• Journal of the Korea Institute of Information and Communication Engineering
• /
• v.20 no.6
• /
• pp.1081-1086
• /
• 2016

While smart learning have been introduced for more learning effect, this study is to understand instructor's smart learning acceptance using technology acceptance model(TAM). This study developed the extended TAM model, including external pressure for smart learning and smart self efficacy for smart devices as study variables and attempted to examine the research model through the empirical analysis. The research model has the 7 variables including smart self-efficacy and external pressure. For the empirical study, the survey was conducted for the one month, March, 2016, and the total 143 data among the collected 167 responses were used for the empirical analysis. As the result of the analysis through the structural equation model, the 9 paths among the total 10 paths show the significant relationships between the variables. Through using the result of this study, it is to provide suggestions for the improvement of smart learning environments.

• Journal of Navigation and Port Research
• /
• v.45 no.3
• /
• pp.165-172
• /
• 2021

Breaking wave is one of the important design factors in the design of coastal and port structures as they are directly related to various physical phenomena occurring on the coast, such as onshore currents, sediment transport, shock wave pressure, and energy dissipation. Due to the inherent complexity of the breaking wave, many empirical formulas have been proposed to predict breaker indices such as wave breaking height and breaking depth using hydraulic models. However, the existing empirical equations for breaker indices mainly were proposed via statistical analysis of experimental data under the assumption of a specific equation. In this study, a new Munk-type empirical equation was proposed to predict the height of breaking waves based on a representative linear supervised machine learning technique with high predictive performance in various research fields related to regression or classification challenges. Although the newly proposed breaker height formula was a simple polynomial equation, its predictive performance was comparable to that of the currently available empirical formula.

• International Commerce and Information Review
• /
• v.12 no.1
• /
• pp.271-295
• /
• 2010

In this study, we investigate the relationships among organizational market orientation, learning orientation, information technology(IT) support for firm resource, IT support for strategy, and balanced scorecard(BSC) performance in export firms. The development of the research model is based on the empirical studies of strategy and resource-based view. The data from the survey was analyzed using Partial Least Squares(PLS). The results from the empirical model suggest that IT support for firm resource is effected by market orientation and learning orientation. And, IT support for strategy is enhanced by IT support for firm resource. Finally, BSC performance of export firms is effected by IT support for strategy.

• Journal of Information Processing Systems
• /
• v.8 no.2
• /
• pp.241-262
• /
• 2012

An understanding of quality attributes is relevant for the software organization to deliver high software reliability. An empirical assessment of metrics to predict the quality attributes is essential in order to gain insight about the quality of software in the early phases of software development and to ensure corrective actions. In this paper, we predict a model to estimate fault proneness using Object Oriented CK metrics and QMOOD metrics. We apply one statistical method and six machine learning methods to predict the models. The proposed models are validated using dataset collected from Open Source software. The results are analyzed using Area Under the Curve (AUC) obtained from Receiver Operating Characteristics (ROC) analysis. The results show that the model predicted using the random forest and bagging methods outperformed all the other models. Hence, based on these results it is reasonable to claim that quality models have a significant relevance with Object Oriented metrics and that machine learning methods have a comparable performance with statistical methods.

• International Journal of Contents
• /
• v.18 no.2
• /
• pp.58-67
• /
• 2022

As the Internet rapidly evolves, online learning has emerged as the third largest scenario in the field of education. Online education, different from the two traditional learning scenarios of the school and society, is characterized with broader learning types and higher freedom. In today's post-pandemic era, art education, which relies on face-to-face teaching, is of particular significance to expand online education methods. Based on the UTAUT model, this paper posits seven hypotheses about the willingness to continue learning in online art education. After collecting valid data through a questionnaire, a detailed empirical analysis was conducted via SPSS and AMOS. The results of empirical analysis show that less than half of the respondents had experienced the online art education, mirroring that this is a market worth developing. Based on the findings, learning habit does not significantly impact art learners' willingness to continue learning online. This result and other verified hypotheses are detailed in the discussion part of this paper. This study proves that UTAUT can better explain user behavior than the traditional information system model prior to the improvement, and also has strong explanatory power in the field of art education. The conclusion also posits some operational suggestions from the perspective of practitioners in this field, thereby providing a theoretical basis for art education practitioners.

• The Journal of Information Systems
• /
• v.11 no.1
• /
• pp.51-74
• /
• 2002

The purpose of this study is to empirically investigate critical success factors for effective implementation of web-based distance learning system. First of all, four critical success factors are theoretically derived from reviewing previous research. They are: (1) learner-related factor including the variables such as teaming ability, learning attitude, and attending motivation, (2) environmental factor including the variables of physical and mental support for learners, (3) instructional design factor represented by one variable, the degree of appropriateness of learning contents, and (4) the factor concerning the level of self-directed learning readiness embracing the variables such as curiosity for learning, openness towards challenge of learning and affection for learning. Subsequently, the relationships between these four critical success factors and the degree of learning satisfaction are empirically investigated. The data for empirical analysis of the research are collected from 1,020 respondents who have already passed the web-based distance learning courses which have been implemented in Information and Communication Officials Training Institute. Out of 1,020 responded questionnaires, 875 data were available for statistical analyses. The main results of this study are as follows. Firstly, the most important factor for successful implementation of the web-based distance learning system is shown to be the instructional design factor, and in the next place, the self-directed learning readiness factor, the environmental factor and the learner-related one in sequence. Secondly, additional analysis of the variables included in the instructional design factor shows that availability of practical information and knowledge is the most influencing variable, and next, interesting composition of contents, reasonable learning amount, optimal level of instruction, and understandable explanation are significantly important in the descending order. Lastly, among learning motivators, strong intention of acquiring business knowledges and skills is found to be the most important satisfier in the web-based distance learning. The theoretical contribution of this study is to derive a comprehensive model of critical success factors for implementing the web-based distance learning system. And, the practical implication of this study is to propose efficient and effective guidelines for developing and operating the web-based distance learning system in the various kinds of organizations.

