• Educational Technology International
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• v.22 no.2
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• pp.311-339
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• 2021

This study examined the effects of scaffolding types (Toulmin's Argument Pattern: TAP or Argumentation Vee Diagram: AVD) and individual metacognition levels (low or high) on students' learning achievement in online collaborative argumentation. A total of 191 Chinese undergraduates took part in this study. They were randomly assigned to either the TAP scaffolding, AVD scaffolding, or no scaffolding condition. They were teamed up in small groups of two or three students to argue with their peers using SNS as the online collaborative argumentation environment. The results revealed that students in the TAP and AVD scaffolding conditions did not gain significantly higher retention or transfer scores than students without scaffolding. However, students in the TAP scaffolding condition significantly outperformed those in the AVD scaffolding condition on transfer scores. Individual metacognition did not significantly affect learning achievement in online collaborative argumentation. Additionally, there was no significant interaction effect between scaffolding types and individual metacognition levels on retention or on transfer. The findings have implications for scaffolding design for online collaborative argumentation and also suggest that more attention should be paid to social metacognition rather than to individual metacognition when students work collaboratively.

• Journal of Educational Research in Mathematics
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• v.11 no.1
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• pp.1-10
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• 2001

Most existing research into the metacognitive approach in mathematics learning has been concentrated mainly in the study of phenomena of metacognitive (including the affective) behaviour in the context of mathematical problem solving or more broadly mathematical content-elated learning. However, this study originally constructs the concept of "macroscopic metacognition" which could be differentiated with general metacognition, and draws out macroscopic-metacognitive factors among the elementary and middle school students through individual interview. Questionnaire research is executed to find out how the macroscopic metacognition is included into the students' mathematics learning and the relationship between their mathematics learning accomplishment and macroscopic metacognition. Thus, a considerable degree of the positive relationship between these two variables was found out.

• 한국HCI학회:학술대회논문집
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• 2008.02b
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• pp.78-84
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• 2008

The traditional intelligent teachable system has mainly focused on knowledge and cognition. It has overlooked motivational aspects of learners. Motivation is an important factor in learning making learners to have interests in a given task and persist it. Although the systems include cognitive as well as motivational factors, the effects of ITS on interest are not equivalent depending on individual characteristics. This study is to investigate how influence learners' response patterns to their interests and also examined effects of individual characteristics on interest in teachable agent (TA). In this experiment, we used KORI which is a new type of ITS that learner teach computer agent based on the instructional method of learning by teaching'. In the beginning of experiments, metacognition, achievement goal orientation and self-efficacy were measured as individual characteristics. Then, participants were asked to use KORI at home during 10 days. After using KORI the level of interest were measured. The result showed that metacognition was positively related with interest, whereas performance goal orientation and mastery goal orientation were negatively related to interest. It suggests t hat different individual characteristics should be considered to promote learners' intrinsic motivation in TA.

• The Journal of the Korea Contents Association
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• v.18 no.6
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• pp.63-72
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• 2018

This study was conducted to explore the impact of learning strategies on the level of participation in the online collaborative learning process. To do this, We studied 91 students who took professorship courses at A university in the Seoul metropolitan area. At the beginning of the semester, the learning strategies were measured through MSLQ, rehearsal, elaboration, organizing, critical thinking, metacognition, learning management, effort control, peer learning, and seeking help. Next, cooperative tasks were carried out to measure the interaction, and group composition consisted of 4-5 persons. The level of participation was measured by scores given to the messages created for interaction. The process of collaborative learning was divided into the steps of identifying learning goals, learning plans, performing individual learning, sharing learning results, and writing reports. The effects of learning strategies on participation level were analyzed through multiple regression analysis (stepwise selection method). As a result, the learning goal step influenced the highest level of metacognition, and the learning plan is the management of the learning time, the demonstration of the learning execution, the adjustment of the effort, the acquisition of help, the collegial learning, Writing was influenced by organization, elaboration, critical thinking, and critical thinking, metacognition, and elaboration.

