• Journal of Digital Convergence
• /
• v.13 no.4
• /
• pp.69-79
• /
• 2015

As the distribution rate of a smart phone which can actualize even augmented reality is getting higher, the application scope of a smart phone is sharply increasing. However, in spite of various functions of it, there is still lack of learning app. Mobile equipments can bring no spatial-temporal restriction of learning to a learner, but they can tempt a learner into inappropriate spaces. In this sense, learning app is necessarily needed to motivate and keep learner's inner desire. This thesis suggested considerations when learning mobile app is designed by analyzing motivation strategy of ARCS Theory and UI of web based contents. Also, a design method of mobile learning app was suggested based on a procedural model of mobile learning app adapting ARCS Theory.

• Proceedings of the Korean Vacuum Society Conference
• /
• 2013.02a
• /
• pp.565-565
• /
• 2013

Free burning arcs where the work piece acts as an anode are frequently used for a number of applications. Our investigation is exclusively concerned with a simplified unified model of arcs and anode under steady state conditions at atmospheric pressure. The model is used to make predictions of arc and anode temperatures and arc voltage for a 200 A arc in argon. The computed temperatures along the axis between the cathode tip and the anode surface compare well the measured data. This knowledge of free burning arcfeatures can play a role in developing the atmospheric plasma systems, however, further investigation should include the modelling of Cu evaporation from anode and non-LTE situation near electrodes for more realistic calculations.

• The Journal of the Institute of Internet, Broadcasting and Communication
• /
• v.13 no.4
• /
• pp.239-247
• /
• 2013

This study is aimed to perform the qualitative evaluation based on the ARCS Model of educational mobile applications for smart phones. The evaluation has been performed targeting 60 students who attending the subject of informational education in 3 different universities in 2012 by allowing them to select the available educational mobile App installed in their smart phone. After, the level of persistent learning-intension from each student and the efficacy of ARCS motivational strategy was measured at learner's perspective. The structural equation model(SEM) was established and analyzed with PLS method to understand the relationship between the ARCS motivational strategy and the persistent learning-intension. The results of the study could be summarized as followings. First, the educational mobile App in various the motivational strategies showed different results that is the highest attention as well as the lowest satisfactory level. Second, the relevance in motivation strategies had the statistically significant effect in attention, confidence, and satisfaction. On the other hand, the other factors of attention, relevance, and confidence showed statistically significant effect in satisfaction. Finally, result demonstrate that the relevance is the critical factor inducing the significant effect in persistent learning-intension among the motivational strategies.

• 한국정보교육학회:학술대회논문집
• /
• 2007.01a
• /
• pp.287-292
• /
• 2007

본 연구는 켈러의 ARCS(Attention, Relevance, Confidence, Satisfaction) 동기화 이론을 수학과 문제해결학습에 적용하여 학생들의 지적 수준과 능력에 맞는 동기유발 요소로 실제 학습동기를 유발시키고, 수학과 학습에 흥미와 관심을 갖도록 하는 코스웨어를 개발 및 적용하여 그 효과를 입증하는 데에 목적이 있다. 이를 위하여 ARCS 이론을 적용하여, 실생활 속에서 문제를 인식하고 동기화를 촉진시킬 수 있는 동영상 자료와 플래시 자료를 포함한 '동기유발자료'와 문제해결과정을 다양한 형태와 방법으로 연습할 수 있는 '스스로 공부해요' 메뉴를 포함한 코스웨어를 개발하였다. 개발된 코스웨어는 학생들의 관심과 흥미를 충분히 반영하여 스스로 조작하며 학습할 수 있도록 학습자 중심형태로 개발하였다.

• Journal of the Korean School Mathematics Society
• /
• v.4 no.2
• /
• pp.93-102
• /
• 2001

All men′s achievement and behavior is always based on motivation. It has been reported that learning motivation plays an important role to get the achievement of study to approximately 16 ~ 38%. Therefore, a lot of researchers agree that learning motivation must be required for learning achievement. This study focuses on "How behavior induces learning motivation from learners\ulcorner" I adapted "the Attention, Relevance, Confidence, Satisfaction" which is supported by John. M. Keller in the model of ARCS to the course of teaching-learning in order to improve them systematically. The effectiveness and results of adaptation must be considered to solve the math problems.

• Journal of the Korean Operations Research and Management Science Society
• /
• v.14 no.2
• /
• pp.53-66
• /
• 1989

The Public Vehicle Routing Problem (PVRP) is to find the minimum total cost routes of M or less Public-Vehicles to traverse the required arcs(streets) at least once, and return to their starting depot on a directed network. In this paper, first, a mathematical model is formulated as minimal cost flow model with illegal subtour elimination constraints, and with the fixed cost and routing cost as an objective function. Second, an efficient branch and bound algorithm is developed to obtain an exact solution. A subproblem in this method is a minimal cost flow problem relaxing illegal subtour elimination constraints. The branching strategy is a variable dichotomy method according to the entering nonrequired arcs which are candidates to eneter into an illegal subtour. To accelerate the fathoming process, a tighter lower bound of a candidate subproblem is calculated by using a minimum reduced coast of the entering nonrequired arcs. Computational results based on randomly generated networks report that the developed algorithm is efficient.

