• Korean Journal of Social Welfare Studies
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• v.49 no.2
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• pp.159-180
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• 2018

The purpose of this study is to identify the trajectories in the use time of children from community children centers and to examine the predictive factors and developmental factors related to each trajectory. The data were derived from the second stage of the Community Children Center Panel Survey using from the first wave (2014) to the third wave (2016). A total of 606 samples were selected from the forth to sixth grades of elementary school. Latent class growth model was employed to identify the trajectories, and the multinominal logistic regression and the logistic regression analysis were used to examine predictive factors and developmental factors. Main results indicated that three types of trajectory were identified: high using group, low using group, and high initial using-rapid declining group. Sex, parental supervision, and use duration were found to be significant predictors. Regarding developmental factors, children who constantly use the community children centers were more likely to increase academic performance and school adaptation. However, no significant results were found for aggression and delinquent behaviors. Based on these findings, this study have suggested the future direction of the community children center.

• Korean Journal of Comparative Education
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• v.28 no.6
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• pp.85-109
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• 2018

This paper aims to compare the two groups of TFA in U.S. and Dream Touch For All in Korea established with the same goals: 1) goal and core value, 2) qualification and training of teachers, and 3) educational performance. As a result of the analysis, the two groups showed that they focused on the role of teachers to improve the academic achievement of the underprivileged under the goal of solving the inequality of education. However, while TFA in the United States was able to function within public education, Korea's Dream Touch For All played a complementary role in public education. In the case of the United States, it appears to be a 'quasi-open' teacher training system that allows teachers from alternative teacher groups such as TFA to be accepted, while in Korea it shows the character of 'closed teacher training system' to be. For this reason, the two groups showed differences in core value, teacher training, and operating program, and as a result, they also set different educational models.

• Korean Journal of Comparative Education
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• v.28 no.4
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• pp.1-21
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• 2018

The OECD ITP project has looked at the black box of each participating countries' teacher education system. In the 2000s, various countries have tried to reform their professional development systems for teachers, including teacher education and induction, as an initial yet crucial step to improve the quality of education. Since 2015, OECD member countries have been conducting an international comparison study on teacher education and induction programs(i.e. ITP). The ITP project is an in-depth comparative study among the member countries that have expressed willingness to participate voluntarily. This paper introduces the progress of the ITP project and analyzed the national background report on the teacher education and induction system of the participating countries and compared the features of the systems. In addition, this study explores the common issues surrounding the teacher education and induction system. Moreover, the researcher has tried to derive some suggestions for improvement of teacher education and induction system in Korea.

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.639-652
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• 2021

In accordance with the rapidly changing social environment, it is becoming more important to cultivate creative and convergent practical talents with flexible thinking skills and problem-solving skills. Therefore, it is necessary for universities to provide educational experiences that enable students to cooperate and converge multidisciplinaryly to carry out on-the-job projects based on what they have learned at school. Therefore, this study designed, developed, and operated with the aim of cultivating creative talents with integrated problem-solving ability through a multidisciplinary capstone design curriculum based on industry-academia cooperation. To this end, the curriculum was developed together by recruiting participating companies and forming a convergence professor team, and it was operated for 15 weeks for students majoring in cosmetics engineering at D University. After the education was over, learning satisfaction and perceived academic achievement were surveyed, and as a result of the analysis, it was found to be above average with 3.77 points and 3.86 points, respectively. And as a result of the in-depth interview on the participation experience, five themes related to the positive experience and three themes related to the negative experience were derived. This study will be able to provide basic data when operating a multidisciplinary convergence capstone design curriculum based on industry-academia cooperation in the future.

