• Journal of Digital Convergence
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• v.14 no.4
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• pp.43-53
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• 2016

The purpose of this study is to examine the meaningfulness and the possibility of developing kinetic narrative educational contents based on English literature with convergent approaches. To accomplish the objective, this paper examines three areas of research such as kinetic education, English literature education, and total physical response-storytelling method. It introduces the following three stages of development procedure: 1) selecting and analyzing English literature, 2) designing a prototype including the story flow, the movement and the motion interaction design, and 3) constructing motion database using Laban movement analysis. Then, how to apply it to young learners is illustrated with 'the story of the three little pigs,' Finally, implication for the field of young learner English education and English literature is discussed.

• Journal of Korea Game Society
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• v.15 no.4
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• pp.199-206
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• 2015

This paper introduces a serious game called freCman developed for C programming language beginners. Since key words, syntax, and programming structure of C programming language are unfamiliar for them, they feel uneasy and have many difficulties to study. We developed three games such as shooting star C, finding hidden errors, unscrambling C codes through which C beginners can study C language easily. Also we developed CTS(Code to Speech) which speeches C source codes like English statements so that C beginners can be familiar with C key words and statements. To prove effectiveness of the freCman, some experiments have been conducted with C language beginners. Experiment results show that the freCman helps beginners studying C programming language much.

• Journal of Korea Multimedia Society
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• v.23 no.9
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• pp.1210-1218
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• 2020

This study selected brand logos of six South Korean and Chinese banks including KB, IBK, SH, ICBC, ABC, and SISB, conducted Eye Tracking experiment among 36 South Korean and Chinese university students(Nine male and female students, respectively), and analyzed the difference of visual attention of consumers on bank brand logo, symbol, Korean/Chinese character logo types as well as the difference of visual attention of these consumers on English logo types. Results were represented by using statistics and visualization including GAZEPLOT, HEATMAP, and visual expression. Results showed that most generally gazed logo types more often and longer than symbols when they watched bank brand logos. A slight difference was observed between both groups in terms of gazing English logo types. This study has a implication that it proposed the possibility of drawing quantitative and reliable outcomes by utilizing eye tracking device and approaching in an objective standpoint beyond a methodological aspect on bank brand logo primarily leaning over the analysis of case research or design development. Moreover, findings are expected to serve as basic data for proposing the direction of special bank brand logo design and marketing strategies.

• Journal of Korea Game Society
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• v.15 no.3
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• pp.151-160
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• 2015

This paper presents English vocabulary memorization system using forgetting curve to automatically adjust the vocabulary difficulty to match learner's level. Our system will decide the appropriate repetition cycle, depending on the number of memorizing words through the forgetting curve, then requires an iterative learning. No matter what learners know or do not know, words are reviewed. To save time by reviewing some words which have the highest probability that learners forget. And it provides vocabulary based on learner level, which makes learner maintain their interest and achievement. A general system provides vocabularies which difficulty matches with evaluated ones, or randomly provides some vocabularies without consideration of users' level. But we apply the "Glicko" system which is being used in the online chess game ranking system to adjust the vocabulary's difficulty. We utilize the system used in the one-by-one player system to our vocabulary-human system. As a result, learners's level and the vocabularies's difficulty is measured in the review process. Moreover it maximizes the performance of English vocabulary memorization by applying feedbacks from practice testing and distributed learning.

