• Research in Mathematical Education
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• v.1 no.1
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• pp.87-94
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• 1997

"In computer-assisted learning (CAL), small group problem-solving instruction is efficient. CAL should shift the focus of school mathematics toward goals for problem solving and mathematical modeling. For the shift, the roles and responsibilities for teachers are very important in CAL" (Heid et al. 1990).

• 한국HCI학회:학술대회논문집
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• 2008.02b
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• pp.64-70
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• 2008

Computer Assisted Learning (CAL) is quite different from in many aspects. CAL provides individualistic learning environment and facilitates autonomy of the learner. Thus the learners who uses CAL program has more sense of control and engages in more strategic learning than conventional learning environment. In this experiment, we used KORI (KORea university intelligent agent) which is a new type of ITS adopting TA (Teachable Agent) that fosters learning by teaching, So, we investigated the critical motivational factor that have influences in CAL learning and the effects of reward in CAL are another area of our interest. Thus, we divided two conditions that presence of reward and absence of reward. The 174 elementary school students(5th) were participated and they are randomly assigned the one of the reward conditions. Before entering the experimental instruction, all participants measured about metacognition, self-efficacy and goal orientation questionnaire as independent variables. Then, Participants were instructed of method of using KORI program and asked to study for ten days with KORI program at least 20 minutes everyday in their home, about 10 days. After 10 days, they were rated interest and comprehension. Regression results suggest that regardless of the presence of reward, metacognition is a positive predictor in interestingness. It indicate that metacognitive skills are required in CAL learning situation irrespective of reward. But on comprehension in the absence of reward, only self- efficacy appeared to be a positive predictor. In the presence of reward, performance goal orientation showed as a negative predictor of comprehension, whereas self-efficacy was a positive predictor. This result suggest that presence of reward especially interferes learning process of performance goal orientation in CAL learning situation. It could be interpreted that reward interferes the learning process of performance goal orientation by debilitating intrinsic motivation.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.337-345
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• 1998

This study examined the influences of computer-assisted instruction(CAl) upon high school students' conceptual understanding, algorithmic problem solving ability, learning motivation, and attitudes toward chemistry instruction. CAl programs were designed to supply animated molecular motions for emphasizing the particulate dynamic nature of matter and immediate feedbacks according to students' response types at each stage of four stage problem-solving strategy(understanding, planning, solving, and reviewing). The CAl and control groups (2 classes) were selected from a girls high school in Seoul, and taught about gas law for four class hours. Data analysis indicated that the students at the CAl group scored significantly higher than those at the control group in the tests on conceptual understanding and algorithmic problem solving ability. In addition, the students at the CAl group performed significantly better in the tests on the learning motivation and attitudes toward chemistry instruction.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.128-136
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• 1999

The effects of computer-assisted instruction (CAl) using molecular-level animation and worksheet upon students' achievement, conceptual understanding, and learning motivation were investigated. Treatment and control groups (2 classes) were selected from a girls' high school in Seoul, and taught about dissolution for 3 class hours. Before the instructions, the Patterns of Adaptive Learning Survey (PALS) was administered, and the grade for a previous science course was obtained. The PALS score was used as a covariate, and the other as a blocking variable. After the instructions, the achievement test, the conceptions test, and the Instructional Materials Motivation Scale (lMMS) were administered. Two-way ANCOVA results revealed that the scores of the CAl group in the achievement and the conceptions tests were significantly higher than those of the control group. The CAl group also performed better in all subtests of the IMMS except the subtest of relevance.

• The Journal of the Korean dental association
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• v.40 no.11 s.402
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• pp.848-852
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• 2002

• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.728-735
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• 2005

In this study, relationships between student the cognitive affective characteristics and conceptual understanding from individual computer-assisted instruction were investigated. Tests regarding field dependence-independence, learning strategy, self-regulated ability, visual learning preference, goal orientation, self-efficacy on ability, and computer attitude were administered. After having been taught by means of a CAl program, a conception test on molecular motion was administered. It was found that student conceptual understanding was significantly related to field independence, learning strategy, self-regulated ability among the cognitive characteristics and visual learning preference, goal orientation, self-efficacy on ability among the affective characteristics. Multiple regression analysis of the cognitive characteristics on conceptual understanding found that field dependence-independence was the most significant predictor. Self-regulated ability and a deep learning strategy were also found to have predictive power. Lastly, analysis of the affective characteristics, visual learning preference and self-efficacy on ability exposed them to be significant predictors of student conceptual understanding.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.161-171
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• 1998

The effects of computer-assisted instruction (CAl) using molecular-level animation upon students' conceptions, attitudes toward science instruction, and learning motivation were investigated. Treatment and control groups (2 classes) were selected from a girls middle school in Seoul, and taught about the motion of molecule for 5 class hours. Before instruction, the short-version Group Assessment of Logical Thinking (GALT) and the Patterns of Adaptive Survey were administered, and the grade for the previous science course was obtained. The GALT score was used as a blocking variable, and the others as covariates. After the instructions, the researcher-made conceptions test, the test of attitudes toward science instruction, and the motivation questionnaire were administered. The perception questionnaire of CAl was also administered to the treatment group. Although more students in the CAl group had sound understanding about the motion of molecule, the scores of the conceptions test for the two groups were not significantly different at .05 level of significance. The students in the CAl group, however, were found to have more positive attitudes toward science instruction and learning motivation. In the perception questionnaire of CAl, most students in the treatment group exhibited positive attitudes toward the CAl. However, some students mentioned that they were disturbed by noisy environments, and that they could not understand some content presented. Educational implications are discussed.