• 한국식생활문화학회지
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• 제15권4호
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• pp.279-285
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• 2000

A survey was conducted to examine the effect of food irradiation education on college students' knowledge and acceptance of food irradiation. The instrument for the knowledge and acceptance of food irradiation was administered before and after food irradiation education, to 150 students majoring in food and nutrition or food technology in the Chungnam National University. Before the education approximately 93% of the respondents did not know that radioactivity dose not remain in food after irradiation; whereas, after education half of them thought that radioactivity dose not remain in irradiated food. Knowledge about food irradiation has improved through education. The education significantly increased all the mean scores of need for food irradiation and willingness to use irradiated foods for the six food groups (p<0.01). The education significantly decreased the mean scores of concern about the irradiated food for all the six food groups (p<0.01). Although the responses to irradiated foods are, in general, negative or neutral even after education, the mean scores of acceptance of the irradiated foods have improved through education in all the six food groups (p<0.01). In conclusion, this study showed that food irradiation education may positively affect the college students' knowledge and acceptance of food irradiation, and that the development of both the appropriate detection methods to identify irradiated foods and the education programs to enlighten the college students are needed.

• Educational Technology International
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• 제24권2호
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• pp.263-293
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• 2023

Offices of Education in Korea is planning and implementing the BYOD (bring your own device) policy. In particular, the Seoul Metropolitan Education Office promoted the 'Dibud' (digital buddy) policy. Due to the relative newness of the policy, coupled with opposition from the council, it hasn't been fully implemented. This study focuses on a rare example of a high school that experienced BYOD under the Office of Education-led policy in all three grades. This study adapted key variables from the Technology Acceptance Model (TAM). The regression results showed that both perceived usefulness (PU) and perceived ease of use (PEOU) significantly influenced intention to use Chromebooks and students' perceived learning outcomes. Analysis of the open-ended questionnaires revealed that students perceived positive benefits from using Chromebooks, such as easier data retrieval, improved academic performance, and increased learning productivity. Although the majority of respondents said there were no negative aspects to Chromebooks, negative factors included non-academic use, wireless network inconvenience, and device performance issues. The results of this study can provide data and understanding for future BYOD policies, specifically Chromebooks.

• International Journal of Human Ecology
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• 제10권1호
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• pp.23-33
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• 2009

This study identified the appropriateness of acceptance models of smart clothing and differences in the hypothesis of the path to clothing acceptance by classifying consumers depending on the level of technology innovation and fashion innovation through the extended TAM (Technology Acceptance Model) presented by Chae (2009). 815 copies of data were collected from adults over twenty living in major South Korean cities and analyzed them using a SPSS 15.0 and AMOS 5.0 package. Based on the average value of technology innovation and fashion innovation, the respondents were classified into: Group 1 with high technology innovation and fashion innovation, Group 2 with high technology innovation but low fashion innovation, Group 3 with low technology innovation but high fashion innovation, and Group 4 with low technology innovation and fashion innovation. The appropriateness of models for the four classified groups was verified. The analysis proved that an extended TAM for each classified group explains the acceptance process of smart clothing; especially the appropriateness of model of Group 1 and Group 4 was comparatively higher than other groups. Perceived usefulness was revealed as the key variable that affects consumer attitudes to accept smart clothing. Perceived ease of use has indirect positive effects on consumer attitudes passing through perceived usefulness and clothing involvement partly exerted impacts on consumer attitudes and the intention of acceptance. The mediating role of attitudes to explain the intention of the acceptance of smart clothing is high and suggests that it is necessary to take a positive role to help the consumer perceive the functional and useful aspects of the clothing.

• 디지털융복합연구
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• 제11권2호
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• pp.9-18
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• 2013

2014년부터 초등학교 3-4학년 학생들이 사회, 과학, 영어 과목에서 디지털 교과서를 사용할 예정이고, 그 다음 해에 5-6학년 학생들도 같은 과목에서 디지털 교과서를 사용하게 된다. 이에 본 연구에서는 디지털 교과서를 아직 접하지 못한 초등학교 교사들이 디지털교과서에 대해 어떤 인식을 갖고 있고, 정보기술수용모델에 근거하여 초등학교 교사들이 디지털 교과서를 어느 정도 수용하는지 알아보았다. 연구 결과에 따르면, 응답한 많은 초등학교 교사들이 디지털 교과서를 사용할 준비가 되어 있지 않았고, 디지털 교과서 사용에 대해 우려하는 것으로 나타났다. 하지만, 디지털 교과서를 사용할 경우 유용성과 유희성이 디지털 교과서를 수용하는 데 있어 중요한 변인으로 나타났다.

• International Journal of Computer Science & Network Security
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• 제22권2호
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• pp.241-249
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• 2022

The current research attempts to measure the level of the acceptance of the Blackboard System (BBS) during the Corona crisis, and whether this is one of the reasons for the low use of the BBS at Al-Jouf University. To achieve this, the technology accepting model in the time of crisis (TAMTC) has been proposed to measure the degree of acceptance by students, which was then applied to a random sample of 339 of such. The results show a high level of student acceptance, despite their lower use of the system. The research also highlights the importance of upgrading e-courses and that the discontinuation of exam disqualification of students is secondary to their poor course attendance.