• Journal of Digital Contents Society
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• v.10 no.1
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• pp.17-26
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• 2009

Recently, an interest in mobile games is increasing according to the extension of the high speed network infra and the development of mobile devices. Specially, the mobile game for learning can help to reinforce an academic performance and an interest for a brief time anytime anywhere. Thus, we propose new mobile contents named V-Killer which combines learning with a game. V-Killer is a word puzzle game which has functions of ranking and searching. The game can get feedback on your learning or progress and choose the degree of difficulty according to the ability of the user. The game lead to an interaction of user and games as sets questions by user, in addition, it is easy to operate and has a simple construction. In the paper, we implement the proposed game on the mobile and present the game.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.273-290
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• 2011

This paper presents a case study involving one Korean primary school student and people around him in order to explore the reading process in English of a young Korean EFL learner and to investigate the social context in which his reading takes place. Six participants were included in the study (one primary school student and five adult participants). The student participant was asked to read a text in English and translate what he read into Korean and the teacher participants were asked to listen to the student's reading. Semi-structured interview was used to collect data from the student as well as five adult participants (his private tutor, his parent, his state school teacher, and two other state school teachers). The analysis reveals four characteristics of the way a young EFL learner approaches reading: word-by-word reading, disconnected word recognition, selective use of cues, and lack of awareness of difficulties. The four characteristics of Kilsu's reading suggest that reading can become a wild guessing game for young foreign learners, if they give selective attention to unimportant cues while reading. The pedagogical implications of this study are also discussed to help teachers designing reading lessons for young learners.

• Journal of Internet Computing and Services
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• v.5 no.4
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• pp.43-51
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• 2004

The convergence of mobile communications and handheld computers offers the opportunity to develop technology that will assist individuals and groups to learn anytime, anywhere. In this thesis, we suggest a learning model for educational mobile contents, and implement a mobile contents for English vocabulary learning. The mobile contents consist of two parts: vocabulary learning and vocabulary evaluation. The vocabulary learning provides the mobile learner not only the display of English vocabulary but also the pronunciation of native speaker. The degree of learning achievement is evaluated by the quiz program of game style. Accordingly, the proposed prototype system for English vocabulary learning is designed and implemented, as an exemplar of personal mobile systems for edutainment mobile learning.

• The Journal of the Korea Contents Association
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• v.12 no.10
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• pp.541-554
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• 2012

This study suggests the effectiveness of G-learning English afterschool classes implemented to elementary school students at low achievement level in English. These days, the use of games in teaching and learning, known as G-learning, has gradually expanded, so it is necessary to consider how to adapt G-learning generally in English education. A G-learning afterschool English class was implemented to 23 low-level 5th grade students in an elementary school located in Daejon for 12 weeks. This study set two hypotheses aiming to determine the effectiveness in achievement and affectiveness of the participants. Pre and post achievement tests were conducted. Also, survey and FGI (focused group interview) were carried out twice with the participants. The study found that students' spelling awareness, vocabulary recognition and dialogue comprehension ability (hypothesis 1) were all improved with statistical significance. Moreover, after the class, participants' confidence and interest toward English study showed meaningful increases.

• Journal of Korea Game Society
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• v.21 no.3
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• pp.3-12
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• 2021

This study is a design study to develop the reading application for English learning courses with fun elements of Gamification incorporating user's immersion. The system is focusing on the story progression of Aesop's fable "Rabbit and Tortoise", which is consisted of chapters in digital technology. We intended to apply the four elements of fun factors by grafting Gamification into the game engine system. The purpose and significance of the study is to present the guideline through evaluation of usability from prototypes by surveying the educator group.

• Journal of Korea Game Society
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• v.16 no.3
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• pp.7-16
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• 2016

This research aims to suggest a gamified smart learning design for Korean EFL young learners' speaking proficiency. Gamification is the use of game-thinking and game mechanics in non-game contexts to engage users in solving problems. Thus, the gamified smart learning as gamification in education is designed not only to elicit students' participation but also to enhance speaking skills. Especially, this research based on the results of a pilot study is focused on easing the burden of homework as well as engaging the speaking English game for the primary students with a relatively short attention span. The game elements utilized in this study are competition, rewards, customized characterization and so on. Kakao Talk is selected for this gamified smart learning research because of its ease of accessibility, and multiple applicable functions for language learning such as voice recording, text messaging and sharing videos or photos. Gamification in smart learning can be a means of productive approach to contemporary EFL teaching and learning.