• The Journal of the Korea Contents Association
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• v.5 no.4
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• pp.197-203
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• 2005

Interactivity is very important at ubiquitous e-Learning system oriented multi platform because online study is accomplished by multi media. In this thesis promotion for interactivity is designed at online study. By cyber education with supposed promotion used for a feedback. From now on a special research of study design should be made for interactivity and effectiveness using human sensibility ergonomics.

• Journal of Internet Computing and Services
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• v.11 no.1
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• pp.71-76
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• 2010

This research proposed the method for application of SCORM in U-learning system. That is, I proposed the API broker to connect between U-learning and API Instance of RTE that is existing SCORM based learning object interface environment. The API broker operated handling process using request port and response port between SCORM and U-learning server. For efficient operation in each service, this system has learning contents service buffer in API broker.

• The Journal of the Korea Contents Association
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• v.10 no.8
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• pp.1-10
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• 2010

For virtual education, the multimodal learning environment with haptic feedback, termed 'immersive textbook', is necessary to enhance the learning effectiveness. However, the learning contents for immersive textbook are not widely available due to the constraints in creation and playback environments. To address this problem, we propose a framework for producing and displaying the multimodal contents for immersive textbook. Our framework provides an XML-based meta-language to produce the multimodal learning contents in the form of intuitive script. Thus it can help the user, without any prior knowledge of multimodal interactions, produce his or her own learning contents. The contents are then interpreted by script engine and delivered to the user by visual and haptic rendering loops. Also we implemented a prototype based on the aforementioned proposals and performed user evaluation to verify the validity of our framework.

• Journal of the Korea Society of Computer and Information
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• v.18 no.9
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• pp.91-99
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• 2013

In these days, the smart devices are being developed and used repeatedly. But almost E-learning System did not provide these smart devices environment and user's E-learning space is changing from Single-screen environment to multi-Screen environment. Accordingly we configure smart E-learning space based on multi-screen and integrate the multi-media contents for the Smart E-learning service. We present the synchronization techniques to make the multi-screen environment for smart space with Timed Link and design the Timed Button to relate each Screen which is using multi-media e-learning contents.

• The Journal of Korean Association of Computer Education
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• v.6 no.2
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• pp.61-70
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• 2003

Currently many companies and cyber-universities are investing large amount of time and efforts to develop a standard for Web-based learning contents. Among various standards proposed, SCORM(Sharable Content Object Reference Model) has been especially interested regarding web contents and LCMS(Learning Content Management System), In contrast with corporate and adult education, many seem to be skeptical that SCORM could be applied to K-12 education. In the study, opportunities and limitations of the concept for the learning object in 'SCORM' are examined through analyzing relevant studies and cases. In addition, this study examines the learning object in the pedagogical Perspective, and derives suggestions for applying them to K-12 education.

• Journal of Information Technology Applications and Management
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• v.17 no.2
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• pp.71-90
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• 2010

Electronic learning(or e-learning) has created hype for companies, universities, and other educational institutions. It has led to the phenomenal growth in the use of web-based learning and experimentation with multimedia, video conferencing, and internet-based technologies. Many researchers are interested in the factors that affect to the performance of e-learning or e-learning services. In this sense, this study is aimed at proposing e-learning system reuse prediction models in which e-learner intention to reuse influence factors(i.e., system accessibility, system stability, information clarity, information validity, self-regulated efficacy, computer self-efficacy, perceived usefulness, perceived ease of use, flow, and parental expectation) affect e-learner intention to reuse positively. A web survey was conducted for the full members of the e-learning education institute A in Seoul, Republic of Korea, an exclusive e-learning company that provides real time video lectures via the desktop conferencing system. The web survey was conducted for 20 days from November 5, 2009, through the e-learning web site of the company A. In this study, three data mining techniques were used : the multivariate discriminant analysis, CART, and C5.0 algorithm. This study was conducted to provide the e-learning service providers, e-learning operators, and contents developers with marketing and management strategies for improving the e-learning service companies, based on the data mining analysis results.

• The Journal of the Korea Contents Association
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• v.10 no.3
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• pp.472-479
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• 2010

The purpose of this paper is to investigates the determinants of learner intention to reuse in e-learning. Based on attitude and flow related studies, our paper proposes a theoretical model consisting of factors such as contents sufficiency, course feedback, self-directed learning, attitude, flow, and reuse intention. The survey method was used for this paper, and data from a total of 409 users in e-learning system were used for this analysis. To analyze the data, structural equation model was used. The results of this empirical study is summarized as follows. First, contents sufficiency has a positive effect on flow as well as attitude, and learner's self-directed learning has a positive effect on flow as well as attitude. Second, both attitude and flow have a positive effect on reuse intention. The findings have significant implications for determinant indicators of reuse intention in e-learning.

• The Journal of the Korea Contents Association
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• v.10 no.8
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• pp.451-460
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• 2010

The purpose of this paper is to present the effective operation method of cyber home learning system 2.0. Cyber home learning system 2.0 which plays an important role to produce and share data of internet users establishing user-centered internet environment is recently introduced as web 2.0 is beginning to appear. This research is based on the case of the operation on cyber home learning system, research literature of web 2.0 as well as expert consulting and performance test. After doing this research, cyber home learning system 2.0 can bring enormous educational effect when it has online education using web-based discussion tool and long distance consulting linking with off line school education. Redundant system configuration, the distributed processing also may be provided by the service was smooth. Moreover, it demands monitoring team consisting of student, parents and teacher in order to provide developmental service.

• Journal of Digital Contents Society
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• v.18 no.4
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• pp.671-679
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• 2017

According to studies of many language education researchers including R. Ellis, a representative English education specialist, it is an effective and important method to improve the authenticity of English by learning a foreign language repeatedly in learner's actual situation. In this paper, we propose a foreign language learning service combined with context-awareness service, and develop foreign language learning contents which improves the authenticity of English learning based on the service. This approach is based on a study on digital education contents that helps learners to acquire a foreign language in an unconscious state in their real environment and a study to analyze the empirical characteristics of users based on real-time multi-sensed data.

• Journal of Digital Contents Society
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• v.13 no.1
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• pp.67-74
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• 2012

Students with learning disabilities need special education programs. In the traditional class, those students may not be satisfied with their studies. Thus, it is important to provide individualized class for those students. Classes using smart devices may give one of the solutions for individualized class. Unlike the typical mathematical problems, written problems require students to use various cognitive strategies, mathematical reasoning, inference ability, and so on. In this sense, written problems are good tools to develop the logical minds for students with learning disabilities. In this paper, a WOE-based smart learning system is proposed to help those students develop learning abilities. The proposed system has the following characteristics. First, students can learn naturally problem-solving abilities by following the work-out examples given from experts. Second, the proposed system can invoke motivation and interests of students using attractive icons and guidance rules provided with smart phone. Third, the proposed system can provide self-directed study for those students. The proposed system is applied for some students with learning disabilities. The following results are obtained. First, the individualized study can be possible since the system can provide continuous feedbacks and level-differentiated classes. Second, students can increase written problem solving abilities with natural understanding of study contents from smart phone. Finally, satisfaction, study motivation, and self-concept of students are increased through their successful experience during study processes.