• International journal of advanced smart convergence
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• v.9 no.2
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• pp.147-156
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• 2020

ACM's CSTA has drafted standards for computing curricula and recommended them to schools in the United States. The five core concepts of the US elementary school computing curriculum are computing systems, network and the Internet, data and analysis, algorithms and programming, and impacts of computing. In 2005, Korea prepared ICT education guidelines, including five fields, their subfields, and achievement criteria for each subfield. In the 2015 revised curriculum, software education was introduced and five achievement standards were set. The ACM CSTA has 18 achievement criteria up to K-2 and 21 achievement criteria up to K-5. If we compare the 39 achievement standards of the US to Korea, Korea's 2005 ICT education guidelines include 25 of these, and the 2015 revised curriculum includes 5 of them. In this study, we aim to study the CSTA achievement criteria that second graders should know and the achievement criteria that fifth graders should know. This is compared and analyzed with Korea's 2005 ICT Guidelines and 2015 Software Curriculum. In comparison with the number of achievement standards, the US elementary school's computing achievement standards are much higher than in Korea. Comparing with each standard, there are many areas that are not covered in Korean curriculum, and we can see that the 2015 curriculum has rather receded from 2005.

• Journal of The Korean Association of Information Education
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• v.21 no.1
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• pp.97-104
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• 2017

This paper evaluates the appropriateness of the proposed robot education curriculum to consider conceptual understanding and learning activities model considering the curriculum and achievement criteria in order to make it easier to apply for a course in robot area. The professors of dept. of computer education at national universities of education reviewed the importance of education contents system and appropriateness of education period. Based on the results of the review, the conceptual elements and achievement standards of each sub-area were revised and supplemented, and then evaluated in three stages. Finally, the educational elements of the concept factors and achievement criteria were agreed upon. The proposed robotic computing education information systems and the achievement standards for schools in the area, as well as to match the grade level of the students without distinction variety of robots will be able to take advantage of computing education activities to reorganize the robot computing courses.

• The Journal of Korean Association of Computer Education
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• v.19 no.3
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• pp.11-19
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• 2016

Enhancement of computing education became an international phenominon including South Korea's revised national curriculum 2015. As the enhancement begins to focus on universal computing education, researches to investigate long-term effect of the enhancement is needed. To explore whether the reinforced computing education will bring which long-term impacts, this study investigated university students' experience on computer subject in their secondary schools, and major selection and achievement in a college computing course. As results, there was no statistically significant relation of taking the computer subject per se and major selection and achievement, but significant relation between contents of the subject, and major selection and achievement. This study has limitation on design and results lacking longitudinal data but contributes emphasizing need of longitudinal study to measure long-term effect of enhancement of computing education and providing clues of what impact it would bring.

• Journal of Internet Computing and Services
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• v.10 no.5
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• pp.135-143
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• 2009

The purpose of this study is to examine the variables related to the students' e-learning participation that have an effect on learning achievement in e-learning environment of cyber universities. Based on the related research, the followings are derive. First, students' attendance and participation in discussion showed higher correlation with the learning achievement than other participation variables. However, the total studying time in online classes showed lower correlation with the learning achievement. Second, the variables that have an effect on the learning achievement were in the order of students' attendance, participation in discussion, access frequency to online classes, learning progress and number of data uploads. Third, by the learners' background, the difference among the variables that have an effect on learning achievement were found. Based on the results above, this study suggests considerations about participation variables to enhance the learning achievement in cyber universities.

• Journal of Internet Computing and Services
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• v.10 no.2
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• pp.143-151
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• 2009

In this paper, we define Achieved Goodput(AG), Achieved Goodput Index(AGI) and Normalized Achieved Goodput Index(NAGI) in order to evaluate TCP schemes over heterogeneous wireless networks. These metrics contain a concept of achievement, the ability of accomplishing an objective in a given network situation unlike performance metrics commonly used to evaluate TCP schemes.