• 한국정보교육학회:학술대회논문집
• /
• 2010.01a
• /
• pp.57-63
• /
• 2010

학생들의 기초 기본학습 능력의 신장이 강조되고 있는 교육상황에 비추어 볼 때 지금까지 간과되어 왔던 학습장애에 대한 재인식과 학습 장애학생들을 위한 대책이 필요하다. 본 논문에서는 그 대책으로 기존의 keller의 동기유발학습이론인 ARCS모델을 변형하여 정착수업이론의 앵커라는 자발적 인지학습을 위한 매개체를 도입하여 변형된 M-ARCS이론을 토대로 학습 장애학생들의 동기유발 및 학습에 대한 긍정적인 인식을 향상시키는 것을 목적으로 한다. 본 모바일 앵커 프로그램의 특징은 다음과 같다. 첫째, ARCS이론에서 강조하던 학생들의 주의집중, 관련성, 성취감, 자신감이라는 항목을 통해 학습 장애 학생들에게 기존의 교육방법과 다른 동기유발을 통한 성공이라는 경험을 준다. 둘째, 정착수업모델의 앵커를 적용하여 학생들이 실제생활과 관련된 지식들을 배우고, 적용하도록 함으로써 보다 유의미한 지식을 생성하고 활용할 수 있도록 한다. 셋째, 기존의 앵커형태와 다른 모바일 앵커를 적용함으로써 실제 활동하며 문제를 해결해 나가는 과정을 도입하여 학습 장애 학생들에게 주의집중 및 동기유발을 할 수 있는 새로운 형태의 교육방법을 제시한다. 이러한 활동을 통해 최종적으로 학습 장애 학생들의 학업능력 향상을 도모한다.

• Journal of Korean Home Economics Education Association
• /
• v.23 no.4
• /
• pp.87-103
• /
• 2011

The purpose of this study was to develop a teaching-learning program for the unit 'youth sex and peer relationship' of middle school seventh - grade technology & home economics by applying Keller's ARCS model in five stages: analysis, design, development, implementation and evaluation. In the analysis stage, earlier studies of motivation were analyzed, and a survey was conducted to select ARCS strategies, in the design stage, in which way motivation strategies should be designed, in the development stage, a teaching-learning program for eight sessions was developed in accordance with the two practical problems. In the implementation stage, middle school seventh graders took six sessions according to the program, in the evaluation stage, the highly applicable teaching-learning program was finalized in response to the needs of the students. This study focused on revising ARCS strategies which provide in the teaching-learning programs by implementing and evaluating. Students desired for interesting instruction. It was necessary to develop new ARCS strategies can apply to Home Economics.

• Smart Structures and Systems
• /
• v.17 no.6
• /
• pp.1017-1030
• /
• 2016

This study focuses on the system identification of reinforced concrete bridges using vector autoregressive model (VAR). First, the time series output response from a bridge establishes the autoregressive (AR) models. AR models are one of the most accurate methods for stationary time series. Burg's algorithm estimates the autoregressive coefficients (ARCs) at p-lag by reducing the sum of the forward and the backward errors. The computed ARCs are assembled in the state system matrix and the eigen-system realization algorithm (ERA) computes: the eigenvector matrix that contains the vectors of the mode shapes, and the eigenvalue matrix that contains the associated natural frequencies. By taking advantage of the characteristic of the AR model with ERA (ARMERA), civil engineering can address problems related to damage detection. Operational modal analysis using ARMERA is applied to three experiments. One experiment is coupled with an artificial neural network algorithm and it can detect damage locations and extension. The neural network uses a specific number of ARCs as input and multiple submatrix scaling factors of the structural stiffness matrix as output to represent the damage.

• Journal of Science Education
• /
• v.37 no.1
• /
• pp.11-22
• /
• 2013

Motivation is a generative power of making learning interesting and sustaining learning for students. Textbooks are important tools in carrying out lessons. And it is meaningful to analyze how textbooks motivate learning. This study is to analyze components of motivation in learning of the 7th grade middle school science textbooks. Keller's ARCS model was used for the analysis. The result of the study is as follows. First, the eight textbooks had various components from A1 to R3. Second, analyzing textbooks by parts of the textbooks, the body had the most motivation strategies and the next was the introduction, lastly the finishing part. Third, the most frequently used strategy on the attention factor is A1. And the most frequently used strategy in the relevance factor is R3.