• 디지털산업정보학회논문지
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• 제16권2호
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• pp.69-81
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• 2020

The objective of this study is to seek ways to maximize learning effects from e-learning by drawing improvement directions through investigating and analyzing an awareness of e-learning among e-learning attendees. The study was conducted among the attendees who are taking the e-learning program operated by K University and collected data from the students taking second semester in 2018 with the use of structured questionnaires. For data processing, SPSS Statistics 22.0 and AMOS were used, along with such analytical methods as frequency anslysis, descriptive statistical analysis, ANOVA (Analysis of Variance), t-analysis and cross tabulation. For significant data, it conducted an analysis by carrying out the Scheffe's test. According to the findings from this study, they showed a significant difference only in gender and curriculum desired to be opened in the question about e-learning participation motives per background factor. As for the learners' motives to study, it was confirmed that they tend to become more biased on time utilization and convenience of learning methods. The analysis of which factor of the three - learning factors, system factors and instructor's factors - has greatest effects on learning satisfaction indicated that learning factors influenced learning satisfaction the most in accordance with values for non-standard coefficient beta, followed by instructor factors which had a direct effect.

• 한국과학교육학회지
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• 제19권4호
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• pp.595-603
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• 1999

The purpose of this study was to develop the computer assisted instruction program in multimedia environment, to examine the relative effects of two types of multimedia learning on science achievement and attitude towards science learning and to investigate the effects of treatment and students' learning ability. The results of this study were summarized as follows: 1. On science achievement; The multimedia learnings were more effective than the traditional one. Difference between multimedia learning I (through individualistic learning) and multimedia learning II(through peer interaction) was not significant. There was not interaction effect of treatment and students' learning ability. 2. On attitude towards science learning; The multimedia learnings were more effective than the traditional one. The multimedia learning I (through individualistic learning) was more effective than the multimedia learning II (through peer interaction). There was no interaction of treatment and students' learning ability. 3. On students' perceptions on multimedia learning; The students in the multimedia classes showed the multimedia learning were good in causing interest. making students absorbed in studies, and giving many learning materials, but not good in a couple of points such as making students bored and not explaining in detail.

• 디지털융복합연구
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• 제16권3호
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• pp.527-532
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• 2018

본 연구는 청소년의 여가활용이 학습 적응성에 미치는 영향력을 분석하고, 여가활용과 학습 적응성 간 관계에서 대인관계의 매개효과를 검증하고자 하였다. 이를 위하여 한국청소년정책연구원이 실시한 '청소년 역량지수 측정 및 국제비교 연구I'에서 수집한 6,637명의 자료를 구조방정식으로 분석하였다. 그에 따르는 결과는 다음과 같다. 첫째, 청소년의 여가활용은 학습 적응성에 직접적인 영향을 미치는 것으로 나타났다. 둘째, 청소년의 여가활용은 대인관계에 직접적인 영향을 미치는 것으로 나타났다. 셋째, 청소년의 대인관계는 학습 적응성에 직접적인 영향을 미치고, 청소년의 여가활용과 학습 적응성 간 관계에서 부분 매개효과를 보였다. 이러한 결과는 청소년의 여가활용은 학습 적응성에 직접적인 영향을 미칠 뿐만아니라, 대인관계에 영향을 미치고 대인관계가 학습 적응성에 영향을 미치는 간접적인 경로를 의미한다. 연구결과를 토대로 청소년의 여가활용과 대인관계 측면에서 학습 적응성을 제고하기 위한 실천적 방안을 제시하였다.

• 디지털융복합연구
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• 제6권1호
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• pp.83-91
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• 2008

The objective of this research is to assess various factors affecting E-learning in Korean language education. In this research, we hypothesize that several factors such as absorption, motivation and tutors increase the educational effects of E-learning and ultimately affect learning attitude and satisfaction of students in E-learning. To discuss the hypothesis, we analyzed survey data of 300 students who were taking E-learning class of Korean language for three weeks in October 2007 based on Structural Equation Model. The result of our analysis shows that the factors such as absorption, motivation, tutors have positive effects on E-learning in Korean language education and positive influence on learning attitude and satisfaction on students as well.

• 대한가정학회지
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• 제50권7호
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• pp.1-12
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• 2012

The purpose of this study was to identify the factor structure of self-efficacy, consumer behavior, and the learning effects of the unit 'Consumption Life' and to study the effects of self-efficacy on the consumer behavior, and the learning effects of the unit 'Consumption Life'. Questionnaires were administered to 370 female middle school students living in the Metropolitan City of Daegu. The data was analyzed by using the frequency, descriptive statistics, factor analysis, reliability analysis, multiple regression, and t-test. The findings are as follow. Self-efficacy was composed of five factors such as the capability in work performance, rational performance, fear, anxiety, and the ability to challenge oneself. Consumer behavior was composed of five factors such as emphasis on product display, emphasis on information, emphasis on fashion, emphasis on appearance, and the products/information exchange. The learning effects of the unit 'Consumption Life' was composed of two factors in the economical consumption, and rational consumption. The effects of consumer behavior and the learning effects of the unit 'Consumption Life' on each of the self-efficacy factors like the capability in work performance, rational performance, fear, anxiety, the ability to challenge oneself were explained by factors such as emphasis on product display, emphasis on information, emphasis on fashion, emphasis on appearance and products/information exchange, and economical consumption and rational consumption.