• Asia pacific journal of information systems
• /
• v.19 no.4
• /
• pp.149-176
• /
• 2009

In the recent e-learning environment, avatars are often used to help learners get familiar with the contents, which is ultimately to motivate them to study more. Therefore, it is important to investigate whether avatars have actually the desirable effect on users of e-learning materials. Surprisingly, however, no extensive study has been conducted on this crucial issue Accordingly, main objectives this study are summarized as follows. First, we need to gain better understanding of how much learners' trust towards avatars (termed as "avatar trust") is transferred to learners' trust towards e-learning contents (termed as "contents trust"). Second, we need to investigate how much learners' personal relationships with avatars as well as learning behaviors change depending on avatar types (attractive vs. professional) and contents complexity (easy vs. difficult). As described in the study objectives, in order for us to analyze empirical data more systematically, we classified avatar types into two: "attractive" and "professional;" the contents are categorized as either "easy" or "difficult." Therefore, it is essential for this study to build a prototype e-learning website on which our research purpose can be realized and tested effectively with proper avatar types and e-learning contents. For this purpose, we built a prototype e-learning website, in which avatars are invited from currently working avatar instructors used in real-world e-learning websites, and e-learning contents are adapted from real-world contents about Java programming topic, which have been proved to have shown high quality and reliability. Our research method includes questionnaire survey by inviting a number of valid respondents comprised of office workers who are believed to have high demands for the e-learning contents as well as those who have previous experience with avatar instructors. Respondents were given one of the four e-learning experiment conditions (2 avatar types x 2 contents types) on a random basis. Each experimental e-learning condition is framed to have the same quality but different avatar type and content complexity. Then the respondents are asked to fill out the survey form which has questions about avatar trust, contents trust, personal relationships with avatar, and learning behavior, among others. Regarding the constructs used in research model, we based them rigorously on previous studies. For example, we used six constructs such as behavior to give information (BGI), behavior to obtain information (BOI), need for inclusion wanted, need for control wanted, contents trust, and avatar trust. To measure them, 7-Likert scales were used in the questionnaire. E-learning performance was measured indirectly through two constructs such as BGI and BOI. Six constructs used in the research model were adopted and revised from the FIRO-B model suggested by Schutz. Empirical results are as follows: First, professional avatars are more effective for difficult contents, while attractive avatars were not as effective for easy contents. Second, our study results ascertained that avatar trust transfers to contents trust regardless of avatar types and contents complexity.

• Proceedings of the Korea Multimedia Society Conference
• /
• 2003.11b
• /
• pp.876-879
• /
• 2003

공무원 교육훈련의 새로운 형태인 e-teaming과 blended learning이라고 부르는 통합교육에 대한 국내사례와 국외사례를 검토하고, 다양한 통합교육 형태의 모델을 제시하고, 영향요인등을 분석하여 효율적인 운영전략 방안을 모색해보고자 한다.

• East Asian mathematical journal
• /
• v.37 no.4
• /
• pp.443-460
• /
• 2021

This study analyzes the characteristics of elementary math gifted classes through the development and application of teaching and learning materials. We used the guided reinvention methods including quasi-experiential perspectives. To this end, the applicability of Lakatos' quasi-empirical mathematical philosophy in elementary mathematics was examined, and the criteria for the development of teaching and learning materials for gifted students were presented, and then this study was conducted in this theoretical background. The subjects of the study were 21 elementary students at P University's Institute of Science and Gifted Education, and non-face-to-face real-time classes were conducted. Classes were divided into introduction, deployment1, deployment2, organization stages, and in each stage, small group cooperative learning was conducted based on group activities, and in this process, the characteristics of elementary mathematics gifted were analyzed. As a result of the study, elementary mathematics gifted students did not clearly present the essence of justification in the addition algorithm of fractions, but presented various interpretations of 'wrong' mathematics. They also showed their ingenuity in the process of spontaneously developing 'wrong' mathematics. On the other hand, by taking interest in new mathematics starting from 'wrong' mathematics, negative perceptions about it could be improved positively. It is expected that the development of teaching and learning materials dealing with various and original topics for the gifted students in elementary school will proceed through follow-up research.

• Korean System Dynamics Review
• /
• v.15 no.4
• /
• pp.129-159
• /
• 2014

This Study discuss exploring normative-prescriptive factors after the themes on Organizational learning categorize two descriptive/explanatory-perspectives, prescriptive/normative dimension. The former would contain information processing model, theory of action, organizing in organization, while Senge's suggestion on Learning Organization may compose the latter. Each perspective is reconstructed and reinterpreted into the causal mapping relationship founded on system thinking and SD. Underlying on the former try to discovery validities of the latter. But this study only put forward the integral-dynamic model of organizational learning without empirical simulation.