• Journal of Engineering Education Research
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• v.26 no.1
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• pp.37-44
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• 2023

Recently, the Internet of Things is attracting attention as an important key technology of the 4th Industrial Revolution, and SW education using physical computing is suggested as a good alternative to supplement the problems raised by beginners in programming education. Among the many teaching tools that can be used for physical computing education, MODI is a modular manufacturing tool that anyone can easily assemble like Lego. MODI is a teaching tool that can improve learners' achievement by linking a self-linked block-type code editor called MODI Studio to lay the foundation for programming in a relatively small amount of time and immediately check the results in person. In this paper, a physical computing education method using MODI was designed to be applied to basic programming courses for programming beginners and applied to after-school classes for middle school students. As a result, it was found that students' interest and satisfaction were much higher in physical computing classes using MODI than in text-based programming classes. It can be seen that physical computing education that allows beginners to see and feel the results in person is more effective than grammar-oriented text programming, and it can have a positive effect on improving basic programming skills by increasing students' participation.

• Journal of The Korean Association of Information Education
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• v.21 no.1
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• pp.105-114
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• 2017

Because the concepts and components of computational thinking included in the Information Education Curriculum and the Software Education Guidelines are different, it has been difficult to establish computational thinking-based software education in schools. Therefore, this study, which is based on the Delphi survey results from 39 experts, we defined computational thinking as 'computing thinking' and separated the components of computational thinking into five main categories: (1) problem definition, (2) data analysis, (3) abstraction, (4) automation, and (5) generalization. In addition, we selected software areas that are strongly related to computational thinking in the KAIE's information Curriculum Standard Model and surveyed experts to decide which computing thinking components are related to the achievement criteria of the software areas.

• Management & Information Systems Review
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• v.34 no.5
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• pp.111-125
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• 2015

The article starts with a review of system characteristic, information characteristic and personal characteristic on educational performance through educational satisfaction. This survey is intended for educatee's who take the course of KcLep. We found that all variables of system characteristic(easiness, flexibility and reliability) significantly effect the educational satisfaction. Information characteristic(timeliness, usefulness) significantly effect on educational satisfaction, but the correctness doesn't significantly effect on educational satisfaction. Personal characteristic(self-efficacy and achievement motivation) significantly effect on educational satisfaction, but the computing ability doesn't significantly effect on educational satisfaction. We found that the educational satisfaction significantly effect on the education performance.

• The Journal of Korean Association of Computer Education
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• v.19 no.1
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• pp.11-18
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• 2016

STEAM education introduced full-scale since 2011, it was reflected in the 2009 modified science curriculum. Partially it was decided not by result of study, but by the government policy. So practical study was needed for steam education. The researchers have studied effect of steam education based on physical computing from 2012 to 2014 on fourth grader. To study of effects of steam education, the researcher administer pre-to-post of science attitude test, science achievement test, logical ability test, psychological test for youth, satisfaction level test for school curriculum. The result shows that science attitude, logical ability, and satisfaction level for school curriculum of steam treatment group were enhanced. We conclude that steam education solve the proposed problem which low motivation and interest for science in comparison with science achievement.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.8 no.5
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• pp.1554-1566
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• 2014

Cloud Computing allows application providers seamlessly scaling their services and enables users scaling their usage according to their needs. In this paper, using queuing game model, we present service scheduling schemes which are used in software as a service (SaaS). The object is maximizing the Cloud Computing platform's (CCP's) payoff via controlling the service requests whether to join or balk, and controlling the value of CCP's admission fee. Firstly, we treat the CCP as one virtual machine (VM) and analyze the optimal queue length with a fixed admission fee distribution. If the position number of a new service request is bigger than the optimal queue length, it balks. Otherwise, it joins in. Under this scheme, the CCP's payoff can be maximized. Secondly, we extend this achievement to the multiple VMs situation. A big difference between single VM and multiple VMs is that the latter one needs to decide which VM the service requests turn to for service. We use a corresponding algorithm solve it. Simulation results demonstrate the good performance of our schemes.