• 문화기술의 융합
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• 제8권6호
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• pp.675-683
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• 2022

암호화폐 등 가상자산의 기반이 되는 블록체인은 4차 산업혁명의 핵심 기술로 큰 관심을 받고 있다. 블록체인은 금융뿐만 아니라 정치, 물류, 문화 등 사회 전반에 걸쳐 우리 삶을 근본적으로 변화시킬 수 있는 기술이지만, 학습하기에 매우 복잡하고 지속적으로 개발되고 있어 기대보다 낮은 사용성을 보이고 있다. 본 연구에서는 가상자산의 기술수용모형(Technology Acceptance Model; TAM)이 그 기반기술인 블록체인 기술에 대한 교육을 통하여 달라질 수 있는지 알아보고자 하였다. 이를 위해 총 103명의 참가자를 대상으로 영상에 기반한 온라인 실험을 진행하였으며, 교육의 종류(긍정, 부정)와 측정 시기(사전, 사후)가 TAM의 변수인 지각된 유용성, 지각된 용이성, 수용의도 그리고 블록체인 기술의 특성과 관련 있는 신뢰, 보안성에 어떠한 영향을 미치는지 살펴보았다. 실험 결과, 교육의 종류와 측정 시기에 따라 모든 종속변수에서 상호작용이 나타났다. 구체적으로, 부정 교육을 받은 집단은 사전과 사후에 모든 변수에서 차이가 없었으나 긍정 교육을 받은 집단은 사전보다 사후에 증가하는 것을 알 수 있었다. 이를 통해 앵커링 효과에 근거한 교육의 효과가 블록체인 기술을 사용한 가상자산의 사용 의도에도 나타남을 알 수 있으며 긍정적인 교육을 통하여 블록체인 연관 기술을 사용하고자 하는 의도를 높일 수 있음을 시사한다.

• Educational Technology International
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• 제20권1호
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• pp.57-81
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• 2019

This study aimed to investigate effects of peer feedback types and feedback acceptance levels on academic achievement in project-based learning. The participants were 70 middle-school students taking an English course. They were divided into corrective and suggestive feedback groups. These participants were asked to create user-created content (UCC) as an individual task and provide peer feedback on a peer's UCC in the same type of feedback group. Results showed that there were significant differences in academic achievement according to peer feedback types (corrective vs. suggestive) and feedback acceptance levels (high vs. low). In particular, the suggestive peer feedback group had higher academic achievement than the corrective peer feedback group. Moreover, the group with a high level of feedback acceptance gained higher academic achievement than the group with a low level of feedback acceptance. Moreover, there was an interaction effect between peer feedback types and feedback acceptance on academic achievement. These results indicate that peer feedback types and feedback acceptance should be considered for effective peer feedback activity. These findings provide practical implications for the design and implementation of peer feedback activity in project-based learning.

• International Journal of Computer Science & Network Security
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• 제21권2호
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• pp.21-39
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• 2021

The acceptance of smartphone applications in the learning field is one of the most significant challenges for higher education institutions in Saudi Arabia. These institutions serve large and varied sectors of society and have a tremendous impact on the knowledge gained by student segments at various ages. M-learning is of great importance because it provides access to learning through a wide range of mobile networks and allows students to learn at any time and in any place. There is a lack of quality requirements for M-learning applications in Saudi societies partly because of mandates for high levels of privacy and gender segregation in education (Garg, 2013; Sarrab et al., 2014). According to the Saudi Arabian education ministry policy, gender segregation in education reflects the country's religious and traditional values (Ministry of Education, 2013, No. 155). The opportunity of many applications would help the Saudi target audience more easily accept M-learning applications and expand their knowledge while maintaining government policy related to religious values and gender segregation in the educational environment. In addition, students can share information through the online framework without breaking religious restrictions. This study uses a quantitative perspective to focus on defining the technical aspects and learning requirements for distributing knowledge among students within the digital environment. Additionally, the framework of the unified theory of acceptance and use of technology (UTAUT) is used to modify new constructs, called application quality requirements, that consist of quality requirements for systems, information, and interfaces.

• Educational Technology International
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• 제21권1호
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• pp.1-29
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• 2020

Despite the existing body of literature focusing on the effects of one-to-one mobile technology integration in teaching and learning, research discussed that the determinants of mobile technology acceptance and use in secondary school settings are still unclear. Hence, this study examined the extent to which determinants influence high school students' behavioral intention to use one-to-one mobile technology for learning. The newly proposed model incorporated three additional constructs beyond those in the unified theory of acceptance and use of technology (UTAUT) model, including computer self-efficacy, attitude toward using technology and computer anxiety, as suggested by recent literature. Data were collected from 247 U.S. Midwestern high school students who participated in an online survey. Using a structural equation modeling approach, this study established construct validity for the nine-construct extended UTAUT model to assess high school students' intention to use mobile technology. The results of structural relations in the proposed model showed that their behavioral intention to use mobile technology was significantly predicted by social influence and attitude toward using technology. Also, their strong behavioral intention and facilitating conditions were associated with frequent use of mobile technology in learning. Discussion, implications, and conclusion were addressed in this study.

• Educational Technology International
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• 제22권2호
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• pp.139-167
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• 2021

After experiencing school closures and online learning caused by COVID-19, the important role of school education was reinforced. Elementary school is the foundation of life and allows students to develop both social and academic skills. The purpose of this study was to examine the mediational role of Self-Regulatory Skills (SRS) on the relationship between Maternal Parenting Attitude (MPA) and School Adjustment (SA) of elementary school students. A total of 99 students enrolled in an international school in Seoul, Korea from grades 3 to 6 participated in this study. Data were analyzed through Independent Sample T-Test, one way ANOVA, Multiple Regression Analysis, and Hierarchical Regression Analysis using the SPSS 23.0. The findings of the study were as follows. First, there is a difference between genders and among grades. Second, only acceptance was significantly related to school adjustment. Third, acceptance, strict control, and accepted control are significantly related to SRS. Fourth, Self-Regulatory Skills (Sustained Attention) fully mediate the relationship between Maternal Parenting Attitude (Acceptance) and School Adjustment (Academic Attitude/ Rule compliance). Educational implications for understanding the role of parenting attitude and future directions are discussed.