• Title/Summary/Keyword: Learning Factors

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A Model for Constructing Learner Data in AI-based Mathematical Digital Textbooks for Individual Customized Learning (개별 맞춤형 학습을 위한 인공지능(AI) 기반 수학 디지털교과서의 학습자 데이터 구축 모델)

  • Lee, Hwayoung
    • Education of Primary School Mathematics
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    • v.26 no.4
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    • pp.333-348
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    • 2023
  • Clear analysis and diagnosis of various characteristic factors of individual students is the most important in order to realize individual customized teaching and learning, which is considered the most essential function of math artificial intelligence-based digital textbooks. In this study, analysis factors and tools for individual customized learning diagnosis and construction models for data collection and analysis were derived from mathematical AI digital textbooks. To this end, according to the Ministry of Education's recent plan to apply AI digital textbooks, the demand for AI digital textbooks in mathematics, personalized learning and prior research on data for it, and factors for learner analysis in mathematics digital platforms were reviewed. As a result of the study, the researcher summarized the factors for learning analysis as factors for learning readiness, process and performance, achievement, weakness, and propensity analysis as factors for learning duration, problem solving time, concentration, math learning habits, and emotional analysis as factors for confidence, interest, anxiety, learning motivation, value perception, and attitude analysis as factors for learning analysis. In addition, the researcher proposed noon data on the problem, learning progress rate, screen recording data on student activities, event data, eye tracking device, and self-response questionnaires as data collection tools for these factors. Finally, a data collection model was proposed that time-series these factors before, during, and after learning.

A Study on the Relationship of Distraction Factors, Presence, Flow, and Learning Effects in HMD-based Immersed VR Learning (HMD기반 몰입형 VR 학습에서 방해요인, 프레즌스, 몰입, 학습효과 사이의 관계에 관한 연구)

  • Kwon, Chongsan
    • Journal of Korea Multimedia Society
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    • v.21 no.8
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    • pp.1002-1020
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    • 2018
  • Virtual reality (VR) technologies, which have been improved of late, offer experiences closer to reality than before. While VR technologies are expected to be an effective medium if used in learning content that cannot be offered in real life, distraction factors in VR technologies may prevent the users' presence and flow, making these technologies ineffective. Therefore, this study, through experiment and observation, analyzed the effect of distraction factors on the user's experience perception and learning effect when using HMD-based immersive VR. Experimental results revealed that the distraction factors were shown to have a negative, albeit not generally significant (except for tactile interactivity), effect on vividness, tactile interactivity, locomotive interactivity, presence, and flow. Ultimately, they were shown to have a negative effect on learning.

Relationships Between Multiple Intelligences and Affective Factors in Children's Learning (아동의 다중지능과 학습의 정의적 요인의 관계)

  • Jung, Hye Young;Lee, Kyeong Hwa
    • Korean Journal of Child Studies
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    • v.28 no.5
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    • pp.253-267
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    • 2007
  • This study examined the relationships between multiple intelligences as cognitive factors and affective factors of learning motivation and academic self-concept. The data were collected from 276 4th grade elementary school students and analyzed by correlation, multi-variate analysis, and step-wise multiple regression. Results were that (1) multiple intelligences, learning motivation, and academic self-concept had statistically significant correlations among themselves. Multi-variate analysis showed that intra-personal intelligence explained 58.6% of the linear combination of learning motivation and academic self-concept. (2) Intra-personal intelligence explained 29% to 58% of learning motivation and its sub-factors of achievement motivation, internal locus of control, self-efficacy, and self-regulation. (3) Intra-personal intelligence, logical-mathematical intelligence, musical intelligence, and inter-personal intelligence were explanatory variables for academic self-concept and its sub-factors.

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The Study of social factors toward Academic Satisfaction in E-Learning Education

  • Kim, Kyung-Woo
    • Journal of the Korea Society of Computer and Information
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    • v.21 no.11
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    • pp.135-139
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    • 2016
  • This paper investigates the empirical implications. The research question of this study is to verify the influences of psychological and environmental factors toward performance satisfaction and durability of learning in E-Learning University. For empirical verification, a survey was conducted targeting 500 students in E-learning Universities. The results show that actional environment on academic satisfaction in learning is the most important factor followed by physical environment, internal motivation, and academic burnout. The effect of psychological factors on learning persistence was important in the order of academic vision, internal motivation, actional environment and physical environment. The effect of academic satisfaction on learning durability proved to be statistically significant. The results suggest that actional environment should be considered with top priority to increase the academic satisfaction. learning satisfaction, academic vision, and academic satisfaction to enhance students' intention to continue studies are important. Academic burnout has a negative effect on both academic satisfaction and learning persistence, suggesting that this aspect should be properly addresses. The effects of student background variables in E-learning were explored.

The Effect of Sense of Community on Learner Satisfaction in Online Learning : A Meditating Model

  • Lee, Sang-Kon;Lee, Ji-Yeon
    • Journal of Information Technology Applications and Management
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    • v.15 no.3
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    • pp.153-167
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    • 2008
  • This study examines the effect of sense of community on the relationship between learner satisfaction and influencing factors related to the online learning environment. Influencing factors related to the online learning environment are derived from previous literature and classified into two groups : social dimension (leader's enthusiasm, offline activities) and system dimension (usefulness, ease of use, enjoyability). Learner satisfaction is defined as the learners' perceived learning gains from taking an online class. Study participants included 250 university students from two different institutions. The participants were divided into 43 groups and asked to complete an online TOEIC preparation module using a commercial cooperative learning system over 4 weeks. Data were collected at three points for each participant, at the beginning, 3 weeks after, and at the end of the online module. Two system factors related to the online learning environment (ease of use, usefulness) directly influenced learner satisfaction, while social factors indirectly influenced learner satisfaction through the mediating role of sense of community.

