• Journal of Korea Multimedia Society
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• v.24 no.9
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• pp.1299-1310
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• 2021

Under the background of the rapid development of digital educational games, we have to evidently research the elements of the achievement system of children's DEG (Digital Educational Game), and analyze the relations between the elements and make a profound study on the achievement system and its components on the impact of player's attitude. Compared with the existing research, the research contents and methods are innovative and reliable. The results show that players have a positive attitude towards the DEG achievement system, DEG achievement system has important value and role for educational games. Which is made of five elements: symbol, reward, logic, social interaction, and knowledge. The five elements interact with each other and have a positive impact on players' attitudes. DEG achievement system with five elements will bring players a positive experience. These findings provide a detailed study of the components of the achievement system. With all of these, we can explain the role and relationship of the components, and provide new ideas and empirical evidence for the design and development of children's educational game achievement system. The above findings provide a detailed description of the components of the DEG achievement system, explain the role and value of each component, and the relationships and patterns among the components, it provides a new perspective and empirical evidence for the design and development of the children's system DEG results.

• Human Ecology Research
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• v.53 no.5
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• pp.503-517
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• 2015

This study examined the relationships among children's perspectives on achievement-oriented parenting style, ego-resilience, school adjustment, and academic achievement. In order to analyze the associations, the study conducted a secondary analysis of the data found in the Korean Children and Youth Panel Survey (KCYPS) 2010-2011, which was a non-randomized controlled study designed with a longitudinal follow-up. We analyzed 1,212 students who were in the fourth and fifth grade at elementary school with Structural Equation Modeling (SEM). The results were as follows. First, higher achievement-oriented parenting style was associated with higher ego-resilience that contributed to higher academic achievement and higher school adjustment. Second, higher achievement-oriented parenting style was directly related to lower academic achievement and lower school adjustment. The findings support that children's ego-resilience is an important factor to improve school adjustment and academic achievement. In addition, the achievement-oriented parenting style is not helpful for their children's school outcomes (such as academic achievement and adjustment) even though parenting style improved their children's ego-resilience. Ego-resilience that is developed by achievement-oriented parenting style is likely to enhance children's school adjustment and academic achievement. The study presents policy and practice implications, limitations and areas for further research.

• Educational Technology International
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• v.16 no.2
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• pp.111-140
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• 2015

Perceived control and use of Information and Communication Technology (ICT) has long been known as important aspects of students' achievement. The purpose of this study was to explore the relationship between adolescents' perceived achievement goals, their Individual ICT use, ICT use for government-sponsored educational programs on television or the Internet, academic achievement and the attitude toward learning. Most previous research has employed cross-sectional data analysis using relatively small samples. For this purpose, this study used the datasets of the Seoul Education Longitudinal Study (SELS 2011) from Seoul Educational Research & Information Institute. We analyzed structural equation modeling (SEM) a nationally represented sample (4,346 eighth-grade students). The results of this study showed that students' perceived achievement goals had a positive relationship with their individual ICT use, and their use of ICT programs for government-sponsored educational programs on television or the Internet. Also, students' individual ICT use had a positive relationship with their achievement, but ICT use for government-sponsored educational programs on television or the Internet did not have a significant relationship with their achievement. That is, students' individual ICT use mediated the relationship between their perceived goals and academic achievement. In addition, results indicated that students' individual ICT use and ICT use for government-sponsored educational programs on television or the Internet had a positive relationship with their attitude toward learning. That is, both students' individual ICT use and ICT use for government-sponsored educational programs on television or the Internet mediated the relationship between their perceived goals and their attitude toward learning.

• International Journal of Computer Science & Network Security
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• v.23 no.1
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• pp.169-186
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• 2023

The research aimed to identify the effectiveness of an educational program using 3D glasses as a technological innovation on academic achievement and attitude towards elearning in science in the preparatory stage. The research relied on the analytical descriptive approach and the semi-experimental approach. The research tools were the achievement test and the scale of attitude towards e-learning. An educational program was designed and produced using 3D glasses. The study sample consisted of 60 students from the second grade in the preparatory stage at the Rural Jeddah School. The research concluded to the following results: There was a satistically sigificant difference at the level of sig. (0.05) among the -mean scores of the experiemtal and control group students in the post assessment atthe level of achievement in favor of the experiemental group and therewas a satistically sigificant difference at the level of sig. (0.05) among mean scores of the experiemtal and control group students in the post assessment at the level of attitude towards e-learning in favor of the experiemental group. And it was found that the positive effect of the 3D educational program for improving the level of achievement and the attitude towards e-learning for the students. The program allowed the experimental group students to practice self-learning, interaction, and achievement according to the individual differences among them.