• Fourth Industrial Review
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• v.1 no.1
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• pp.31-40
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• 2021

Purpose - According to the importance of business simulation learning as a new type of business learning tool, this study reviews the dimensions of business education and a brief history of business education simulation. At the end Capsim strategic management simulation program is introduce with its feature. Research design, data, and methodology - This study has been analyzed in a way that reviews at previous literature on simulation learning and looks at examples and features of Capsim simulation, online business simulation tools which has been used in the global market. Result - Capsim simulations are designed to offer focused opportunities for deep practice. That's why they are often more effective than passive tools such as textbooks, videos, or lectures. By the way, 'deep practice' is very different from 'ordinary practice'. After commuters who drive to school or work can accumulate thousands of hours of driving, but that doesn't make them expert drivers. The key to deep practice is self-awareness. That is, paying attention to what you are doing well and not so well. This is so important to learn that scientists use a specific term for it: 'metacognition', or thinking about the way you think and learn. Conclusion - The use of business simulation learning, such as Capsim, which is a given case, can create similar local systems by potentially engaging a large number of users in the virtual market. It could also be used as an individual to complete business training for students and those who are active in the business field of business.

• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.649-667
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• 2015

This study handled underachievement issue of gifted students by developing and validating educational programs as a solution, or relief, of their academic underachievement problems. The proposed educational program was designed to enhancing reading comprehension ability of gifted students with underachievement. Based on comprehensive literature review, this study found that key issues of underachievement have to do with learning strategy, and also that learning strategy was established as 'reading comprehension strategy.' Considering diverse reading comprehension models and strategies suggested by preceding studies, the reading comprehension strategy program in Korean was customized for underachieving gifted students on the middle school level. The effectiveness of the reading comprehension strategy program as a solution to underachievement of gifted students was explored by applying the developed program to 36 identified students after school twice a week for 6 weeks, conducting pre- and post-tests that were selected to measure their reading comprehension abilities, collecting their academic achievement data before and after the intervention by this study, and interviewing students. As the results of this study, reading metacognition ability, reading comprehension skills, and school grades of gifted students with underachievement were meaningfully improved as a group. On the individual level, 12 identified students, exactly one third of the whole group of underachieving gifted students, showed so improved academic achievement as we can say they overcame underachievement based on the Supplee's definition.

• The Journal of Korean Academic Society of Nursing Education
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• v.27 no.3
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• pp.227-239
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• 2021

Purpose: This study used an exploratory sequential approach (mixed methods) design to explore essential meaning through comparing and analyzing the experiences of nursing students in virtual simulation practice and high fidelity simulation practice education in parallel. Methods: The study participants were 20 nursing students, and data were collected through focus group meetings from July 17 to August 5, 2020, and via online quantitative data from November 10 to November 15, 2020. The qualitative data were analyzed using Giorgi's phenomenological method, and the quantitative data were analyzed using descriptive statistics, the Mann-Whitney U test, Kruskal-Wallis H test analysis of variance and Spearman's ρ correlation. Results: The comparison between the two simulation training experiences was shown in five contextual structures, as follows: (1) reflection of the clinical field, (2) thinking theorem vs. thinking expansion, (3) individual-centered learning vs. team-centered learning, (4) attitudes toward participating in practical training, (5) metacognition of personal competency as a prospective nurse, and (6) revisiting the method of practice training. There was a positive correlation between satisfaction with the practice and the clinical judgment ability of high fidelity simulation, which was statistically significant (r=.47, p=.036). Conclusion: Comparing the experiences between virtual simulation practice training and high fidelity simulation practice training, which has increased in demand due to the Coronavirus Disease-2019 pandemic, is meaningful as it provides practical data for introspection and reflection on in-campus clinical education.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.37-44
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• 2021

This study is about a strategy to analyze learning activities in an intelligent learning system. To this end, the conceptual definition of the intelligent learning system and the type of learning using the intelligent learning system were analyzed. The learning types were presented as individual, adaptive, competency-based, and blended learning, and although there are some differences, most of them have similar characteristics. In addition, learning activity analysis is based on data such as mouse clicks, keyboarding, and uploads generated by the system. Through this, basic analysis such as viewing time and number of uploads can be performed. However, more diverse learning analysis is needed for personalization and adaptation. It can judge not only learning attitude and achievement level, but also metacognitive level and creativity level. However, since the level of metacognition includes complex human cognitive activities, the teacher's intervention is required in the judgment of the intelligent learning system.