• The Journal of the Korea Contents Association
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• v.22 no.4
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• pp.535-546
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• 2022

This study tried to explore factors for improving academic achievement in online non-face-to-face education based on the survey results of a University's online cooperative learning Q&A. Due to the Corona situation, both professors and learners can easily feel psychological isolation due to the implementation of all non-face-to-face online classes. As one of the methods, it was intended to suggest the direction of future education to various teachers and learners by sharing class cases in which the online cooperative learning methodology was applied. Previous studies on non-face-to-face online learning, online cooperative learning, and learning promotion method were reviewed, and the online Q&A method was adopted as a specific learning promotion method to conduct research. In the Q&A process, learners were given an opportunity to check their learning content, share knowledge and communicate, and performance evaluation-related factors such as guaranteeing anonymity of the questioner and answerer, improvement points system, and absolute evaluation were asked. As a result of the survey analysis, it was found that they are the success factors of online cooperative learning. It is a small change that can be applied in practice in the future where online non-face-to-face learning is likely to continue, but by sharing meaningful cases of application of teaching methodologies, both professors and learners being motivated and actively involved in. It is expected that we will be able to suggest methods and directions for improving skills together by changing and supplementing the learning field.

• Journal of Internet of Things and Convergence
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• v.9 no.3
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• pp.35-43
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• 2023

This study tried to find out the applicability and effectiveness of the AI-based adaptive learning system in university classes by operating an AI-based adaptive learning system on a pilot basis. To this end, an AI-based adaptive learning system was applied to analyze the operation results of 42 learners who participated in basic mathematics classes, and a survey and in-depth interviews were conducted with students and professors. As a result of the study, the use of an AI-based customized learning system improved students' academic achievement. Both instructors and learners seem to contribute to improving learning performance in basic concept learning, and through this, the AI-based adaptive learning system is expected to be an effective way to enhance self-directed learning and strengthen knowledge through concept learning. It is expected to be used as basic data related to the introduction and application of basic science subjects for AI-based adaptive learning systems. In the future, we suggest a strategy study on how to use the analyzed data and to verify the effect of linking the learning process and analyzed data provided to students in AI-based customized learning to face-to-face classes.

• The Mathematical Education
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• v.62 no.1
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• pp.57-78
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• 2023

Students' engagement in lessons not only determines the direction and result of the lessons, but also affects academic achievement and continuity of follow-up learning. In order to provide implications related to teaching strategies for encouraging students' engagement in elementary mathematics lessons, this study implemented lessons for middle-low achieving fifth graders using open-ended tasks and analyzed characteristics of students' engagement in the light of the framework descripors developed based on previous research. As a result of the analysis, the students showed behavioral engagement in voluntarily answering teacher's questions or enduring difficulties and performing tasks until the end, emotional engagement in actively expressing their pleasure by clapping, standing up and the feelings with regard to the topics of lessons and the tasks, cognitive engagement in using real-life examples or their prior knowledge to solve the tasks, and social engagement in helping friends, telling their ideas to others and asking for friends' opinions to create collaborative ideas. This result suggested that lessons using open-ended tasks could encourage elementary students' engagement. In addition, this research presented the potential significance of teacher's support and positive feedback to students' responses, teaching methods of group activities and discussions, strategies of presenting tasks such as the board game while implementing the lessons using open-ended tasks.

• The Journal of the Convergence on Culture Technology
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• v.9 no.2
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• pp.73-82
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• 2023

A 2(pedagogical agent: with vs. without) × 2(on-screen text: with vs. without) between-subject design was used in this study to investigate the effects of pedagogical agent and redundant on-screen text on video learning. In the case of the educational video without redundant on-screen text, there was no difference in social presence, satisfaction, and intention to continue learning regardless of the presence of a pedagogical agent. However, when the educational video contained redundant on-screen text, participants who watched educational video with pedagogical agent perceived higher social presence, satisfaction and intention to continue. In terms of academic achievement, no difference was found whether redundant on-screen text was contained or not. It supports some of the previous studies on the reverse-redundancy effects, suggesting that the inclusion of redundant text does not necessarily cause the reduction of learning outcomes. Video learning shows a higher dropout rate than face-to-face learning. Therefore, it is particularly important to understand how to strengthen interactions with learners and motivate them to keep themselves engaged in learning. This study discussed whether pedagogical agent and on-screen text are factors that induce continuous participation of learners in video learning.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.6 no.1
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• pp.74-89
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• 1995

