• The Journal of the Korea institute of electronic communication sciences
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• v.12 no.1
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• pp.163-172
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• 2017

This study is a system that provides a suitable level of the problem, designing the learner certification simulation program based on the ITS(: Intelligent Tutoring System) based on the model and the learning expert model, the model through a buggy (Buggy Model). In the demand survey that reflects the needs of users, convenience, effectiveness, scalability, and reliability were required. In order to reflect this, various problems were developed, problem type analysis, difficulty control, student grades and level management. Users who are preparing for the certification test are expected to use the development system to solve the problems according to their own level and to solve various types of problems in a practical environment to greatly shorten the preparation period for certification.

• The Journal of Korean Association of Computer Education
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• v.6 no.4
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• pp.85-93
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• 2003

This paper proposes an item based learning system using e-mail in order to motivate learners effectively and avoid the bottleneck problem under highly competitive access situations such as the traditional web based learning. The proposed system has th ree features as follows: first, through e-mail, a learner receives test items depending on his/her level, submit an answer sheet, and then identify an assessment with help messages. Secondly, on the web, an instructor easily constructs item database without any other tools and monitors the status of each learner by identifying the learners' record. Finally, an easy-to-use interaction mechanism enhances the inter-activity between learners and instructors, and the usability of Q&A(Question and Answer) service by incorporating e-mail into the web bulletin board.

• Education of Primary School Mathematics
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• v.19 no.1
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• pp.79-112
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• 2016

The purpose of this research is to find the effects of learner-centered instruction based on constructivism (LCIC) on their knowledge generation level and reasoning ability. To look for them, after fraction units are re-planed for implementing LCIC, instructions using it provide students in a class. From the data, some conclusions can be drawn as follows: LCIC has more positive influence of students on recall ability, generation ability, and reasoning ability than tractional instruction method. With the data it can be said that the interaction exists between learners' reasoning ability and generation level.

• Journal of the Korea Society of Computer and Information
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• v.26 no.10
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• pp.61-76
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• 2021

Nowadays, a lot of educational TV programs have focused on the program providers' perspective, namely through goods-dominant (G-D) logic. However, the growing development of current technologies such as IPTV with AR and VR has opened opportunities to go beyond a provider-centered perspective and to add the co-creation of value, since value can be created through the interaction between learners and the TV programs themselves. With this in mind, learner-centered TV programs, which are based on service-dominant (S-D) logic, should be offered through educational TV channels. This conceptual paper summarizes, analyzes, and synthesizes the present status of IPTV in education and suggests a new instructional approach for utilizing TV in future education based on value co-creation through learner participation. Three principles (service-dominant logic as an educational service design principle, goal-based scenario for instructional design, IPTV as state-of-the-art technology innovation) are suggested for designing educational IPTV programs.

• Journal of The Korean Association of Information Education
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• v.23 no.4
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• pp.363-374
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• 2019

Recently, there is an increasing interest in game based learning as a teaching method for digital native learners. This study set kinect game contributes to engaged learning as the competition and cooperation play (achievement goals, interaction), the digital game play (multisensory stimulation, fantasy and curiosity, chance, accurate feedback, control), and the body movement play (embodied cognition, presence). After performing classes using the motion recognition game developed for the elementary school history class, this study conducted semi structured interviews based on engaged learning elements of kinect game based learning for students who were successfully participating in learning. In the result, each element appeared to a successful learner. Based on these results, this study hopes to assist researchers as a basic evidence to introduce kinect game-based learning for engaged learning.

• Korean Journal of Child Studies
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• v.36 no.1
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• pp.99-124
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• 2015

This study developed a teacher training program aimed at promoting preschool teachers' competence in relation to pretend play and examined its effects on the teachers' knowledge, efficacy and interaction in pretend play. Regarding the learner's job characteristics and conditions, a small group session of 90 minutes per week was conducted for 8 weeks. To examine the effects of this program, the researcher collected data on the teachers' knowledge and the efficacy by means of questionnaires and the teachers' interaction by observation before and after the program execution. The fourteen child care centers were randomly assigned to both an experimental group or a control group, in which 38 teachers were included. In conclusion, the pretend play competence training program for preschool teacher was observed to be effective in improving their knowledge, efficacy and interactions in pretend play.

