• KIPS Transactions on Software and Data Engineering
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• v.11 no.9
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• pp.391-398
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• 2022

As non face-to-face classes carry on discussion about learner's attention continues. To improve learning effect learner's attention is important whether non face-to-face classes or face-to-face classes. In this study a mobile application prototype inducing learner attention is developed taking account of learner emotion that is one of the factors affecting learner attention. When learner selects one of the four emotions displayed in the application, it shows the activity inducing the learner's attention related to the selected emotion. In order to evaluate the usability of the developed application, 32 middle and high school students are asked to run the application and then conduct a survey using 5 point Likert scale. The survey result indicates that there is a possibility that the developed application in this study induces learner attention as showing that the result point of 'I can pay attention' and 'I feel psychological stable' is respectively 3.56 and the result point of 'I feel useless thought disappear' is 3.6.

• The Journal of Korean Association of Computer Education
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• v.9 no.5
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• pp.31-39
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• 2006

The change into the knowledge based information society requires a transformation of educational paradigm. Accordingly, intelligent learning and distance education are attracting a fair amount of attention. To apply the instructional learning method in this field, we need to consider a individualization of learning, as it were, abstraction of fact and path through learning, which is based on learner's traits, this focus entails a argument for individualized reasoning strategy. Therefore, in this paper, we design a learner's cognitive union, which is based on X-Neuronet(eXtended Neuronet), represent learner's hierarchical knowledge is able to self-learn, and grows adaptive union by proprietor. Additionally, we propose a individualized reasoning strategy, which relies upon learner's cognitive union, and verify the validity.

• The KIPS Transactions:PartA
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• v.15A no.6
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• pp.351-360
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• 2008

It seems reasonable to assume that the individualized learning means more than simple teaching-learning method, so the instructional method has attracted a fair amount of attention not only in classroom, but also in the field of a adult education, cooperate education, and so on. In order to have an effect on individualized learning, we need to analyze and measure the learner's characteristic. However it is difficult to represent in quantified form because the conception and category of learner's characteristic is various and extensive. Therefore, in this paper, we propose a quantification method of learner's characteristic, which is limited to learner's cognitive structure and style, and is represented in the light of connectionism, verify the validity. The learner's cognitive structure in this paper was represented, which simplified the learner's cognitive structure. Additionally, the cognitive style in this paper was limited to inertia of knowledge for learner's cognition.

• 한국HCI학회:학술대회논문집
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• 2006.02a
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• pp.519-525
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• 2006

Advances in information and telecommunication technology increasingly reveal the potential of computer supported education. However, most computer supported learning systems until recently did not pay much attention to different characteristics of individual learners. Intelligent learning environments adaptive to learner's preferences and tasks are desired. Each learner has different preferences and needs, so it is very crucial to provide the different styles of learners with different learning environments that are more preferred and more efficient to them. This paper reports a study of the intelligent learning environment where the learner's preferences are diagnosed using learner models, and then user interfaces are customized in an adaptive manner to accommodate the preferences. In this research, the learning user interfaces were designed based on a learning-style model by Felder & Silverman, so that different learner preferences are revealed through user interactions with the system. Then, a learning style modeling is done from learner behavior patterns using Decision Tree and Neural Network approaches. In this way, an intelligent learning system adaptive to learning styles can be built. Further research efforts are being made to accommodate various other kinds of learner characteristics such as emotion and motivation as well as learning mastery in providing adaptive learning support.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.11 no.10
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• pp.1835-1844
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• 2007

Recently there have been some positive evidences on the effects of learning in a virtual environment. However, most of these educational VR systems were not deeply considered in the design of drawing a learner's attention on lesson contents, which would help enhance retained memory. Hence, a study was conducted to measure 17 subjects' attention states using EEC, ECG, GSR, and eye-tracking and their behaviors while they were given guided search task or exploration task in a virtual environment consisting of five major events. It also analyzed the subject's remembered items after their VR experiences using a surrey. This paper Int describes an overview of the ocean virtual environment used in this study, and it then explains the experimental design, apparatus, and method. It will also discuss the results by a detail analysis (in a whole VR session as well as event-related 10-second 33 sub-sessions) with the subjects' attention states and their retained memory after the learning.

