• Journal of Engineering Education Research
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• v.14 no.1
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• pp.40-45
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• 2011

This study was conducted to compare the creative problem solving styles and conflict management types between engineering college students with high and low team performance records. Most students with high team performance records preferredDeveloper style(76.7%) and Task-oriented style(65.1%), whereas most students with low team performance records preferred Explorer style(72.2%) and Person-oriented style(86.1%). Results of the comparison of conflict management types revealed that most students with high team performance records belonged to a competitive logic type(22.8%) and an accommodative compromise type(17.7%), while most students with low team performance records belonged to an accommodative compromise type(20.3%) and a permissive resignation type(12.7%). It would be useful to provide the engineering students with the specialized program to complement their problem solving styles and conflict management types.

• Korean Journal of Cognitive Science
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• v.15 no.3
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• pp.1-14
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• 2004

This research examined the effects of individual differences on visual discrimination skill teaming and its transfer to novel stimuli. Individual participants were categorized as having an analytic or holistic cognitive style, high or low working memory capacity, and high or low levels of rationality, experientiality, and adaptive decision-making styles. Participants received easy or difficult training for the serially presented discrimination task, and then transferred to novel discriminations. Training content interacted with cognitive style and working memory capacity to affect transfer accuracy performance, but individual differences in decision-making styles did not affect transfer performance. Results suggest individual differences should be taken into account when designing an interface for visual discrimination.

• ETRI Journal
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• v.35 no.6
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• pp.1058-1067
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• 2013

An approach for game bot detection in massively multiplayer online role-playing games (MMORPGs) based on the analysis of game playing behavior is proposed. Since MMORPGs are large-scale games, users can play in various ways. This variety in playing behavior makes it hard to detect game bots based on play behaviors. To cope with this problem, the proposed approach observes game playing behaviors of users and groups them by their behavioral similarities. Then, it develops a local bot detection model for each player group. Since the locally optimized models can more accurately detect game bots within each player group, the combination of those models brings about overall improvement. Behavioral features are selected and developed to accurately detect game bots with the low resolution data, considering common aspects of MMORPG playing. Through the experiment with the real data from a game currently in service, it is shown that the proposed local model approach yields more accurate results.

• The Journal of the Korea Contents Association
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• v.14 no.4
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• pp.435-444
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• 2014

As vocabulary acquisition has become one of the emerging key issues in the foreign language education field, interest in vocabulary learning strategies (VLS) has also increased. However, little has been done to investigate the vocabulary learning strategies of young learners. Therefore, this study attempts to investigate VLS use in elementary school English language textbooks. A total of three fifth grade English textbooks and teachers' guidebooks were chosen and analyzed with the vocabulary learning strategies taxonomy suggested by Scbmitt (1997). The researcher identified there were only a limited number of vocabulary learning strategies in the textbooks and most of them were consolidation strategies. It was concluded that a variety of VLS should be introduced in multiple ways in consideration of learner preference, styles, culture and level of English proficiency. Some implications for the teaching and learning of vocabulary for EFL instruction amongst young learners are discussed.

• International Journal of Advanced Culture Technology
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• v.1 no.2
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• pp.24-32
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• 2013

This paper determined students' ranks of difficulty on the use of materials in terms of 1) understanding the layout of the learning materials, 2) reading comprehension of the learning materials, and 3) realization on relevance to needs of the learning materials. It also determined students' 4) rank and frequency of attitude on the materials. With the data gathered through 128 survey questionnaires, 7 focused group discussions, and 10 interviews, the results were found out that there was an inappropriate assessment procedure set by this particular university. The researcher concludes that: 1) design of four types of classes by just using the two textbooks with their respective workbooks is grammar-based with limited conversation activities; 2) placement for these students in one big class size was implemented without considering their common interest and motivation and language levels; and, 3) qualification of teachers teaching these EFL students did not support students' real needs and the language program itself. Content professors who were made to teach may have the ability to input learning, but their teaching styles may differ from the ones who are real English teachers. This paper then recommends that teachers and school administration should have an appropriate placement exam before students attend the class, especially in a big class size. There could only be a few problems among students in one big class size when students' level of competence is proportioned. With this, topics and conversation activities can even be more flexible with the maneuver of art of questioning, various dimensions of thinking, strategic competence, learning attitude or behavior, etc. to ensure sustenance of communicative mode and level of interest and motivation in the classroom. Grammar-based instruction can only be taught when a need arises. Thus, the course description of each class will be able to transact the objectives ready for developing students' communication competence. Moreover, proper measurement can be utilized to validly assess the amount of students' learning and the progress of language curriculum design in terms of materials selection and teaching approach.