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Study on Various Factors Associated with the Effects of Cyber Home Study in Korean Language Education based on Structural Equation Model (구조방정식을 이용한 국어 사이버 가정학습의 효과 관련 요인에 관한 연구)

  • Lim, Mi-Ja;Baek, Hyeon-Gi
    • Journal of Digital Convergence
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    • v.6 no.1
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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.

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Identifying Key Influences on Mathematics Learning: Insights from Prior Research (수학 학습에 미치는 주요 영향 요인 분석: 선행 연구로부터의 통찰)

  • Kim, Hong Kyeom;Ko, Ho Kyoung
    • East Asian mathematical journal
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    • v.40 no.2
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    • pp.231-265
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    • 2024
  • Achieving something in learning is a very important task. Due to its significance, extensive research has been conducted over a long period to determine what factors influence learning. In the field of mathematics, such research has been continuously carried out, and as a result, it has been revealed that cognitive, affective, and socio-environmental factors influence mathematics learning. However, most of these studies were based on one or two variables, and thus, they did not comprehensively examine the factors affecting mathematics learning. Therefore, this study aims to synthesize the existing research to comprehensively derive the factors influencing mathematics learning.

The Influence of Self-esteem and Transfer of Learning on Organizational Commitment, in Korean Work-Learning Dual System of Engineering Students - Mediated by Self-efficacy (공학계열 일학습병행제 학생의 자아존중감과 학습전이가 조직몰입도에 미치는 영향 - 자기효능감을 매개로)

  • Kim, Changhwan
    • Journal of Engineering Education Research
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    • v.27 no.1
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    • pp.32-40
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    • 2024
  • This study attempted to develop an efficient management plan that allows both workers and organizations to coexist by analyzing the factors that influence the level of organizational immersion of engineering students. Analysis methods included frequency analysis, t-test, pearson correlation analysis, and hierarchical analysis. Firstly, self-esteem and transfer of learning were influential factors on organizational commitment. Second, self-esteem and transfer of learning were influencing factors of self-efficacy. Third, self-efficacy was an influential factor in organizational commitment. Fourth, self-efficacy appeared as a mediating effect on self-esteem and organizational immersion in learning transfer. Therefore, it is necessary to look for various factors that can increase self-efficacy, and to find opportunities for students to be highly immersed in the organization while studying at the same time.

Factors Influencing Learning Achievement of Nursing Students in E-learning (간호대학생에서 e-러닝의 학업성취도 영향요인 -웹기반 건강사정 전자교과서를 중심으로-)

  • Park, Jin-Hee;Lee, Eun-Ha;Bae, Sun-Hyoung
    • Journal of Korean Academy of Nursing
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    • v.40 no.2
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    • pp.182-190
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    • 2010
  • Purpose: This study was done to identify self-directed learning readiness, achievement goal orientations, learning satisfaction and learning achievement, and to evaluate the factors affecting learning achievement for nursing students using a web-based Health Assessment e-Book. Methods: The research design was a cross-sectional study with a structured questionnaire and data were collected before using the web-based Health Assessment e-Book and 1 week after finishing. The participants were 80 nursing students who were taking the Health Assessment class from March to June 2009. Results: Mean score for subjective learning achievement was 31.26 and for objective learning achievement, 69.25. Subjective and objective learning achievement were positively correlated with self-directed learning readiness, mastery goal, attitude toward distance education, and learning satisfaction. In subjective learning achievement, learning satisfaction and mastery goal were significant predictive factors and explained 64% of the variance. Objective learning achievement was significantly predicted by learning satisfaction and self-directed learning readiness, which explained 24% of the variance. Conclusion: Learning satisfaction, mastery goal and self-directed learning readiness were found to be very important factors associated with learning achievement for nursing students using a web-based Health Assessment e-Book. To provide high quality and effective web-based courses and to improve nursing students' learning achievement and learning satisfaction, educators should consider the learner's characteristics from the initial stages of lecture planning.

The Influence of the Factors on Learner Satisfaction by field-independence Learning Style in e-Learning Environment (e-Learning 환경에서 상황 독립적 학습자들의 학습 만족도에 영향을 미치는 요인에 관한 연구)

  • Park, Jong Soon;Ko, Young Gi;Lee, Jong Man
    • Journal of Korea Society of Digital Industry and Information Management
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    • v.4 no.1
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    • pp.105-117
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    • 2008
  • T Abstract This study investigates the influence of differential factors on learner satisfaction by field-independent learning style in e-learning. Most of data were collected from students. Participants were classified based on a learning style typology (field-independent/dependent) and, then, analyzed was the influence of key factors on learner satisfaction using multiple regression analysis. This study suggests that e-Learning service providers need to differentiate learners based on learning style in order to improve learner satisfaction. Specially, Field independent learners are more likely to be satisfied by the teacher's provide degree of joyful, degree of contents, degree of learning control pacing, ability of problem solving and consistency.