• Journal of Digital Convergence
• /
• v.11 no.2
• /
• pp.221-228
• /
• 2013

A number of research studies focus on the efficacy of using such as scenario based learning. However, desirable methods have not been introduced to assess the scenario based learning. This article is to suggest a fuzzy logic based framework for scenario base learning in which more reasonable learning effects are measured. It can be solved uncertain problems of linguistic variables. Also, we suggest three measures of accuracy, comprehensibility and completeness in order to evaluate accurate effects of scenario based learning. This assessment provides the scenario to the learner in which the scenario is presented in an authentic context, and enable the learner to reach an outcome through an adequate sequence and choices. This approach enables the system to present new scenarios and outcomes based on what a user selects. In particular, the application of fuzzy logic in scenario based learning can be easily pursued certain successful path or wrong path all the way through to reach major outcome in real situation.

• Hwankyungkyoyuk
• /
• v.21 no.4
• /
• pp.94-110
• /
• 2008

Recently environmental problem becomes such a big issue all over the world that the necessity and importance of the environmental education in school has been simultaneously emphasized. While diverse methods for the environmental education have been researched, this paper, especially focused on a teaching-learning model called GBS (Goal-based scenario), aims to provide a new learner-centered approach for the environmental education. For this purpose, this paper first briefly presents two theoretical backgrounds of GBS (i.e., constructivism and Schank's dynamic memory theory), which is followed by specific and concrete strategies and methods of how to apply GBS in class for the teacher. GBS(Goal-Based Scenario) is a learner-centered model in which learners are presented with a reality-based scenario (or task or problem) and go through several stages of 'missions' to get to a final solution of the given scenario. GBS, while completely resonant with other constructivist learning models in terms of learner-centered approaches, is distinctive from others, when it supplies more specific, structured guides of learning, called 'missions', to the students throughout the whole learning process. In a words, GBS ought to be recognized as an unique learner-centered model compromising the contradictory concepts of 'learner control' and 'structure and specifics' in learning environments still without any damage of constructivist learning principles.

• The Korean Journal of Emergency Medical Services
• /
• v.17 no.2
• /
• pp.77-87
• /
• 2013

Purpose : The purpose of this study was to develop a scenario and to evaluate the students by simulation-based learning of acute abdominal pain case in an emergency unit. The expert group of simulation developed the scenario based on actual abdominal pain by medical treatment records. Methods : Scenario was developed to evaluate the simMan3G simulation-based learning. The scenario was used in 2013 with ten groups of fourth grade 50 nursing students who voluntarily participated in the simulation class. Results : The nursing students were able to express nursing knowledge, learning attitude and self-efficacy. The simulation-based scenario proved to be very effective to students' skill training. The performance of nursing practice through simulation class made the nursing students more confident with patient care. Conclusion : Simulation-based learning was found to be the most effective curriculum to the nursing students and made the students satisfied and confident. So the simulation-based learning would be helpful to other students including paramedic students and medical school students.

• Hwankyungkyoyuk
• /
• v.20 no.3
• /
• pp.31-44
• /
• 2007

The solution of the environment problem is the common issue all over the world, for this reason the necessity of the environmental education of school has emphasized. On this a variety method for environmental education is needed, this paper planned and applied the 'ecology & environment' for high school which are based on GBS theory and presented a new model of environment education. GBS(Goal-Based Scenario) is that learners are presented with an end goal that is motivating and challenging. This goal is structured such that, in order to successfully meet it learners are required to build a predetermined core set of skills and knowledge by process mission and scenario. GBS is an active learning environment in which learners are trained in study that have a real-world context. When they are back in real-world they have increased ability to apply what was learned by reflecting on the GBS learning experience. This study was designed on GBS theory and taught a class by using internet Blog. As a result, when carefully reviewing the materials such as final presentation reflect journal, we conclude that the students' awareness of a learning environment is improved and the students seems to try to apply the learning outcome to a real life.

• Educational Technology International
• /
• v.11 no.1
• /
• pp.171-192
• /
• 2010

This study was to investigate the elaborated project based learning model for scientifically gifted in the context of R & E project learning. It is important for the scientifically gifted to provide the appropriate learning environments instead of general learning model for the gifted. Although R & E project learning model is effective, the model has the limitations of managing the course for the scientifically gifted. To improve R & E learning model, the elaborated project based learning model was suggested with integration of both project based learning model and goal based scenario. The elaborated project-based learning model was comprised with 'basic learning process', 'elaboration through inquiry', and 'presentation and reflection'. To measure the satisfaction, eighty scientifically gifted students participated in the class. The result shows that learners were satisfied with the elaborated project-based learning up to 90%, and teachers were satisfied with this model up to 77%.

