• English Language & Literature Teaching
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• v.11 no.1
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• pp.17-36
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• 2005

The purpose of this study is to examine the ways in which CALL apply to enhance the motivational aspects of second language learning. Theories relevant to social, cognitive, and affective foundations of motivation are first reviewed to demonstrate the important role of motivational influences in improving learners' affect and achievements. Then, implications arising from such theories in strengthening the motivational aspects of CALL are explicated in the second part. With the spread of computer technology in language classrooms, the innovative role of CALL in the development and maintenance of intrinsic motivation can be illustrated. Specifically, CALL may provide cognitively supportive instruction geared towards improving students' performance. Also, it has been reported from the affective perspective that CALL can captivate learners' attention, promote their feelings and expectations of success, improve perceptions of control, and increase positive attributions to effort and ability. Finally, from a social learning perspective, CALL may enhance learners' self-efficacy and foster their achievement and positive affect through social interactions, proximal goal-setting, and attributional feedback. In the framework of CALL, students seem to be benefited by the immediacy and authenticity of contact with target languages and cultures made at their choices and decisions.

• International Journal of Internet, Broadcasting and Communication
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• v.14 no.1
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• pp.44-52
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• 2022

With recent scientific advances and growing interest in AI technologies, AI-based chatbots have been viewed as a practical learning aid for English language development. The purpose of this study is to examine preservice teachers' perceptions on the potential benefits of employing AI chatbots in English instruction and its pedagogical aspects. 28 preservice teachers majoring in English education were asked to use Kuki chatbots for a week with a guidance of a researcher and then report on their perceptions of AI chatbots in terms of perceived usefulness after use, applicability, and educational benefits and drawbacks. Emerging codes and themes were identified and evaluated using Thematic Analysis(TA) based on qualitative data from surveys and interviews. The findings show that six emerging themes were identified, encompassing perspectives on teacher, learner, communication, linguistic, affective, and assessment. The overall findings of this study revealed that AI-based chatbots can play a significant role as learning tools for stimulating interactive communication in a target language. Most preservice primary teachers acknowledge that AI chatbots can be useful as teaching and learning aids for both teachers and students. Furthermore, when applying various learner data to chatbot technology, such as learner assessment and diagnosis, a guided approach is necessary to perform a conversation appropriate for the learner's level and characteristics. Finally, as chatbots have a variety of benefits in terms of affective aspects, they may improve EFL learners' confidence in speaking English and learning motivation.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.563-585
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• 2020

This study developed teaching-learning materials for mathematics and coding convergence classes using Python, focusing on 'Prime Factorization' of seventh graders. After applying the teaching methods and contents to the students, they analyzed whether the learners achieved their learning goals. The results were used to modify and supplement teaching and learning materials. Affective domain of learners were also analyzed. The results are that the teaching methods and contents of the developed teaching-learning materials were generally appropriate for learners. The learners understood most of the lessons according to the set teaching methods of all classes. And learners have mostly reached their learning goals. In addition, as a result of analyzing the definition characteristics of learners through follow-up interviews, the interest in mathematics and programming has improved. The developed teaching and learning materials of this study are well consisted mostly of the teaching methods and the contents of the classes, and are organized so that learners can reach most of the learning goals. It also brought positive changes to the affective domain of mathematics and coding, demonstrating the potential for useful use in school.

• Journal of Computing Science and Engineering
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• v.10 no.4
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• pp.103-110
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• 2016

Emotion recognition is an important component of affective computing, and is significant in the implementation of natural and friendly human-computer interaction. An effective approach to recognizing emotion from text is based on a machine learning technique, which deals with emotion recognition as a classification problem. However, in emotion recognition, the texts involved are usually very short, leaving a very large, sparse feature space, which decreases the performance of emotion classification. This paper proposes to resolve the problem of feature sparseness, and largely improve the emotion recognition performance from short texts by doing the following: representing short texts with word cluster features, offering a novel word clustering algorithm, and using a new feature weighting scheme. Emotion classification experiments were performed with different features and weighting schemes on a publicly available dataset. The experimental results suggest that the word cluster features and the proposed weighting scheme can partly resolve problems with feature sparseness and emotion recognition performance.

• Educational Technology International
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• v.15 no.1
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• pp.1-26
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• 2014

The purpose of this study was to develop design principles of both animated pedagogical agents as 'credible' persuasive message source and persuasive fear arousing instructional messages in order to help enhance attitude changes toward a certain issue. Based on the previous pedagogical agent research, this study drew the design principles providing ways to manipulate agent credibility level and fear arousing level of message. Consequently, it specified how to make pedagogical agents perceived less or more credible by learners by manipulating a variety of agent features. For fear arousing message, this study showed how fear arousing messages would be structured into one of three levels: non-threatening, moderately threatening, and strongly threatening. Two different agent conditions and three message conditions were actually developed and experimentally tested with the participants of 40 undergraduate students. The results showed that the agent design principles specified from the previous research worked well enough to make a distinction between the more credible agent and the less credible agent. The overall results of this study may indicate that the design strategies for fear arousing message are retained on the premise of some future refinements.