• Journal of the Korea Society of Computer and Information
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• v.27 no.5
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• pp.165-172
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• 2022

This study was attempted to investigate the effect of non-face-to-face online classes on class satisfaction of nursing students after COVID-19. The research method was a structured self-report questionnaire targeting 3rd graders(n=133) of the Department of Nursing at K University, and the collected data were analyzed using the SPSS/WIN 25.0 program. The results of the study were achievement motivation, interaction, self-regulated learning, and achievement motivation showed a statistically significant positive correlation with class satisfaction, and self-regulated learning showed a significant positive correlation with achievement motivation. Accordingly, in order to increase class satisfaction, the development and application of non-face-to-face online teaching methods to increase self-regulated learning, achievement motivation, and interaction are required.

• Journal of Internet Computing and Services
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• v.24 no.4
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• pp.37-45
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• 2023

Adaptive has gained significant attention in Education Technology (EdTech), with personalized learning experiences becoming increasingly important. Next-generation chatbots, including models like ChatGPT, are emerging in the field of education. These advanced tools show great potential for delivering personalized and adaptive learning experiences. This paper reviews previous research on adaptive learning and the role of chatbots in education. Based on this, the paper explores current and future chatbot technologies to propose a framework for using ChatGPT or similar chatbots in adaptive learning. The framework includes personalized design, targeted resources and feedback, multi-turn dialogue models, reinforcement learning, and fine-tuning. The proposed framework also considers learning attributes such as age, gender, cognitive ability, prior knowledge, pacing, level of questions, interaction strategies, and learner control. However, the proposed framework has yet to be evaluated for its usability or effectiveness in practice, and the applicability of the framework may vary depending on the specific field of study. Through proposing this framework, we hope to encourage learners to more actively leverage current technologies, and likewise, inspire educators to integrate these technologies more proactively into their curricula. Future research should evaluate the proposed framework through actual implementation and explore how it can be adapted to different domains of study to provide a more comprehensive understanding of its potential applications in adaptive learning.

• The Journal of Korean Association of Computer Education
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• v.14 no.3
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• pp.63-72
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• 2011

Satisfactory e-learning experience of working part-time adult students is a truly dynamic and multidimensional process that reflects learning needs and abilities. Special attention is given to understanding the role of student-to-faculty interaction, student-to-student interaction, e-learning content and course structure, flow, periodic off-line class meetings and synchronous Q&A sessions. Survey questions were developed and distributed to adult graduate students. Some of them were asked to complete the questions with the most interesting subjects or classes in their mind, and others with the most difficult subjects in their mind. The structural model for each group was tested. The values of path coefficients corresponding to the group with the difficult subjects turn out to be higher for the following paths; a) interaction among professors and students and satisfaction, b) contents quality and flow, c) Q&A and interaction among professors and students, d) Q&A and interaction among students. For the other paths such as interaction among students and satisfaction, contents structure and flow, the coefficient values corresponding to the group with the interesting subjects are higher. Some implications for e-learning design were provided as well.

• Korean Journal of Cognitive Science
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• v.17 no.3
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• pp.231-253
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• 2006

The interaction effects of the cognitive style and the presentation order of learning material was explored in the study. Visualizers performed better when the graphic information was presented prior to the verbal information, whereas verbalizers did better when the verbal information was presented prior to the graphic information. The results of the present research have practical implication of personalized multimedia design based on the learner's cognitive style. The results also have suggested that the cognitive load of a multimedia material can be varied depending on the compatibility of the cognitive style and the material.