• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.16 no.7
• /
• pp.4537-4548
• /
• 2015

The purpose of this study is to analyze the structural of adult learners' lifelong education consciousness, participation motivation, learning outcome. The subjects were 319 adult learners who participated in the courses of the lifelong learning in 5 districts of Daejeon. The research results are as follows. First, adult learners' consciousness of lifelong education had positive effects on their learning outcome. Second, adult learners' consciousness of lifelong education had positive effects on their participation motivation. Third, participation motivation had positive effects on their learning outcome. Forth, participation motivation had mediating effect between consciousness of lifelong education and learning outcome. Consciousness of lifelong education and participation motivation were verified as factors that affect learning outcome directly. These results can be used to change the consciousness of lifelong education, and to participation motivation potential learners to participate in lifelong learning. Finally this process will improve their learning outcome. The study is meaningful to provide possibility to enlarge participation opportunities for lifelong learning.

• Journal of Information Technology Services
• /
• v.22 no.4
• /
• pp.141-157
• /
• 2023

The present work aimed to present the development of 'Funt', the augmented reality-based digital app as an educational tool for foreign language learning. Our work further evaluated the learning efficacy of the tool by the assessment of the three dependent measures including learning motivation, learning satisfaction, and learning involvement. With a learning app of 'Funt', students can use AR app to access recognition-based or location-based experiences such that any objects, artifacts, or media appear to be in the app. Students are then able to interact with the digital content by manipulating it to learn more about it. Students's engagement should also increase when they create their own experience in AR to demonstrate their understanding of a particular concept or words. Learning effects were evaluated on survey data collected from a hundred respondents aging six to nine years. One-group design for pre-test and post-test was utilized to examine the differences of learning efficacy by comparing the non-'Funt' group and the Funt group scores. A pairwise t-Test was performed for pairwise comparisons between two learning groups. The results indicate that the 'Funt' group scored significantly higher than the non-'Funt' group in the measures of learning motivation, learning satisfaction, and learning involvement. Overall, our results suggest that 'Funt' attracted the students' attention, provided them with a fun context to learn English vocabulary, and develop positive motivation and satisfaction towards vocabulary learning through AR technology.

• The Journal of the Korea Contents Association
• /
• v.20 no.7
• /
• pp.263-273
• /
• 2020

The purpose of this study is to check mediating effect of middle school students' peer attachment on relation between self-esteem and intrinsic learning motivation. To this end, this study collected data by measuring the level of self-esteem, peer attachment, and intrinsic learning motivation for 457 male and female middle school students (225 male and 232 female students) located in S city, Jeollanam-do. The results of this study are as follows: The correlation between self-esteem, peer attachment and intrinsic learning motivation of middle school students was all significant. Self-esteem had a significant effect on peer attachment and intrinsic learning motivation, and peer attachment also had a significant effect on intrinsic learning motivation. Meanwhile, Peer attachment showed a partial mediating effect between self-esteem and intrinsic learning motivation. The mediating effect of peer attachment was different according to grade. Through this study, it was confirmed that the self-esteem of middle school students influences peer attachment, and that peer attachment influenced by self-esteem can influence intrinsic learning motivation. The implications and limitations of this study were also discussed.

• The Journal of Korean Association of Computer Education
• /
• v.14 no.3
• /
• pp.73-82
• /
• 2011

The purpose of the present study is to examine the structural relationship among academic stress, achievement motivation, learning environment, school flow and learning persistence in cyber education. For this study, 879 students who were enrolled in S cyber university in Korea was chosen to conduct the survey. Achievement motivation was measured in the beginning of the semester. Academic stress, learning environment, school flow, and learning persistence were measured at the end of the semester through the web survey system. The results of this study were as follows: First, academic stress, achievement motivation, and learning environment significantly affected school flow. Second, academic stress, achievement motivation, and school flow affected learning persistence, but didn't affect learning environment significantly. The results imply that academic stress, achievement motivation, and school flow should be considered as the significant elements for constructing cyber education environments to enhance students' learning persistence.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.13 no.1
• /
• pp.147-155
• /
• 2012

This study was to investigate the understand learning motivation, self-directed learning ability and problem solving process of fundamentals of nursing course using role play in evaluating the course. The subjects were 289 nursing students in year 1 in J college taking fundamental nursing practice course from Nov. 22 to Dec. 10. 2010. After setting hospital context and preparing scenario with patient and nurse roles, the evaluation of fundamentals of nursing practice was performed. For learning motivation and self-directed learning ability, there were significant differences by application motivation, a group intending further study and a group positive in role play evaluation. For problem solving process, there were significant differences in male group and a group positive in role play evaluation. Learning motivation had significant positive correlation between self-directed learning ability and between self-directed learning ability and problem solving process. This evaluation had correlation between learning motivation, self-directed learning ability and problem solving process.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.18 no.6
• /
• pp.585-595
• /
• 2017

