• Journal of The Korean Association For Science Education
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• 제11권1호
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• pp.37-50
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• 1991

The CAI (Computer-Assisted Instruction) system for science teaching has been increasing both in quantity and in quality during the last two decades. However, science learning by computer has not played a leading role in the science teaching process. Therefore, the purpose of this study was to analyze the effectiveness of tutorial CAI programs according to the learner's characteristics such as sex, inquiry skills, attitudes toward science subject, logical thinking skills, achievement motivation, science content achievement in science teaching. One group pretest-posttest design was used as an experimental design. The three tutorial science CAI programs were used for thirty males and females selected in grade eight. According to the analysis of CAI achievement scores the female students showed significantly higher (P<0.05) than the male students. Also, one-way analysis of variance was used to investigate the effects of interaction between sex and achievement motivation. The significant difference on the effects of interaction between sex and achievement motivation has not found. The effects of tutorial CAI between logical thinking skills, attitudes toward science subject, inquiry skills, achievement motivation, science content achievement according to upper and lower levels were investigated by using the statistical analysis of one-way ANOVA. The results indicate that tutorial CAI might provides a good opportunities for the improvement of science achievement to the lower level students of attitudes toward science subject, inquiry skills, science content achievement.

• Proceedings of the Korea Society of Design Studies Conference
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• 한국디자인학회 2005년도 춘계 학술발표대회 논문집
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• pp.239-240
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• 2005

• Journal of Practical Engineering Education
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• 제14권2호
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• pp.367-376
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• 2022

In this study, the user experience was analyzed from the learner's point of view, focusing on the metaverse platform 'Spatial'. SUS(System Usability Scale) was used to evaluate the usability of the metaverse platform 'Spatial' in a college class, and the Magnitude estimation technique was used to evaluate the immersion and satisfaction with the class. In addition, a questionnaire survey was used to collect user experience opinions on the use of 'Spatial' as a teaching tool. Looking at the usability evaluation results of the 'Spatial' system, the students evaluated the usability, immersion, and satisfaction quite positively. Looking at the user experience of metaverse platform 'Spatial', it was found that students highly valued Metaverse as an educational tool that can provide a place for many people to gather and communicate even in a non-face-to-face space. Compared to other online platforms, metaverse has advantages in ease of use, interaction, immersion, and interest. In particular, in addition to keyboard, touch, and display, interaction using the five senses such as voice, motion, and gaze was recognized as a great advantage. On the other hand, it was found that high openness, freedom, and interest factors can both promote learning and inhibit learning. Nevertheless, it is judged that the metaverse platform 'Spatial' can be effectively applied in college classes because it enables various interactions between instructor and learner or between learner and learner.

• The Journal of Korean Association of Computer Education
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• 제17권4호
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• pp.69-78
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• 2014

This study aims to investigate better predictors, among learner participation and interaction, for collective self-efficacy and achievement in a web-based collaborative learning environment. Interaction requires communication among two or more learners, while participation does not. In this study, interaction was measured by in-degree centrality and out-degree centrality based on the social network analysis perspective. Multiple regression analysis results from 53 college students who performed team project via online showed that in-degree centrality predicted collective self-efficacy and out-degree centrality predicted achievement, while participation was not a significant predictor.

• Journal of the Korean Applied Science and Technology
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• 제40권5호
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• pp.1033-1042
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• 2023

This study was conducted to investigate the effect of faculty-student interaction, Career commitment on Self-Directed Learning Ability in Later Learner's Students. The subjects of this study were 162 nursing students between the ages of 25 and 64 from 4 universities located in G metropolitan city and J province. The collected data were subjected to t-test, ANOVA, Pearson's correlation and multiple regression using SPSS 24.0 program. As a result of the study, the factors influencing self-directed learning ability were in the order of career commitment, faculty-student interaction, and motivation for university entrance among, and it was found that the variables explained 29.5% of the self-directed learning ability of older nursing students. Therefore, it is necessary to develop an intervention plan that can promote self-directed learning ability by improving the level of career commitment and faculty-student interaction of older nursing students.