Selective mutism is a childhood condition defined by persisten failure to speak in specific social situation when speaking is expected, dispite preserved ability to comprehend spoken language and speak. Present study is to investigate clinical characteristics, treatment method and outcome of 23 children who were diagnosed as selective mutism by DSM-IV criteria at the child psychiatry ouptatient department of SNUH. The results were as follows : 1) The Sex ratio was 1: 4.8, female dominant Mear age of onset was 33 years old and mean age of first referral was 7.7 years old. 2) 22% of subjects had perinatal problem such as low birth weight, preterm birth, 26% of the subjects have history of delayed language development. There are subjects who had been separated with mam caretaker before 3 years old(26%) and who experienced physical or psychological trauma before 3 years old(26%). A few subjects had enurests(30%) and encoprests(4%). 3) Many subjects(65%) had symbiotic relationship with their mother. These families consist of dominant, verbally aggressive mother and passive father. Parents of 39% of all subjects were judged to have definite psychopathology(social phobic, depression, hysterical trait or alcohol problem) 26% of all subject, were reported physically abused. 4) The personality trait of the subjects were frequently described as follows(in order of frequency) ; Shy(100%), anxious(83%), stubborn(83%)m rigid and tense posture(78%), immature(65%) overdependent(65%), irritable(52%), manipulative(39%), depressive(39%). 5) The mean performance IQ of 16 subjects by KEDI-WISC was 88.3 Among them, the subjects with IQ below 69 were seven and those with IQ above 70 were nine. When comparing these two group(Mental retardation group vs Normal IQ group), we could find some difference in language development, personality trait, family dynamics and treatment outcome. 6) Among several treatment methods for selective mutism, play therapy was the most frequently used method(65%). Other commonly used treatment methods were pharmacotherapy(21%), behavioral therapy(8%), combined therapy(play therapy+pharmacotherapy+family therapy+behavioral therapy)(12%), 7) Regarding the outcome of treatment 8.6% was evaluated as Excellent, 30.4% as Good, 52% as Fair, 8.7% as Poor at the tinic of treatment. At follow up interview 21.7% was evaluated Excellent, 13% as Good, 21.7% as Fair, 34.8% as Poor. 8) We classified all subjects by Havden's 4 subtype. Symbiotic mutism was most common(65%) and other subtypes are Speech phobic mutism(8.6), Reactive mutism(13%) and Passive-aggressive mutism(30%).

• Journal of the Institute of Convergence Signal Processing
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• v.14 no.3
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• pp.147-153
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• 2013

Functional game, which is the combination of play and learning and a futuristic tool, can minimize the dysfunction and maximize the proper functions, and furthermore, has taken root as a new alternative that can change the game industry and game culture. Recently, the focus of game and education markets is shifting to the development of more advanced learning contents, rather than emphasizing the self-control and motivation of users. Along with that, the game market has excluded the socially dysfunctional elements, such as the addiction and learning disabilities, and has witnessed a diversification into the human-friendly entertainment business that emphasizes the mental and physical health and pursues scientific educational effects. In addition, functional games are expanding its reach from the professional sectors - such as medical aide/medical learning, military simulation, health, auxiliary tools, special education and learning tools - to the realm of routine education, mental health, etc., and has seen a steady growth. However, most functional games, which are being currently planned and developed to cope with the special characteristics of the market, have not undergone accurate scientific assessment of their functions and have not proven their effectiveness. An overwhelming proportion of the functional games are being developed based on the intuition and experience of game developers. Moreover, the type of games, which involve the repetition of simple tasks or take the form of simple puzzles, cannot effectively combine the practically interesting factors and the learning effects. Most games incorporate unscientific methods leading to the vague anticipation of improvement in functions, rather than the assessment of human functions. In this paper, a study was conducted to present the measures that could maximize the effects of functional games in relation to the changes in the visual and auditory stimulations in order to maximize the effects of functional games, i,e., the immersion and concentration. To compare the degree of effects arising from the visual stimulation, the functional game contents made in the form of 2D and 3D were utilized. In addition. ultra sound and 3-dimensional functional game contents were utilized to compare the degree of effects resulting from the changes in the auditory stimulation. The brainwave of the users were measured while conducting the experiments related to the response to the changes in visual and auditory stimulations in 3 steps, and the results of the analysis were compared.