• Fourth Industrial Review
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• v.3 no.1
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• pp.1-12
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• 2023

Purpose - In Korea, where 64% of the land is forested, mountaineering is a leisure activity enjoyed by the majority of the people. As new technologies named the 4th industrial revolution spread more after the Covid-19 pandemic, we propose a human and technology convergence curriculum for mountaineering and trekking education to enjoy safety in the field of mountaineering and trekking using cutting-edge technology. Research design, data, and methodology - After examining the current state of the mountaineering industry and preceding studies on mountaineering and camping, and learning about BAC the 100 famous mountains, mountaineering gamification, and Gamification We designed an AI convergence curriculum using. Result - Understanding the topography and characteristics of mountains in Korea, acquiring mountaineering information through AI convergence, selecting mountaineering equipment suitable for the season, terrain, and weather, setting educational goals to safely climb, and deriving term project results. A total of 15 A curricula for teaching was proposed. Conclusion - Artificial intelligence technology is applied to the field of mountaineering and trekking and used as a tool, and it is expected that the base of mountaineering will be expanded through safe, efficient, fun, and sustainable education. Through this study, it is expected that the AI convergence education curriculum for mountaineering and trekking will be developed and advanced through several studies.

• Journal of The Korean Association of Information Education
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• v.23 no.3
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• pp.229-235
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• 2019

By combining the elements of the game or game in education, it improves the interest of the students and improves academic achievement by creating an environment where they can participate directly. We propose a curriculum that can learn the core principles of the elementary curriculum through fusion. The proposed curriculum helps students to understand the principles of the elementary curriculum by learning the artificial intelligence method in board game form. Learning methods that incorporate such elements of the game will enable learners to learn the principles of IT so that they can develop their ability to understand objects from various perspectives and enhance their thinking skills. It is expected that the elementary artificial intelligence curriculum that incorporates the proposed gamification will contribute to the development of the information science curriculum, which has been highlighted recently from the 2015 curriculum.

• 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 the Korea Society of Computer and Information
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• v.26 no.9
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• pp.125-132
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• 2021

At a time when non-face-to-face classes are being held for a long time due to Corona (COVD-19), research on non-face-to-face teaching and learning methods is needed. Existing teaching and learning methods are limited in their application to non-face-to-face classes as they present face-to-face practical and experiential teaching methods. In this study, we present a method of utilizing the extended reality (XR: eXtended Reality) technology for the 5AL (5 Activity Learning) teaching method, which is a teaching and learning method selected by the Institute for University Education Innovation. The 5AL teaching method consists of PBL Learning, Havruta Learning, Flipped Learning, Smart Activity Learning, and Gamification Learning. In this study, a method of combining the released extended reality contents with 5AL was presented. In addition, we developed content that integrates the 5 learning methods of 5AL and confirmed the learning effect through testing.

• The Journal of Asian Finance, Economics and Business
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• v.9 no.4
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• pp.109-120
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• 2022

This study has incorporated the mechanics-dynamics-emotions (MDE) and two behavioral learning paths to investigate the customers' co-creation behavior in Taiwan. The intuitive path begins with a gamification design that reflects the customers' proactive and innovative behavior; the cognitive path begins with persuasion knowledge remarks based on rational and reactive reasoning. These two paths conclude what forms user co-creation. The study collects data of 505 active social media users in Taiwan and employs structural equation modeling. The empirical findings demonstrate persuasive knowledge and gamification design are significantly associated with self-reference, and in turn, positively associated with co-creation. It indicates that cognitive behavior plays the main role in forming co-creation. Participants are more drawn to co-creation behaviors by the marketing contents that prompt reactive behaviors than proactive ones. Therefore, marketing managers can use appropriate stimuli to enhance co-creation behavior. Companies can design activities related to users, and more accessible for reactive, instead of proactive behavior, i.e., asking for their initiatives. It also suggests that companies' marketing campaigns should involve key opinion leaders matching the product image and the target audience's preferences. The novelty of this study is to introduce a novel augmented MDE framework to extend the "dynamics" into the incubation and implementation stage.

• Journal of Korea Game Society
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• v.16 no.1
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• pp.93-102
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• 2016

In this research, we investigated the effect of robot programming education on adaption for school life of student with learning disabilities focusing on learned helplessness and the quantity of spontaneous communication. The participant of this study was the student supported with LD really in 4th grade elementary school. Results of the study present that learned helplessness was declined, the quantity of spontaneous communication was increased throughout robot programming education. Based on results, these finding suggested ways to practice the application of strengths-based instruction, intervention utilizing gamification for school life of student with learning disabilities in educational setting.

• Journal of Korea Game Society
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• v.18 no.2
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• pp.109-120
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• 2018

Gamification is an important technology for the museum experience in the future, but there is a lack in both its application and academic studies in Korea. Therefore this study targets the technical strategies of museum gamification by studying domestic and international cases. For this purpose, this study analyzes and compares the cases as personalization, and audience interaction of museum experience and sees how the structure of the digital program affects the museum experience in detail by applying MDA framework to the comparisons. For visitors' active interaction with the museums, gamification should be designed in a way to contribute to visual expression of self identity, utilization of the museum space, constructivist learning free from limit on space and time, and interaction with other people.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.589-596
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• 2022

This study aims to investigate the effect of an educational gamification-based quiz on the recall of formulaic sequences (FS). The experiment involved 87 freshmen enrolled in general English classes at a university in Seoul. As material, EFL textbooks based on content from popular franchises, such as the Marvel Cinematic Universe, Twilight, and Harry Potter, were used. The experiment was carried out as follows: first, vocabulary learning, second, reading comprehension, and third, writing. The fourth activity proceeded differently in two groups. The experimental group used gamification-based quiz to practice FS, whereas the comparison group summarized the reading. FS was evaluated using meaning recall and form recall. Consequently, no difference was found between the groups on meaning recall tests of FS, but the experimental group had a significantly higher average score than the comparison group on the post-test on the form recall of FS.

• Journal of Digital Convergence
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• v.18 no.4
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• pp.403-409
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• 2020

Gamification can be more fun and interesting than boring and it can be used for variety of educational subjects. Through the fun and flow of the learner, the learner understands the meaning and context of the problem to be solved. It will be able to collect, analyze and creatively solve data in a way that computers understand. Training through gamification will be an effective and memorable coding education for the efficient learning of coding education among the newly designated compulsory education. It is considered to be highly useful as a convergence study to increase tourism experience. Currently, in the field of school, coding education is mainly conducted using entry and scratch, which are educational programming languages, and coding education using gamification is not extensively used in the current education field. It is also expected to be used to increase the tourism experience, and it can be used to enhance the learner's computational thinking ability and creativity.

• Journal of The Korean Association of Information Education
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• v.17 no.4
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• pp.507-513
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• 2013

The purpose of this paper is to compare the learning effectiveness of autonomous learning between on-line cyber learning using Internet media and off-line learning using printed media. In this study, each group is provided with the same learning contents and the same learning conditions. For autonomous learning the results revealed a significant difference between on-line cyber learning being not as effective as off-line learning. In order to improve the effectiveness of on-line cyber learning the negative aspects have been identified. These findings will help to improve the development of on-line learning effectiveness.