• International Journal of Computer Science & Network Security
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• v.22 no.8
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• pp.292-298
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• 2022

The study aimed to measure the effectiveness of using Cognitive virtual tours based on Marzano model to develop the achievement and some of historical research Skills for secondary school students. To achieve the objectives of the study, the experimental method was used and two study groups consisted of (60) students were divided into two groups, one is Control (30) students and the other is in experimental (30) students at Alsalam secondary in Ismailia Governorate. The study used several tools: The experimental processing tool of Cognitive Virtual tours based on Marzano model, Cognitive achievement test for the first unit of Secondary first grade history Course. Historical research skills. The finding of the study showed the effectiveness of using cognitive virtual tours based on Marzano model in developing the achievement and some of historical research skills for first grade secondary students which there are Statistically differences at level (0.01) between the average scores of the students in (experimental and Control) groups in post application for Cognitive achievement test. Practical application of the study can contribute to clarify how to use Cognitive virtual tours based on Marzano model in teaching history, and Draw the attention of history developers to the development of historical research skills.

• Research in Mathematical Education
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• v.14 no.1
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• pp.79-98
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• 2010

To analyze the relationships between self-control, thinking quality and mathematical academic achievement, 197 senior school students were asked to complete questionnaires called "self-control ability on mathematics for middle school students" and "thinking quality for senior school students." The results were as follows: (1) There was strongly positive relevance between self-control ability, thinking quality and mathematical academic achievement. (2) A model was presented in which self-control ability had a direct impact on mathematical academic achievement, meanwhile had indirectly influenced mathematical academic achievement by thinking quality which acted as the intermediate variable. Thinking quality had a direct impact on mathematical academic achievement, too. (3) There's no significant difference between the two groups of boys and girls on the structural weights.

• Human Ecology Research
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• v.58 no.2
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• pp.229-238
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• 2020

This study examined the effect of parental achievement-oriented expectation on high school students' depression and verified the mediating effect of peer relations on relations. Data were derived from the 7th wave (2016) of Korean Children and Youth Panel Survey (KCYPS), and 1,979 high school students were included. Descriptive statistics analysis, correlation analysis, multiple regression analysis, and a Sobel test were conducted using STATA. The main results were as follows. First, male adolescents perceived higher parental achievement-oriented expectation, lower peer relations, but lower depression than female adolescents. Second, parental achievement-oriented expectation was negatively related to adolescent peer relations but positively related to adolescent depression. This implies that adolescents whose parents have a higher level of achievement-oriented expectation have lower level of peer relations and higher level of depression. Third, adolescents' peer relations significantly mediated the relation between parental achievement-oriented expectation and high school students' depression. The result of Sobel test supported the significance of the mediating effect. The results highlighted a negative impact of parental achievement-oriented expectation on adolescents' mental health, and addressed how parental achievement-oriented expectation affects adolescents' depression by showing an important mechanism of peer relations, which was missed in previous research.

• Journal of Distribution Science
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• v.21 no.12
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• pp.15-22
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• 2023

Purpose: Business education is in high demand whereas knowledge is critical for an individual's professional development in general, and for teachers in particular. In this research, the effect of the distributions of teachers' business knowledge on schools' achievement were investigated. Research design, data and methodology: This study employs a quantitative method to investigate the level of business knowledge distributions of teachers on schools' achievement. 155 business studies subject teachers were categorised into 66 respective schools to measure the correlation and regression between teachers' business knowledge distribution and schools' achievement. Results: The results of the study show that there is a significant relationship between school achievement from the aspect of teachers' business knowledge distributions, with the score of, r = 0.345, p < 0.05. The value of R² shows a moderate relationship between the teachers' knowledge distributions on school achievement but still plays a role in determining the measurement of the school's level of achievement. Conclusions: It is concluded that the relationship between teacher's business knowledge and school achievement in the subject of Business Studies is significant. This study proves that the teacher's knowledge about business is very important in guaranteeing the success of students who took this subject.

• Knowledge Management Research
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• v.9 no.1
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• pp.61-76
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• 2008

The purpose of this study is to examine the effects of lifelong learners' learned helplessness and failure tolerance on academic achievement and job performance. The result of this empirical study exhibits that learned helplessness has negative effects on their academic achievement and job performance. Failure tolerance, however, has positive effects on their academic achievement and job performance. In addition, their academic achievement has mediated between learned helplessness and/or failure tolerance, and job performance. This study suggests that lifelong learners' positive response to failures is helpful for both learning and working performances.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.2
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• pp.169-179
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• 2014

The purpose of this study is to research about the effects on improvement academic achievement of students based on the core learning standards of science. The researcher selected experimenter and started this study as a graduate student who is majoring in science education, experimenter chose to study 48 Sixth graders in elementary schools in B city for research group(24 students), Comparison group(24 students). The study was conducted from March to the end of July 2014. The teacher who is doing activity of professor in research group and the comparison group is science education specialist. Researcher and experimenter frequently exchange their opinions for control variables of teacher. The results are as follows. First, based on unit time strategies based on core achievement standards classes are effective in improving students' academic achievement. Elementary school teacher has difficulty in teaching for all subjects based on unit time strategies. Second, based on unit time strategies based on core achievement standards classes showed high level of satisfaction in perception of students. Thus it can be seen that teaching strategies of unit time based on the core achievement standards is effective to academic achievement improvement. The proposal for further study based on the results is as follows. First, research is needed to study the teaching methods that have practical and theoretical study time and lesson application opportunity for teaching strategies of curriculum unit time. Second, experimental studies that using strategies of unit time based on the core achievement standards are needed about learning method that can be applied in a variety of subjects.