• Korean Institute of Interior Design Journal
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• no.41
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• pp.256-265
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• 2003

This study aims to investigate how to apply the theory of constructivism to CADD education. To maximize educational effect in the educational process, evaluation, media, interactions between instructor and learners, existing CADD education has some limitations and needs new methodology. Constructivism can be said to be a learner-oriented theory in that it emphasizes on the process of understanding in each individual. It can contribute in educational practice to elicit each learner's motivation and to develope their creativity. This paper tried to investigate how to apply constructivism to architectural designing and find the most suitable CAAD education methodology related to design studio.

• Journal of Digital Convergence
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• v.13 no.4
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• pp.69-79
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• 2015

As the distribution rate of a smart phone which can actualize even augmented reality is getting higher, the application scope of a smart phone is sharply increasing. However, in spite of various functions of it, there is still lack of learning app. Mobile equipments can bring no spatial-temporal restriction of learning to a learner, but they can tempt a learner into inappropriate spaces. In this sense, learning app is necessarily needed to motivate and keep learner's inner desire. This thesis suggested considerations when learning mobile app is designed by analyzing motivation strategy of ARCS Theory and UI of web based contents. Also, a design method of mobile learning app was suggested based on a procedural model of mobile learning app adapting ARCS Theory.

• Journal of Agricultural Extension & Community Development
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• v.24 no.1
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• pp.21-31
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• 2017

The purpose of this study was to analyze the structural relationships between adult educators' instructional leadership, learners' motivation and performance among those participants in education for urban-rural migration. The survey was conducted among 22 agricultural educational institutions in South Korea, and a total number of 1,109 learners responded to a questionnaire. In order to verify the hypothesized research model, the collected data were analyzed with structural equation modeling. The major findings of this study were as follows. First, adult educators' instructional leadership had a direct effect and an indirect effect on learners' performance. Second, adult educators' instructional leadership had a direct effect on learners' motivation. Third, learners' motivation had a direct effect on learners' performance.

• Educational Technology International
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• v.18 no.2
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• pp.73-99
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• 2017

The learning analytics dashboard (LAD) is a supporting tool for teaching and learning in its personalized, automatic, and visual aspects. While several studies have focused on the effect of using dashboard on learning achievement, there is a research gap concerning the impacts of learners' characteristics on it. Accordingly, this study attempted to verify the differences in learning achievement depending on learning motivation level (high vs. low) and dashboard intervention (use vs. non-use). The final participants were 231 university students enrolled in a basic statistics course. As a research design, a 2 × 2 factorial design was employed. The results showed that learning achievement varied with dashboard intervention and the interaction effect was significant between learning motivation and dashboard intervention. The results imply that the impact of LAD may vary depending on learner characteristics. Consequently, this study suggests that the dashboard interventions should be offered after careful consideration of individual students' differences, particularly their learning motivation.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.13 no.4
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• pp.49-58
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• 2018

In recent years, various studies have been carried out on various types of entrepreneurship and comparative activities according to policy efforts and support such as the activation of a bachelor's degree in the establishment of a university, and attention has been paid to the fact that the participation and the educational effect of the students may be different depending on the type. The purpose of this study is to investigate entrepreneurial motivation, entrepreneurship, and entrepreneurial intention in the case of experiential entrepreneurship class focusing on the theoretical-oriented general entrepreneurship class, And the effect of entrepreneurship on entrepreneurial intention. The data were collected and empirical analysis was conducted to compare the difference between the two groups. The results of this study are as follows: First, out of the motivation factors of entrepreneurs, entrepreneurship education, achievement desire, human network, self - esteem, etc. We can confirm that the motivation of entrepreneurs is recognized more greatly. Second, the entrepreneurship factor was not significantly different from the perception between experiential entrepreneurship lecture and theoretical entrepreneurship learner. Third, experiential entrepreneurship learner perceived more willingness to start business than theoretical entrepreneurship learner. Finally, among the entrepreneurship motivation factors, among the entrepreneurship education, achievement desire and entrepreneurship factor, the risk sensitivity affects the entrepreneurial will. This study suggests that the direction of entrepreneurial education focused on quantitative expansion and the creation of qualitative effects of entrepreneurship education are needed. In the future, it will provide policy implications for revitalizing experiential entrepreneurship education In addition, it can contribute to the diffusion of research on the effect of entrepreneurship education.

