investigate the value in math learning, and a teacher who teaches overseas Koreans are needed.

• Proceedings of the Technology Innovation Conference
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• 2009.02a
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• pp.475-487
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• 2009

본 연구는 중국 기업들을 대상으로 가치 혁신 신제품개발 전략, 관리 방식, 학습 방식, 그리고 신제품 성과간의 관계를 살펴보고, 중국 고유 문화와 중국이 겪고 있는 환경적 변화가치 혁신 신제품개발을 위한 관리 방식과 학습 방식에 어떻게 영향을 끼치는지를 조사하였다. 본 연구 결과는 이론적으로, 가치 혁신 신제품개발을 위해서는 조합적 관리방식과 조합적 학습 방식이 필요하다는 점을 밝혀 주고 있다. 그리고, 중국 기업들은 이러한 관리와 학습 방식을 수행하는데 유리한 국가 문화와 환경을 갖고 있음을 보여 주고 있기 때문에, 국가 문화와 국가 환경이 신제품개발 관리에 영향을 끼치고 있음을 증명해 주고 있다.

• Journal of The Korean Association of Information Education
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• v.14 no.3
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• pp.341-353
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• 2010

The purpose of the present study is to verify the structural relationship among on-line task value, university support, satisfaction, learning persistence in Cyber University. For this study, W cyber university in Korea was chosen to conduct web survey. A hypothetical model was proposed, which was composed of on-line task value, university support as exogenous variables, satisfaction, learning persistence as endogenous variables. And satisfaction have been suggested as intervening endogenous variables. The result of this study is as follows: First, on-line task value and university support affect satisfaction. Second, university support and satisfaction affect learning persistence. Lastly, satisfaction mediated on-line task value, university support and learning persistence.

• The Journal of Korean Association of Computer Education
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• v.15 no.4
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• pp.61-77
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• 2012

The purpose of this study was to examine the structural relationship among task value, self-efficacy, classroom goal structure, and academic emotions(enjoyment, fear, boredom) for promoting self-regulated learning in e-learning course. The results showed that task value, self-efficacy, class goal structure influenced academic emotions and self-regulated learning, and enjoyment had mediation effects among exogenous variables and self-regulated learning. The findings offer implications of facilitating self-regulated learning while considering academic emotions.

• Proceedings of the Korea Inteligent Information System Society Conference
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• 2005.05a
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• pp.240-249
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• 2005

사용자 맞춤 서비스를 위하여 온라인상에서 사용자의 관심 분야를 파악하고자 하는 경우에는 적은 수의 훈련 예제로 효율적인 학습이 가능한 능동적 학습이 적절하다. 능동적 학습을 효과적으로 적용하기 위하여 사용자에게 문의할 가치가 높은 예제를 선정하는 것도 중요하지만, 사용자 편의를 위해서는 문의 횟수를 가능한 최소화하여야 한다. 문의 횟수를 줄이면서도 많은 수의 훈련 예제를 획득하기 위해서는 복수의 문의 예제들을 사용자에게 한꺼번에 제시하고 그 관심 여부를 표한하게 하는 것이 효과적이다. 본 논문에서는 능동적 학습 적용 시 사용자에게 문의할 가치가 높은 복수 문의 예제들을 효과적으로 선정하기 위하여 가중치 반영 군집화를 적용하는 방안을 제안한다. 본 제안 방안은 먼저 각 예제의 문의 예제로서의 가치를 파악하고 이를 가중치로 삼아 군집화를 수행하여 상대적으로 유사한 예제들의 집합을 구성한다. 이어서 생성된 각각의 군집에서 가장 보편적인 예제를 문의 예제로 선정하면 선정된 각각의 문의 예지는 문의할 가치가 높으면서 함께 문의하게 될 예제들은 서로 충분히 달라 학습에 보다 유용하게 사용할 수 있는 훈련 예제들을 얻을 수 있다. 문서 분류 문제를 대상으로 본 제안 방안을 실험한 결과, 단순히 문의 가치가 높은 복수의 예제들을 함께 문의할 예제들로 선정하는 방안에 비해 학습 성능이 뛰어났으며, 한 번에 문의하는 예제 수를 증가시키더라도 분류기의 성능 저하가 적음을 확인하였다.

• Design Convergence Study
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• v.14 no.1
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• pp.1-13
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• 2015

The purpose of this paper is to find out what values users pursue from a smart device based education service. For this purpose, a survey was conducted using a questionnaire that was developed based on the results of literature review and user interviews. Thirteen user expectation values were developed from the results of the survey: individually customized learning, anytime anywhere learning, learning for career, learning through interaction, learning from diverse resources, learning through cooperation, learning through interchange, self-directed learning, learning within actual context, learning with feedback, learning in spare time, learning with motivation & compensation, and step-by-step learning. In addition, the results of the survey also showed that the user expectation values of women, high school students and people who responded that they knew the smart device based education service very well were higher than those of other users.