• Journal of Science Education
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• v.46 no.1
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• pp.53-65
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• 2022

In the application and composition of learning content, the field trip learning of scientific inquiry could provide a positive effect. Also, it can arouse an experience of various inquiry activities through open thinking. In addition, it could take a positive effect by providing the diversity and specificity of wildlife experience for the living organism. The biology inquiry program of the field trip is a necessary process to acquire ecological experiences in the learning context. However, there is some problem to solve before the performance of field trip learning as professional knowledge of the outdoors inquiry. Therefore, this study developed a field trip inquiry program for the plant in a coastal dune using artificial intelligence to assist professional knowledge. The researcher carried out literature reviews and analysis related to studies and programs to investigate learning steps, content, and strategy. Also, this study investigated the effects of the program on the affective domain of gifted elementary science students. According to the results of this study, the program can provide a positive effect on motivation, task commitment, and attitude level. Consequently, the field trip learning program for plant in the coastal dune using artificial intelligence developed in this study can arouse a positive effect on the affective domain. Therefore, additional study is necessary related to inquiry programs of the field trip for various students and sites.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.255-268
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• 2011

The 21st century is called as the "Age of knowledge flood", and thus the importance of the ability which can use knowledge creatively is more emphasized. Also, not only individual problem solving but also solving problems through effective communication skills with group members are needed, and therefore, it is requested to train potential gifted learner working together with others to practice cooperation and eventually grown up as a competitive human resource to adapt successfully in future environment. In this paper, to show the effectiveness of cooperative learning in gifted learners, members for cooperative learning group has been selected using whole brain theory from the 42 gifted middle school students who participated in summer gifted learner vacation program. From the analysis of the learners' learning motivation and frequency of interactions whole brain based cooperative learning is effective for enhancing both learning motivation and interactions. Therefore, the whole brain based cooperative learning is an effective pedagogy for enhancing the motivation as well as facilitating interactions within gifted learners.

• School Mathematics
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• v.15 no.1
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• pp.61-75
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• 2013

This study analyzed Korean students' affective characteristics in mathematical learning according to school and sex by Factor Analysis and Cognitive Diagnosis Theory. In numerical affective achievements by Factor Analysis, there are mean differences between schools, i.e. elementary school and secondary school. And there are sexual differences within schools and boys show more positive achievement than girls. By Cognitive Diagnosis Theory, I investigated 6 affective attributes' proportions that students achieved according to school and sex. Middle school students' proportion is highest in self-control and anxiety and the attribute that students achieved most in all school is cognizing mathematical value. Boys show higher proportion in self directivity, interest and confidence than girls, but girls show higher proportion in anxiety than boys. In personal profiles, the proportion of students who achieved 5 attributes except anxiety is highest.

• Journal of Korean Elementary Science Education
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• v.24 no.1
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• pp.86-101
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• 2005

In this study, a brain-basrd model for science teaching and learning was developed based on the natural processes which human acquire knowledge about a natural object or on event, the major domains of science educational objectives of the national curriculum, and the human brain's organizational patterns and functions. In the model, each educational objective domain is related to the brain regions as follows: The affective domain is related to the limbic system, especially amygdala of human brain which is involved in emotions, the psychomotor domain is related to the occipital lobes of human brain which perform visual processing, temporal lobes which perform functions of language generating and understandng, and parietal lobes which receive and process sensory information and execute motor activities of body, and the cognitive domain is related to the frontal and prefrontal lobes which are involved in think-ing, planning, judging, and problem solving. The model is a kind of procedural model which proceed fiom affective domain to psychomotor domain, and to cognitive domain of science educational objective system, and emphasize the order of each step and authentic assessment at each step. The model has both properties of circularity and network of activities. At classrooms, the model can be used as various forms according to subjects and student characteristics. STS themes can be appropriately covered by the model.

• English Language & Literature Teaching
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• v.17 no.2
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• pp.139-160
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• 2011

This study examines correlations between affective variables and English learners' achievement in native teachers' classes. Specifically, it aims to study the relationships among Korean college students' English learning motivation, anxiety, WTC (willingness to communicate) and their English achievement scores. For the purpose, the questionnaire surveys were conducted, and the students' English scores were analyzed and compared. The participants were 216 university students taking the general English courses as a requirement for graduation. The results indicated that although the students had high level motivation to learn English, especially for social reasons, their WTC in and outside the classroom was low. Also, unlike the previous studies on foreign language anxiety, their anxiety level was not significant. Anxiety and motivation were negatively correlated; WTC and motivation were positively correlated. However, according to the regression analysis, the explanatory power of the three affective variables was not significant for the students' achievement scores. Several possible reasons and some pedagogical implications are provided in the conclusion.