• (The) Korean Journal of Educational Psychology
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• v.32 no.3
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• pp.321-353
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• 2018

The purpose of this study was to investigate Korean undergraduate students' metacognitive awareness and preference of effective learning strategies. To achieve this goal, a scenario-based survey was conducted focusing on the metacognitive awareness, preference, and use of seven effective learning strategies (modality effect, static-media presentations, absence of extraneous details, testing, distributed learning, interleaved learning, generation) that were empirically supported. This study also aimed to explore the relationships between grade point average (GPA), metacognitive self-regulation, and the aforementioned variables to investigate which students know about, prefer, and use effective learning strategies. The majority of students were unknowledgeable about four of the seven strategies (modality effect, static-media presentations, absence of extraneous details, interleaved learning). Only half of the students were correctly aware of effectiveness of the two strategies (testing, generation). Moreover, students showed low preference for effective learning strategies. GPA did not show a significant correlation with metacognitive awareness and preference of effective learning strategies; however, it showed a significant positive correlation with the use of effective learning strategies. Only for a few learning strategies, metacognitive self-regulation showed a positive correlation with metacognitive awareness, preference, and/or their use. This study suggests that it is important to teach effective learning strategies to undergraduates with a specific direction of instruction. In addition, this study distinguishes metacognitive awareness from preference, suggesting that these two may reflect different constructs.

• Journal of Korea Game Society
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• v.17 no.4
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• pp.109-116
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• 2017

It takes quite amount of time to study a board game because there are many game characters and many state spaces are exist for board games. Therefore, game must do learning long. But, there is weakness with reinforcement learning. On Learning early, the learning speed becomes slow. If there were equal result that both are considered to be best ones during the course of learning stage, Heuristic which utilizes learning of problem area of Jul-Gonu was used to improve the speed of learning. To compare a normal character to an improved one, a board game was created, and then they fought against each other. As a result, improved character's ability was improved on learning speed.

• Educational Technology International
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• v.10 no.1
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• pp.1-23
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• 2009

Learners are often posited in a paradoxical situation where they are not fully involved in decision making processes on how to learn, in designing their tools. Cognitive artifacts in e-learning are supposed to effectively support learner-centered e-learning. The purpose of the study is to analyze cases of cognitive artifacts and to inquire those design principles for facilitating the learner-centered e-learning. Four research questions are suggested: First, it will be analyzed the characteristics of learners with respect to design of cognitive artifacts for supporting the learner-centered e-learning. Second, characteristics of four cases to design cognitive artifacts in learner-centered e-learning environment are analyzed. Third, it will be suggested the appropriate design principles of cognitive artifacts to facilitating learner-centered learning in e-learning environment. Four cases of cognitive artifacts design in learner-centered e-learning was identified as follows: Wiki software as cognitive artifacts in computer-supported collaborative learning; 'Play Around Network (PAN)' as cognitive artifact to monitor learning activities in knowledge community; Knowledge Forum System (KFS) as a cognitive artifact in knowledge building; cognitive artifacts in Courses-as-seeds applied meta-design. Five design principles are concluded as follows: Promoting externalization of cognitive artifacts to private media; Helping learners to initiate their learning processes; Encouraging learners to make connections with other learners' knowledge building and their cognitive artifacts; Promoting monitoring of participants' contributions in collaborative knowledge building; Supporting learners to design their cognitive artifacts.

• Journal of Digital Convergence
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• v.11 no.8
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• pp.341-347
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• 2013

Instructor willingness to accept and literacy is an e-leaning important variable to expect a positive effect of the introduction of e-learning from the perspective of university. The role of faculty is not only instructor but also content experts, curriculum designers, graphics professionals, media director or programmer. This study suggest as the role of instructor as pedagogical, managerial, social and technical aspect for effective learning outcomes.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2009.11a
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• pp.399-402
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• 2009