• The Journal of the Korea Contents Association
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• 제7권2호
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• pp.161-169
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• 2007

This study examines the effects of learner's metacognition and scaffolding types on problem solving processes by examined 49 undergraduates to identify effective scaffolding type in Web-based PBL. This study classifies problem solving processes as defining the problem, developing solutions, making selections and justifications for the Proposed solution(s), and monitoring the solution. Moreover, it classifies scaffolding types as subject-related scaffolding and process-related scaffolding. As a result, the upper metacognition group showed higher performance only in monitoring solutions than the lower metacognioon group. This study also showed that offered scaffolding effects are not statistically significant. However, the lower metacognition group showed higher performance when subject-related scaffolding was offered and the upper metacognition group showed higher performance when process-related scaffolding was offered in making selections and justifications for the proposed solution(s) and monitoring solution. This study, based on the result of research, can partially verify the effects of learner's metacognition on problem solving processes and interaction effects between scaffolding and metacogniton in Web-based PBL.

• Journal of the Korea Society of Computer and Information
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• 제4권3호
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• pp.53-59
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• 1999

The CAI has not been developed with the non-structural form of interactive courseware under classroom network. This study suggests the direction of enhancement for students' achievement through interaction between learner and learner. and teacher and learner applied the effective multi-presentation and 4he introduction of the concept of chatting client/server to class with the use of multimedia package. For the continuous development of courseware and the effectiveness of keeping and repairing materials. this study consists of development of the teaching materials by Powerpoint which is one of the multimedia package presentation tools, and teaching method through discussion by chatting client/server under the classroom network. This new CAI showed the possibility of the open education through discussion and the enhancement of learners' effective achievement in the result of the data got from the classrooms of elementary, middle and high schools.

• Journal of the Korea Society of Computer and Information
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• 제14권10호
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• pp.233-240
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• 2009

In this paper we made the serious game learning multiplication table to be evolved. The serious game is to induce the interest of the learner. This program has an interaction form which reflects the intention of the user and using this program a learner to learn the multiplication table as teacher's location are training a program that are seen as the abata and came to be that learner is smart. A study ability to be evolved used an back propagation neural networks. But we improved a study speed using divided weight table concept. The engine is studied perfectly in 60~80 times training. The learning rate increase to various non-monotonic functional form not to do a mechanical rise. And the learning rate is similar with the study ability of the human.

• Journal of Science Education
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• 제35권2호
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• pp.138-148
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• 2011

Science class is the starting point of science education where science teacher and students meet together to teach and learn science. Therefore successful science class is the main concern of various educational partakers, such as teachers, students, parents, school administrators, and science education researchers. In order to find what is important among the teaching abilities of science teachers, a survey was conducted to the various educational partakers. As the result of survey, students chose 'progressing a lesson' and 'teacher's attitude' are important, and in-service teachers chose 'analyzing learner characteristics and curriculum' and 'teacher-student interaction' are important, while the pre-service teachers and parents chose 'teacher-student interaction' and 'progressing a lesson' are important. In addition, the school administrators chose 'setting up teaching-learning strategy' and science education researchers chose 'understanding curriculum and developing teaching-learning method' is important along with 'analyzing learner characteristics and curriculum.' In the communication on science education among different educational partakers, these result can be used as the basic information to understand the different perspectives on a science class.

• 한국HCI학회:학술대회논문집
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• 한국HCI학회 2006년도 학술대회 1부
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• pp.893-901
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• 2006

The major limitation of the traditional Intelligent Tutoring Systems (ITS) is that interface is mainly focused on the cognitive factors. However, the new direction of ITS is shifting form the cognitive perspectives to the motivational perspectives reflecting the individual differences. In this study, the specific design guidelines for motivational interface of ITS are proposed to promote learner's motivation to learn during the interaction with the ITS. First, ITS should be able to reflect individual differences in cognitive abilities, interest and motivation, and ongoing changes of the interestingness and comprehensibility during learning activities. Second, it is essential for ITS to guarantee learner controllability, diverse learning activities, curiosity, self-relevance, and challenge to enhance the level of motivation and situational interest. Third, the game-like properties are also needed to maximize the motivational effect of learning with ITS.