• The KIPS Transactions:PartB
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• v.14B no.2
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• pp.119-126
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• 2007

This paper presents a study investigating the effects of VR learning style on user attention and memory. The study involved users performed the guided or unguided style learning in the virtual environment while user attention was measured through physiological sensors (EEG, ECG, and GSR) and an eye tracking system. The users experienced the five specific events in a virtual environment associated with different stimuli, while they were given more specific goals during the guided task whereas they were given more goal asking them to actively search for the interesting items during the unguided task. The subject's attentions workload, feelings, memories about VR experience were measured by using a variety of physiological sensors during the task, video analysis, and post test survey. The results showed that the unguided task followed by the guided task made a considerable learning effect by giving a preview effect to the user. Moreover, the guided task drew more user attention and mental workload than the unguided task did.

• The Journal of the Korea Contents Association
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• v.13 no.7
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• pp.484-496
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• 2013

With diffusion of various mobile devices, mobile learning has been one of the dominant learning styles in education fields. The purpose of this research is to examine the difference between students' perceived importance-performance of mobile learning satisfaction. The researchers reviewed the literature looking for variables which affect influential factors of students' mobile learning satisfaction such as system, contents, service, use, and outcome. As a result of t-test, the performance is lower than the importance of all the influential factors. Also, according to the result of Importance-Performance Analysis(IPA) matrix, it was noted that system factor is the most crucial factor in improving mobile learners' satisfaction. This result implies that offering technical support and simplifying the navigation design for mobile learning are urgently required.

• Korean Journal of Childcare and Education
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• v.10 no.1
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• pp.5-26
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• 2014

This study examined the effects of web-based learning experiences, learning style, and Internet self-efficacy that influence beginning child care teachers belief about web-based learning. The participants were 215 beginning child care teachers who work in child care centers. Data were analyzed by means of frequency analysis, correlation, and multiple regression for SPSS windows. The results were as follows: First, significant statistical differences were detected in web-based learning experiences and beliefs about web-based learning. Online teacher learning community use and frequency were significant gaps in beliefs about web-based learning. Second, there were statistical differences in learning styles and beliefs about web-based learning. And teachers with assimilator learning style showed high difficulty beliefs about web-based learning. Third, teachers' belief about web-based learning was significantly related to Internet self-efficacy. It means that teachers that have high Internet self-efficacy show high belief about web-based learning. Forth, among the teachers' personal variables, a higher level of online teacher learning community use and Internet self-efficacy predicted higher beliefs about web-based learning. Thus, this study suggested the importance of web-based learning experiences and Internet self-efficacy to beliefs about web-based learning. And it implicated ways to improve positive beliefs about web-based learning of beginning child care teachers.

• Journal of The Korean Association of Information Education
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• v.12 no.1
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• pp.9-22
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• 2008

The purpose of this research is to develop a prototype of the support system in order for team building associated with web-based project learning having applied Kolb's learning style. To accomplish this purpose, the following research tasks were performed. First, core idea in order to embody the system's value, key activities, tools that will support pertinent activities and the strategy so as to develop guidelines, etc. were devised and prepared. Second, a system was designed on the basis of structural model of teaching design, then after, interface was developed. The core factors in this system are inspection of learning style, organizing a team and team building. Above all, it is required to make learners know about learning environments, of which they are in favor, and also its distinctive features through inspection of learning style, and then focusing on learning style, a team should be organized insomuch as to accommodate a variety of learning styles as much as possible. For the purpose of team building, after learning style of each constituent member of the team has been made known, then the roles will be divided among the constituent members of the team so as to suit their individual characteristics referring to each of their learning styles that have been exposed. To verify the value of this system developed and efficiency thereof, a focus group interview was conducted. The focus group consisted of professionals, all from related fields. After the interview, the points required to make further improvements were elicited and taken care of by follow-up actions as needed. And having reflected such improvements made, the final system was developed. With this newly developed system, learners can get the results of inspection of learning style so quickly by performing inspection any time any where, and based on the results from such inspection, a team comprising dissimilar constituents who exhibit a variety of different propensities will be automatically organized. Thus, this system may be used not only for web-based project learning having unspecified persons elected as constituents, but in the offline space also.

• Journal of the Korean Geographical Society
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• v.39 no.1
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• pp.132-152
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• 2004

The critical point in this research is that the research on the phenomenon "teaching geography" should include how various elements consisting of the phenomenon are interrelated with each other in diverse angles, not deal with only teaching methods. This research focused on the relationships of the three components of teaching geography : contents of geography subject matter; learner; and scaffolding. Firstly, the characteristics of contents of geography subject matter were analyzed. Geographical knowledge was classified into four categories based on the way of perception. And then the selected geographic contents for this study were done didactic transposition into materials for geography education. These can be presented in a specific classification system from a context of geography education. Secondly, four categories of learning styles were divided by the way learners perceive and process information : Diverger; Assimilator; Converger; Accommodator. Each was connected with learner′s preferred contents of geography subject matter. The correlation between divergers and typical CulturalㆍHistorical Geography and Environmental Geography was high. So was between assimilators and typical Physical Geography and UrbanㆍEconomic Geography. Learners of Converger style tend to prefer GIS and Cartography. Finally, Regional Development and Regional Environmental Problems were highly correlated with accommodators.