• Fourth Industrial Review
• /
• v.4 no.1
• /
• pp.11-18
• /
• 2024

Purpose: The purpose of this study is to develop a geography class teaching and learning guide that enables learners to realistically explore the characteristics of the world's climate and geographical environment using digital tools. Research design, data and methodology: We review previous research on classes using goal-based scenario learning models, gamification, and digital tools, and explore tools that can be applied to world geography classes. Based on the exploration results, a goal-based scenario learning module is designed and a strategy for promoting educational gamification is established based on the ADDIE instructional design model. Results: The study comprises four sessions. Sessions 1-3 involve performance evaluations using a goal-based scenario learning module. Learners create game characters reflecting geographical characteristics, present results, and proceed with 3D modeling. In Session 4, a gamification class using Google Sites on the CoSpaces metaverse platform will be conducted. Conclusions: The study introduces a goal-based scenario learning model and a gamification class using digital tools to empower learners in exploring geographical diversity and its impact on lifestyles. Utilizing an accessible online platform, the study provides practical measures for integrating digital tools into geography education, addressing the current importance of digital technology in teaching.

• International conference on construction engineering and project management
• /
• 2015.10a
• /
• pp.583-587
• /
• 2015

Scenario-based learning (SBL) has been used in a variety of training situations across different disciplines. Despite its seemly widespread use in construction management discipline, very few attempts have been made to explore its effectiveness and the respective students' learning experience. Using a survey research design, this study aims to investigate students' perceptions on SBL approach in construction management courses. The specific objectives are: (i) to identify the characteristics of a favourable SBL environment, and (ii) to explore the students' learning experience and effectiveness of the SBL approach. The results show that the four characteristics of a favourable SBL environment are: effective team formulation, constant engagement with lecturer, working in a group, and incorporation of motivational incentive for participation. The students really appreciated the opportunities to apply concepts learnt in the lectures in their SBL group work. Also, they perceived that the SBL approach is effective in developing their reflective and critical thinking skills, analytic and problem-solving skills and their ability to work as a team. These findings should facilitate more critical approaches to similar form of teaching methods.

• Journal of the Korean Society for Aviation and Aeronautics
• /
• v.31 no.2
• /
• pp.25-37
• /
• 2023

The purpose of this study is to develop and technically implement the design and scenario of cabin safety contents for virtual reality (VR)-based cabin safety learning for aviation service majors. The process for developing VR cabin safety learning contents consisted of a total of four stages: learning stage, research stage, verification stage, and application stage. The cabin safety scenario items for the production of VR learning contents reflected the occurrence of an emergency, the procedure for survival from impact, and the evacuation procedure from the aircraft as the core. For the technical implementation of learning contents, modeling work is conducted by checking scenario reviews, types and numbers of objects related to equipment and facilities, and items of interaction. In addition, the connection work with the actual metaverse platform is carried out to enable the utilization of the manufactured facilities and equipment objects. Finally, application tests were carried out to reconfirm supplementary items.

• Journal of Korean Academy of Fundamentals of Nursing
• /
• v.17 no.3
• /
• pp.371-381
• /
• 2010

Purpose: The purpose of this study was to develop a scenario and evaluate students' performance in simulation learning of care for patients with asthma in emergency units. Methods: Meetings of experts were used to develop a scenario based on actual patients and textbook material. An evaluation protocol was developed to evaluate the simulation learning. The scenario was used in 2006 with six groups of 26 senior nursing students who participated voluntarily. Results: The scenario was developed according to the nursing process for 15 minutes of simulation learning. The nursing students were able to demonstrate their knowledge and skills. The results showed a need to improve problem solving ability. In the self-evaluation, the students reported that simulation learning helped them to integrate their knowledge to practice and recognize their weaknesses and strengths. However, the scores for self-confidence about patient care after the simulation learning were low (4.8/10). Conclusion: The scenario in this study gave the students the experience of providing qualified and secure nursing care under conditions similar to reality. Further development of a variety of scenarios for simulation learning is needed.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.16 no.3
• /
• pp.2100-2108
• /
• 2015

This study was conducted to examine the effects of a simulation-based learning scenario using standardized respiratory patients regarding emergency care on learning satisfaction, and self efficacy, clinical skill competency of health related department students. A quasi-experimental non-equivalent control group pre-post test design was used. A total of 50 students, 25 students for the experimental group and 25 students for the control group, The experimental group received the 2 educations sessions and 1 evaluation session with 180 minutes for each session. It was implemented in November, 2013. Data were analysed using frequency, ratio and t-test by the SPSS/Win 18.0. The experimental group who had the simulation-based learning scenario using standardized respiratory patients showed significantly higher learning satisfaction and self efficacy, clinical skill competency compared with the control group who had a traditional simulation education. Through this study, simulation-based learning scenario using standardized patients was verified to be an effective teaching method to be grow up on professional competency of health related department students. Also the simulation-based learning scenario using standardized patients should be developed in the various fields.