• 한국산학기술학회논문지
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• 제17권2호
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• pp.579-589
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• 2016

본 연구에서는 성인 평생학습 참여동기와 만족도 및 학습성과가 사회적자본 형성에 미치는 영향 분석을 위해 D시의 평생교육기관 및 시설에서 평생교육참여 경험이 있는 만 20세 이상의 성인학습자 354명을 대상으로 회귀분석, 중다회귀분석 및 경로분석을 실시하였다. 연구결과, 성인의 평생학습 참여동기는 사회적자본 형성에 유의한 영향을 미치는 것을 알 수 있었으며, 만족도와 학습성과에 유의한 영향을 미치는 것을 알 수 있었다. 또한 성인의 만족도와 학습성과는 성인의 사회적자본 형성에 유의한 영향을 미치는 것을 알 수 있었으며, 성인의 평생학습 참여동기와 사회적자본 형성 사이에서 유의한 매개효과가 있음을 확인할 수 있었다. 본 연구결과는 평생교육의 이론적 실천적 함의로서 평생교육 발전에 많은 시사점을 제공할 것이다.

• Educational Technology International
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• 제22권2호
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• pp.227-253
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• 2021

Perceived game realism (PGR) has recently emerged as a key concept in explaining the mental processing of digital game playing and the societal impact of digital games. However, few studies have examined its conceptualization and educational effects from an empirical viewpoint, especially in educational games. This study's participants included 292 university students in South Korea. A total of 212 questionnaires were valid and used for the analyses. They learned English expressions using a computer-based educational game and then completed questionnaires on the research variables. We investigated six factors of PGR: simulational realism (SIR), freedom of choice (FRC), perceptual pervasiveness (PEP), social realism (SOR), authenticity (AUT), and character involvement (CAI). We expected the factors to have valid effects on the university students' flow and learning satisfaction after a game-based learning (GBL) experience. Our research results demonstrated a causal relationship between SIR, FRC, CAI, and learning satisfaction. Furthermore, the indirect effects of SIR and CAI on learning satisfaction through flow were statistically significant.

• 정보교육학회논문지
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• 제13권2호
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• pp.193-204
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• 2009

본 연구는 반성적 성찰활동에 기반한 사이버 학습 상담이 초등학생의 학습동기 및 학습습관에 어떠한 효과를 미치는지 알아보았다. 그 결과 첫째, 반성적 성찰활동에 기반한 사이버 학습상담은 초등학생의 학습동기 향상에 긍정적인 효과가 있는 것으로 나타났다. 사이버 학습상담 실시 후 학습동기의 4가지 하위요인인 주의집중, 관련성, 자신감, 만족감의 지수 향상에 긍정적인 효과가 있었다. 둘째, 반성적 성찰활동에 기반한 사이버 학습상담은 초등학생의 학습습관 변화에 긍정적인 효과가 있는 것으로 나타났다. 사이버 학습상담 실시 후 학습습관의 하위요인인 학습기술 적용 행동과 자율학습 행동 지수 향상에 긍정적인 효과가 있었다.

• 공학교육연구
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• 제16권6호
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• pp.11-18
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• 2013

The purpose of this study is to verify the effects of self-respect, academic self-efficacy, and career maturity on student adaptation to college and learning persistence. For this study, a web survey was conducted on the students who were in college of engineering at D college in Seoul. A total of 702 samples were analyzed for this research. The major findings of this study are as follows. First, all variables (self-respect, academic self-efficacy, career maturity) had positive effects on student adaptation to college significantly. Secondly, self-respect and academic self-efficacy had positive effects on learning persistence except career maturity. Thridly, the mediation analyses revealed that the relations between learning persistence and self-respect, academic self-efficacy, and career maturity were partially mediated by student adaptation to college. Finally, student adaptation to college had also positive effects on learning persistence. The results indicate a need to enhance student adaptation to college and design programs that support learning persistence for university students.

• 수산해양교육연구
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• 제25권1호
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• pp.233-245
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• 2013

The purpose of this study is to analyse the effects on the academic achievement and learning motive in mathematics class by use of Cornell-note method at an elementary school. Thus, Cornell-mathematic note is designed for the experiment in order to recognize the effects how the Cornell-note influences students' mathematics academic achievement and learning motive. This experiment was carried out for 13 weeks and the target was 28 students. The group was consisted of 6rd grade students in elementary school located in Busan. To see the effects of Cornell-note method after experiment, post-test was carried out about mathematics academic achievement and learning motive. The results of this study are as follows: There was meaningful difference before and after test about mathematics academic achievement and learning motive. The academic achievement and learning motive in mathematics were improved after Cornell-note applied. Improvement of learning motive caused progress of academic achievement in mathematics class. The Cornell-note way is not appropriate, however, to reinforce mathematical communication ability and to attract students' interest. Therefore, systematic symbol is necessary and consider about adoption of story-telling way.