• Journal of Korean Home Economics Education Association
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• v.21 no.1
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• pp.35-49
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• 2009

The purpose of this study was to examine the effect of instruction for the development of analytical rubrics based on teacher-student compromise, which would be applied to performance assessment about the ninth-grade housing unit of the 7th national curriculum. In order to find out the influence of the rubric development instruction on learning motivation, two different third-year classes in a middle school were selected respectively as an experimental group and a control group. The way of presenting the rubrics and learning motivation were respectively selected as independent and dependent variables. Both groups took two lessons and a pretest-posttest on learning motivation. As for the analytic rubric for the individual task performance in the housing unit, three evaluation items were selected. As a result, the instruction for the learner-involved development of analytical rubrics for the housing segment had a positive effect on the confidence and satisfaction of the middle schoolers, which were two out of four sub-factors of learning motivation. Open-ended questions showed that the instruction got to build confidence in the course of being aware of the evaluation criteria and fulfilling the given tasks.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.9-17
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• 2021

This is a descriptive investigative study which attempts to confirm the mediating effect of learning motivation in the relationship between self-directed learning, learning commitment, and learning persistence intention of university students in an online learning environment. The questionnaires were randomly distributed online and the agreed questionnaires were retrieved, with a total of 338 copies used for analysis. The following is the summary of the findings. First, there were significant differences in learning persistence intention according to general characteristics depending on age, major, part-time job, and academic level. Second, the results showed a positive correlation between self-directed learning, learning commitment, learning motivation, and learning persistence intentions of the subjects were statistically significant. Third, after checking the mediating effect of learning motivation in relation to self-directed learning, learning commitment and learning motivation, the learning motivation has a partial mediating effect on learning and 23% explanatory power, and the learning commitment was found to have a complete mediating effect on the impact of learning motivation on learning intentions with 21% explanatory power. Based on these results, it is necessary to provide a more diverse educational environment, such as operating a motivation semester program that can improve learning motivations along with learning commitment, and the use of a variety of contents that can focus the learner's interest or attention.

• 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 Academia-Industrial cooperation Society
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• v.18 no.12
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• pp.414-422
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• 2017

This study was conducted to analyze the effects of motivation and satisfaction with continuing education on the intention to participate in college continuing education programs among adult learners. and participation of continuing education to improve the quality of Continuing education programs operated by College and to develop diverse educational programs that reflect the needs of adult learners and increase their participation rate. This study analyzed data collected from 412 adult males and females taking courses at the Lifelong Education Center in four professional universities in Gyeonggi-do from May 1 to June 20, 2017. Data analysis was performed using SPSS Version 21.0 program, and general characteristics of the subjects were used. Descriptive statistics, t-tests and ANOVA were used to identify differences in participants' motivation, satisfaction with education, and intention to participate. Participants' motivation, satisfaction with education, and intention to participate were analyzed by Pearson's correlation. Participants were analyzed by stepwise multiple regression analysis. There was a significant positive correlation between motivation for participation in college continuing education programs, intention to participate in education programs, and intention to participate. The factors influencing participants' motivation for participation were participation motivation and education satisfaction 41.2%.The results of this study suggest that it is necessary to develop and operate a program considering the factors that can improve motivation for participation and educational satisfaction to increase learner motivation.

• Journal of Korea Society of Digital Industry and Information Management
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• v.19 no.3
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• pp.105-115
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• 2023

This study analyzed the effects of learning participation motivation and collaborative self-efficacy on knowledge sharing behavior in an online learning environment. Collaborative learning in the online learning environment took the initiative in team formation, learning topic selection, learning planning and execution, and reflection. Collaborative learning was operated as an extracurricular program, and a survey was conducted targeting students who finally completed all learning activities. The results of the study are as follows. First, goal-oriented motivation and self-Efficacy for group work, showed significant influence on knowledge sharing behavior. Second, activity-oriented motivation did not show a statistically significant effect relationship. Interpreting the analysis results, it can be judged that the higher the goal-oriented motivation and self-Efficacy for group work of students who performed collaborative learning in an online learning environment, the higher the willingness to share knowledge, skills, and information they know. This study explored the outcomes of collaborative learning conducted in an online learning environment. It is meaningful that the learner's learning participation motivation was identified and the effect of self-Efficacy for group work, which can be expressed in collaborative learning situations, on knowledge sharing behavior, which is a necessary behavior for group performance, is significant.