This study investigates how the emotion-based learning motivation enhancement program influences learning motivation and social support of college students. The developed final program consists of Learning Motivation I, Learning Coaching, and Learning Motivation II, which has 12 sessions. In each session, every student was guided to have reflection time by writing self-evaluation and reflection paper. The participants were 38 students majoring in engineering at K-college located in G city who took one liberal arts subject based on psychology during the 1st semester in 2016 and who were divided into an experimental group (19 students) and a control group (19 students) by non-probability sampling method. In the experimental group, emotion-based learning motivation enhancement program was totally processed 12 times, one class in a week, by one main lecturer and one assistant lecturer. For data analysis, independent sample t-tests, paired samples t-tests, and review analysis were conducted. The study results are as follows. First, the experimental group participating in emotion-based learning motivation enhancement program had more significant differences in learning motivation, and both self-confidence and self-contentment among sub-components than the control group. Second, the experimental group had no significant differences in social support, compared with the control group. The impression writing analysis of the experimental group showed that this program affected learning motivation and social support. Lastly, the study discussions and implications are described.

• The Journal of the Korea Contents Association
• /
• v.16 no.7
• /
• pp.640-650
• /
• 2016

This study was conducted in order to develop an education program based on simulation with problem-based learning, to apply it to nursing students, and to examine its effects on the students' learning motivation, learning strategy, and academic achievement. The subjects of this study were 69 seniors majoring in nursing. Education based on simulation with problem-based learning was applied to the students from September to October in 2015, and then a questionnaire survey was conducted on their learning motivation, learning strategy, and academic achievement. According to the results of this study, the education based on simulation with problem-based learning reduced the nursing students' other-directed motivation (external motivation), increased their self-regulation motivation (identified motivation, intrinsic motivation), and improved their use of resource management strategies. In addition, academic achievement (academic performance, and educational satisfaction) was in a positive correlation with identified motivation and learning strategies (cognitive strategy, meta cognitive strategy, and resource management strategy). In conclusion, education based on simulation with problem-based learning was found to be an effective education strategy for enhancing nursing students' autonomous motivation and improving their use of resource management strategies. Thus, it is necessary to promote the application of simulation with problem-based learning in various care situations and to study factors and parameters influencing learning related variables.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.17 no.12
• /
• pp.81-90
• /
• 2016

The objective of this study was to investigate the effect of an education method applying the flipped learning technique for college students. Both self-directed learning readiness and educational performance before and after applying the flipped learning were examined. After applying the flipped learning technique, teacher-student interaction, learning satisfaction, and learning motivation were identified. The correlation of each variable was examined after applying the flipped learning technique to investigate its influence on learning motivation. A total of 68 second-year nursing students enrolled in E University were analyzed. A difference between before and after applying the flipped learning was analyzed by the paired t-test; a correlation between the variables was analyzed via Pearson's correlation coefficient; and an influence on the dependent variable learning motivation was analyzed using the stepwise multiple regression analysis. The results showed that self-directed learning readiness increased before and after applying the flipped learning technique with statistical significance, and the difference of educational performance was not significant. After an education session applying the flipped learning technique, a learning motivation demonstrated a significantly positive correlation with self-directed learning readiness (r=0.33, p=.006), college student educational performance (r=0.51, p<.001), teacher-student interaction (r=0.72, p<.001), and learning satisfaction (r=0.79, p<.001). A significantly positive correlation was also observed between the other variables. Factors influencing learning motivation were learning satisfaction and teacher-student interaction. The explanatory power for learning motivation in the regression model considering these two variables was 71.3% (F=80.66, p<.001). Therefore, to enhance learning motivation in applying the flipped learning technique, it is necessary to increase learning satisfaction and to establish a strategy that further vitalizes the teacher-student interaction.

• Journal of the Korean School Mathematics Society
• /
• v.4 no.2
• /
• pp.93-102
• /
• 2001

All men′s achievement and behavior is always based on motivation. It has been reported that learning motivation plays an important role to get the achievement of study to approximately 16 ~ 38%. Therefore, a lot of researchers agree that learning motivation must be required for learning achievement. This study focuses on "How behavior induces learning motivation from learners\ulcorner" I adapted "the Attention, Relevance, Confidence, Satisfaction" which is supported by John. M. Keller in the model of ARCS to the course of teaching-learning in order to improve them systematically. The effectiveness and results of adaptation must be considered to solve the math problems.

• Research in Mathematical Education
• /
• v.27 no.1
• /
• pp.129-150
• /
• 2024

This study utilized South Korean elementary and middle school student data to examine the longitudinal change trajectories of learning motivation types according to the longitudinal change trajectories of mathematics academic achievement. Growth mixture modeling, latent growth model, and multiple indicator latent growth model were used to examine various change trajectories for longitudinal data. As a result of the analysis, it was classified into 4 subgroups with similar longitudinal change trajectories of mathematics academic achievement, and the characteristics of the mathematics subject, which emphasize systematicity, appeared. Furthermore, higher mathematics academic achievement was associated with higher self-determination and higher academic motivation. And as the grade level increases, amotivation increases and self-determination decreases. This study suggests that teaching and learning support using this is necessary because the level of learning motivation according to self-determination is different depending on the level of mathematics academic achievement reflecting the characteristics of the student.