• East Asian mathematical journal
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• v.36 no.2
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• pp.229-251
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• 2020

Problem Based learning(PBL) is a teaching and learning method to increase mathematical ability and help achieving mathematical concepts and principles through problem solving using the learner's mathematical prerequisite knowledge. In addition, the recent instructional situations or environments have focused on the learner's self construction of his learning and its process. In spite of such a quite attention, it is not easy to apply and execute PBL program actually in class. Especially, there are some difficulties in actually applying and practicing PBL in the areas of mathematics education in not only secondary school but also in college. Its reason is that in order to conduct PBL instruction constantly in real or experimental class there is no more concrete and detailed instructional content during the consistent and long period. However, to whom is related to mathematics education including instructors called scaffolders, investigation and recognition on the degree of the learner's acquisition of mathematical thinking skills and strategies is an very important work. By the reason, in this study, the instructional content was to be explored and developed to be conducted during 15 weeks in one semester, which was based on Problem Based Learning environment by the subject of the theories relevant to mathematics education in the college of education.

• 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.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.19-40
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• 2009

Teacher written feedback on student compositions has received tremendous attention in second language (L2) writing research. Notwithstanding the importance of understanding both teachers' and students' perspectives on the feedback process, much of the feedback research has only looked into one-side of the story - adopting either the teacher's or the student's perspective. The current study is an attempt to look into both sides of the story by examining the types of written feedback that students prefer, the extent to which students' preferences and teachers' actual feedback practice overlap, and the extent to which student perceptions of teacher feedback coordinate teacher self-reflections on their feedback practice. Three English composition classes (3 teachers and 46 students) at a university participated in this study. It analyzed student and teacher data from questionnaires and teacher written feedback on student compositions. The results showed that students' preference for feedback on global and local issues varied across the three composition classes. This is partly a consequence of how students perceived the type of feedback that their teachers practiced. Teacher self-reflection on and student perception of teacher written-feedback generally coordinated. These findings are discussed in light of how contextual factors affect learner perception of teacher written feedback and underscore the need for examining students' reactions to feedback and teacher self-reflection.

• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.499-508
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• 2014

Developing Computational Thinking is getting attention as the importance of SW is emphasized. Also programming education is getting attention, especially, various researches that utilize robot in programming education are being carried out. This study focused on compensating the defects of the prior robot programming education and exploring the way of utilizing web based tool 2.0 while putting emphasis on communication and cooperation. This plan is based on $Gagn{\acute{e}}$ & Briggs nine events of instruction and can be used to implement cooperative learning with the Web 2.0 based tools at every instructional events. Tests for learner's cooperation were done before and after this new plan to evaluate its value. The result proves that this plan had a positive influence on improving learner's cooperative attitude.

• Educational Technology International
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• v.16 no.2
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• pp.141-166
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• 2015

The purpose of this study was to examine the effects of using visual stimulation and gesture, namely embodied language learning, on learning achievement and learner's course interest in the EFL classroom. To investigate the effectiveness of the proposed purpose, thirty two third-grade elementary school students participated and were assigned into four English learning class conditions (i.e., using animated graphic and gestures condition, using only animated graphic condition, using still pictures and gesture condition, and control condition). The research questions for this study are addressed below: (1) What differences are there in post and delayed learning achievement between imitating gesture group and non-imitating one and between animated graphic group and still picture one? (2) What differences are there in course interest between imitating gesture group and non-imitating one and between animated graphic group and still picture one? The Embodiment-based English learning system for this study was designed by using Microsoft's Kinect sensing devices. The results of this study revealed that students of imitating gesture group memorized and retained better words and sentence structure than those of the other groups. As for learner's course interest measurement, imitating gesture group showed a highly positive response to attention, relevance, and satisfaction for curriculum and using animated graphic influenced satisfaction as well. This finding can be attributed to the embodied cognition, which proposes that the body and the mind are inseparable in the constitution of cognition and thus students using visual simulation and imitating related gesture regard the embodied language learning approach more satisfactory and acceptable than the conventional ones.