• Journal of Korea Game Society
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• v.10 no.6
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• pp.37-45
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• 2010

The purpose of this paper is to analyze a positive educational effect of G learning(online game based learning). G learning has become an effective learning tool for constructivism based learning. Therefore, the paper developed G learning 'SKY math' and applied it to the elementary students. Through the analysis, the fact has been found that students' attitude and confidence for Math changed positively.

• Journal of Korea Game Society
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• v.12 no.1
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• pp.79-90
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• 2012

This study suggests effects and procedure of G-Learning math class which had implemented toward a class of K-5 for 6 weeks in La Ballona elementary school located in Culver City, LA in USA. For designing G-Learning math class, developing the G-Learning contents, constructing teaching and learning model, publishing the teacher and student's book and conducting teacher training were carried out. As for the results, the achievement score of G-Learning class rose 12 points which marked higher improvement than the compare class. Also in G-Learning class, the score of 1/3 lower achievement group increased 22 points and 1/3 higher achievement group rose 9 points with statistical significance. Moreover, after G-Learning math class, interest and awareness to effectiveness toward G-Learning math was positively increased.

• Journal of Korea Game Society
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• v.15 no.6
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• pp.89-96
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• 2015

The purpose of this paper is to analyze quantitative learning motivation on G learning. For the purpose the paper has analyzed the learning motivation factors through students' review on G learning which had been done at La Ballona Elementary School in Culver City, USA in 2010. On the basis of contents analysis method, it showed what factors of G learning influenced students and raised their academic motivation. Students used the positive, active words such as good, fun, learn, accomplish, easy, quest in terms of learning process, interest and achievement. They also showed future G learning intention describing terms such as love and miss. Team Quest has been especially developed for G learning class this time. Students had to help each other to solve the team quests which is different from traditional textbook. The system raised students' academic motivation.

• Journal of Korea Game Society
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• v.11 no.3
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• pp.55-62
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• 2011

G-learning, based on online game, virtual reality activities and communities, is considered as a fresh, differentiated idea at learning which drives learners' interest and attention. The paper is to analyzed effectiveness of G-learning at the mathematics classes in elementary school. Fourth, fifth and sixth grade students in Seoul are selected as an experimental groups and their achievement scores are measured. The difference between G learning group and textbook group was significant. This result shows that G-learning has a positive effect on learning.

• Journal of Korea Game Society
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• v.14 no.6
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• pp.69-78
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• 2014

The purpose of this paper is to analyze a developing process of 3D STEAM based G learning contents. STEAM means Science, Technology, Engineering, Art, Mathematics. It is focused on to raise students interest on science and technology through integrating the subjects together. Also it's purpose is to raise students understanding capabilities on technology convergence and problem solving. Therefore, this paper focused on the analysis of the development of 3D STEAM based G learning contents. Science topic, 'solar system and stars' was decided as a G learning based contents. Students showed higher immersion and motivation on the contents.

• 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.

• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.192-201
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• 2020

This study commercialization of 5G will enable transformation of university education. This study identifies five attributes (device type, learning place, learning content, learning field and expense payment) and corresponding levels to study the impact of 5G in the future of university education. The attributes and the levels are then combined into few 5G education service alternatives for respondents to rank. 102 students ranked the alternatives based on their preferences and intent to use. Results indicate that the intent to use 5G-based education service was high with 86% and the most important factor was expense payment (37%), followed by learning field (26%), learning content (24%), device type (8%) and learning place (5%). Specifically, students preferred smart device, practical and experiential content, ubiquitous (no limitation of space and time) learning, practical education and free rate when adopting 5G-based education service. These will provide implications to accelerate adoption of and exploitation of 5G for innovating university education.

• Journal of Physiology & Pathology in Korean Medicine
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• v.19 no.1
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• pp.254-261
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• 2005

The effects on memory and learning ability of the Korean herbal medicine, Xingyo-tang(XGT, 神交湯), which consists of Ginseng Radix(人蔘) 4 g, Liriopis Tuber(麥門冬) 40 g, Morindae Officinalis Radix(巴戟天) 40 g, Biotae Semen(柏子仁) 20 g, Dioscoreae Rhizoma(山藥) 40 g, Euryales Semen(?實) 20 g, Scrophulariae Radix(玄蔘) 40 g, Salviae Miltiorrhizae Radix(丹蔘) 12 g, Poria(茯神) 12 g, Cuscutae Semen(免絲子) 40 g, was investigated. The effects of XGT on learning and memory performance were examined in normal or memory impaired mice by using avoidance tests, Pentobarbital -induced sleep test, fear conditioning task, novel object recognition task, and water maze task. Hot water extract from XGT was used for the studies. Learning ability and memory are based on modifications of synaptic strength among neurons that are simultaneously active. Enhanced synaptic coincidence detection leads to better learning and memory. The XGT-treated (30 mg/100 g and 60 mg/100 g, p.o.) mice exhibit superior ability in learning and memorizing when performing various behavioral tasks. XGT did not affect the passive avoidance responses of normal mice in the step through and step down tests, the conditioned and unconditioned avoidance responses of normal mice in the shuttle box, lever press performance tests, and the ambulatory activity of normal mice in normal condition. In contrast, XGT produced ameliorating effects on the memory retrieval impairment induced by ethanol. XGT also improved the memory consolidation disability induced by electric convulsive shock (ECS). XGT extended the sleeping time induced by pentobarbital dose-dependently, suggesting its transquilizing or antianxiety action. These results suggest that XGT has an improving effect on the impaired learning through the effects on memory registration and retrieval.

• Journal of Information Processing Systems
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• v.8 no.3
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• pp.521-538
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• 2012

As the knowledge society matures, not only distant, but also off-line universities are trying to provide learners with on-line educational contents. Particularly, high effectiveness of mobile devices for e-Learning has been demonstrated by the university sector, which uses distant learning that is based on blended learning. In this paper, we analyzed previous m-Learning scenarios and future technology prospects. Based on the proposed m-Learning scenario, we designed cellular phone-based educational contents and service structure, implemented m-Learning system, and analyzed m-Learning service satisfaction. The design principles of the m-Learning service are 1) to provide learners with m-Learning environment with both cellular phones and desktop computers; 2) to serve announcements, discussion boards, Q&A boards, course materials, and exercises on cellular phones and desktop computers; and 3) to serve learning activities like the reviewing of full lectures, discussions, and writing term papers using desktop computers and cellular phones. The m-Learning service was developed on a cellular phone that supports H.264 codex in 3G communication technology. Some of the functions of the m-Learning design principles are implemented in a 3G cellular phone. The contents of lectures are provided in the forms of video, text, audio, and video with text. One-way educational contents are complemented by exercises (quizzes).

• The Journal of Korean Academic Society of Nursing Education
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• v.27 no.1
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• pp.5-15
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• 2021

Purpose: This study aimed to provide a systematic review and meta-analysis of research on flipped learning effects applied to university students. Methods: The random effect model was applied to 21 papers to calculate the effect size. To verify the moderation effect, a meta regression analysis and meta ANOVA were performed. Publication bias was verified through a funnel plot, and then an Egger's regression test was conducted. Results: The overall average effect size was .69 (95% CI: .51-.87), showing a median effect size, which was statistically significant. The outcome variables were in the order of learning motivation (Hedges' g=.83), self-directed learning (Hedges' g=.78), learning achievement (Hedges' g=.66), and efficacy (Hedges' g=.50), which were statistically significant. Conclusion: Flipped learning was found to be statistically significant in improving self-directed learning, learning motivation, efficacy, and learning achievement amng university students. It is suggestd that this method be actively applied in university education.