Web 2.0 시대의 대표적인 콘텐츠인 UCC와 Learning 콘텐츠를 접목시킨다면, 효과적인 지식공유와 습득을 유도할 수 있을 것이다. 두 콘텐츠를 접목시켰을 때 일어날 수 있는 전문성과 신뢰성, 저작권법 관련 등의 문제점을 효과적으로 해결하기 위한 방안으로 History 검색을 제안한다. 또 그에 따른 메타데이터 설계와 데이터 검색방법을 제안한다. 효율적인 UCC기반 Learning history 검색을 위해서 reference 요소관리가 가능하도록 DB를 설계하였다. 저작도구를 이용하여 제작된 Learning UCC는 reference 요소를 통해 소스 콘텐츠에 관한 정보를 가지고 올 수 있으며, reference DB에 저장된 정보에 따라, 사용자에게 reference에 관한 정보들을 효과적으로 제공 할 수 있다. 저작도구를 사용해야 한다는 제한성과 검색 효율성을 보다 개선한다면 Learning UCC를 관리하기 위한 효과적인 시스템이 될 것이다.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.10a
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• pp.637-638
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• 2013

The digitalized new paradigm change the various teaching media. This means that user search the selective lecture, and molt the one-way knowledge transmit method. Also user demand usability e-Learning contents and communication feedback. This paper propose the method of effective learning method and its upcoming method.

• The Journal of Information Systems
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• v.17 no.1
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• pp.83-111
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• 2008

The purpose of this study is to identify which factors are important for learning performance and the moderating effects of self-regulated factors such as elaboration and organization between users characteristic(perceived usefulness, preparatory education, internet experience) and learning performance. To Accomplish these research purpose, this study performed a survey and 173 response were used for statistical analysis. The results of this study are as follows: First, 7 factors(ease of use, interactivity, accuracy, media richness, perceived usefulness, preparatory education, internet experience) had significant impacts on learning performance whereas reliability did not. Second, the moderating effects of self-regulated factors showed that Elaboration of self-regulated factors can be considered as a significant moderating variable between 2 factors(perceived usefulness, internet experience) and teaming performance.

• Journal of Information Technology Applications and Management
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• v.17 no.2
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• pp.155-173
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• 2010

Although online education service markets are growing fast, previous studies have been limited to the studies on media types or system qualities of online education. In order to provide timely implications for online education service providers to maintain and increase the number of users, other factors such as interactivity and community perspectives should be considered. In this study, social capital and service quality were adopted as antecedents of learning motivation. Also, service quality dimensions, as well as learning motivation, were chosen to examine its impact on intention to repurchase of online education services. Research findings show that structural and cognitive dimensions of social capital are proved as antecedents of relational capital; structural and relational social capital positively influence on learning motivation; tangibility positively makes impact on learning motivation; and intention to repurchase is positively influenced by responsiveness and learning motivation. Practical implications based on the research findings are presented.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2022.11a
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• pp.112-115
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• 2022

The process of deep learning usually needs to deal with massive data which has greatly limited the development of deep learning technologies today. Convolutional Neural Network (CNN) structure is often used to solve image classification problems. However, a large number of images may be required in order to train an image in CNN, which is a heavy burden for existing computer systems to handle. If the image data can be compressed under the premise that the computer hardware system remains unchanged, it is possible to train more datasets in deep learning. However, image compression usually adopts the form of lossy compression, which will lose part of the image information. If the lost information is key information, it may affect learning performance. In this paper, we will analyze the effect of image compression on deep learning performance on CNN-based cat and dog classification. Through the experiment results, we conclude that the compression of images does not have a significant impact on the accuracy of deep learning.

• Journal of Digital Convergence
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• v.15 no.9
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• pp.87-97
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• 2017

This paper examined how consumers' attitude toward the telecommunication expense was affected by news reports through the experiment. Participants were randomly assigned to one of four group (control group, high-expense-claimed-media group, low-expense-claimed-media group, and both-exposed-media group), and asked to indicate credibility & neutrality toward media report, similarity between media report, and their own thought, their attitude toward the telecommunication expense. The result of ANOVA showed that the high-expense-claimed-media was perceived more credible and neutral than the low-expense-claimed-media. ANCOVA was conducted to eliminate the impact of similarity between media report and their own thought on the evaluation of credibility & neutrality toward media report, and the result showed that there was no difference. Also, participants evaluated the telecommunication service so expensive, regardless of what kind of media reports they were exposed. We found that consumers' prior belief, which telecommunication service was expensive, might interrupt consumers' learning process for new information from media. To resolve the social pressure about mobile service rate-cutting, it is necessary to investigate how to dampen consumers' stereotype about the telecommunication expense. The future research using the framing effect could be considerable.