• The Journal of Information Systems
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• v.25 no.4
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• pp.141-161
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• 2016

Purpose As crowdfunding is a relatively recent phenomenon, determinants of successful crowdfunding with empirical data have been under-researched. Consequently, we examine the role of information- and behavior-based social interaction on the performance of crowdfunding projects, while investigating the motivational factor of goal achievement. Design/methodology/approach From February to August 2016, we collected panel data on 154 crowdfunding projects, which completed fundraising successfully on Tumblbug, a reward-based crowdfunding platform in Korea. In this study, we examine the roles of information-based social interaction (e.g., sharing information on a crowdfunding project) and behavior-based social interaction (e.g., following other investors' behavior) on successful crowdfunding. Additionally, we investigate whether the motivation of goal achievement moderates the relationship between social interaction and performance of crowdfunding projects or not. Findings We find that the number of times a crowdfunding project is shared has a positive influence on its performance, as does the number of project backers. Furthermore, we confirm that goal achievement motivation moderates the effects of information- and behavior-based social interaction on the performance of crowdfunding projects.

• Korean Journal of Environmental Biology
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• v.26 no.4
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• pp.343-348
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• 2008

The study is to investigate the effects of the constructivist instructional model using ARCS strategies (attention, relevance, confidence, and satisfaction) on the environmental conservation of environment textbooks of middle school. The subjects of this study were applied to 135 students sampled 2nd graders of a middle school in Busan. All students were divided three groups according to teaching strategies. The first experimental group is consisted of students who participated in the traditional teaching program, the second is students who participated in the constructivist teaching program, and the third is students who participated in the constructivist teaching program with ARCS strategies. The pre-conceptions test was administered to examine students' pre-conceptions before the instructions. After the instructions, students' acquisition of scientific conceptions, academic achievement, and learning motivation were also tested. On average, the degrees of academic achievement for the group with ARCS strategies were higher than those of other groups and shown a significant difference among three programs. Thus the constructivist teaching program with ARCS strategies was more effective programs in acquisition of environmental conservation conception and learning motivation than the two other teaching programs.

• Journal of the Korea Convergence Society
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• v.9 no.5
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• pp.257-267
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• 2018

The purpose of this study was to evaluate the effects of an ESP module program which combines Keller's ARCS model for the $1^{st}$ grade nursing students. Students' learning motivation and academic achievement were compared between an intervention group and a control group and their perception and subjective effects on the module program were identified. Quantitative data showed that the overall level of learning motivation in the intervention group was significantly higher than that in the control group (t=2.391, p=.019). No significant difference was found on the level of academic achievement between two groups (t=0.116, p=.098). Contents analysis on the qualitative data showed that ESP module program was interesting, effective, helpful for understanding clinical settings, and giving confidence and satisfaction. According to the result, it is assumed that the ESP module program which combines ARCS model can be effective in motivating the $1^{st}$ grade nursing students to learn nursing contents and English.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.843-850
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• 2004

This study investigated the effects of group processing in cooperative learning using task-oriented reward on students' science achievement, science learning motivation, and attitude toward science instruction. Eighth graders (N=58) selected from a middle school in Seoul, were randomly assigned to either the treatment or comparison group, and taught on the 'Separation of Mixture' over 8 class hours. The treatment group received cooperative learning using task-oriented reward containing group processing (GCL), while the comparison group received cooperative learning using task-oriented reward without group processing (CL). Significant interactions between the instruction and prior achievement level were found in the achievement and the attitude toward science instruction. High-level students in the GCL group performed better than those in the CL group, while low-level students in the CL group performed better than their counterparts.

• The Journal of Korean Association of Computer Education
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• v.19 no.1
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• pp.87-100
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• 2016

This study has examined the structural relationship among factors related to the effects of flipped learning using the structural equation modeling. Two hundred thirty-six middle school and high school students were participated in this study. This study's results are as follows. First, looking through how much the flipped learning variables affect achievement, motivation affects achievement the most, and then interaction, participation come next. Second, looking through how much the flipped learning variables affect personality, interaction affect personality the most, and then teaching attitudes come next. Third, as a result of verifying the research model, the hypothetical model indicating relationship among motivation, participation, teaching attitudes, interaction and achievement, personality is valid.

• Journal of Gifted/Talented Education
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• v.18 no.2
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• pp.343-363
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• 2008

The purpose of this study was to analyze the relationship creativity and motivation. The subjects were 297 gifted students, selected in the examination for entrance to the Science Education Institute for the Gifted located Jeonbuk. To compare the gifted students' creativity and motivation with the normal students', this study used the standardized test, the Creativity Inventory for Students(by Choi & Lee, 2004) and Multi-Dimensional Learning Strategy Test(by Park, 2006). The major results of this study were as follows; First, The gifted students group was high group in the creativity, and especially the gifted girls were significantly higher than the gifted boys. Second, learning motivation of the gifted students were high or than the normal students and the gifted students were inclined to cope actively to challenge situation rather than avoid. Third, The Creativity showed the positive relationship with learning motivation, the negative relationship with avoid motivation, and moderate relationship with competitive motivation. This result suggested that it is very important to encourage gifted students to the intrinsic motivation rather than extrinsic motivation like competition or achievement in education.

• Journal of Korean Academy of Nursing Administration
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• v.5 no.2
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• pp.225-235
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• 1999

This study was conducted to offer a basic material for effective human resource management of nurses by studying correlations among inter-department rotation, job motivation and organizational commitment. For this study 159 nurses in a medical college hospital were surveyed. Organization Assessment Instrument(Van de Ven. 1980) and Organizational Commitment Questionnaire (Mowday, 1979) were used. SPSS was used to analyze the data. The results of this study are as follows : 1. Nurses who had been rotated to other departments showed higher motivation scores than those who had not. 2. Nurses who had been rotated also indicated higher organizational commitment scores than those who had not. 3. There was significant positive correlations among nurse's age, job motivation and organizational commitment of nurses. 4. There was significant positive correlations among nurse's experience, job motivation and organizational commitment of nurses. 5. Inter-department rotation times were significant positive correlation with job motivation. 6. "The sense of achievement perceived form performing one's duty" was the most important criteria that nurses consider in measuring their job motivation. As to the criteria for inter-department rotation, some respondents stated that it is needed when "current assignments are not suited for particular individuals" and such rotations would job motivation and elevate the morale of nurses involved." Many opposed using the rotations as a "means of reprimanding individuals." In conclusion, inter-department rotation has a positve effect on the nurse's job motivation and organizational commitment, so regular inter-department rotation have to be recommended to nurses who want rotation.

• Journal of The Korean Association of Information Education
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• v.22 no.4
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• pp.501-508
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• 2018

Virtual reality contents can contribute to students' experience in teaching and learning activities, and teachers and students are increasingly interested in using virtual reality in educational settings. For this purpose, We have developed a curriculum designed to teach pre-service teachers Cospaces at the College of Education and analyzed the influence of learners on learning motivation. For the evaluation of this study, a pre- and post-questionnaire was conducted and analyzed. As a result, attention and confidence of learning motivation differ according to gender, and new technology and achievement affect learning motivation.

• International Journal of Advanced Culture Technology
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• v.8 no.3
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• pp.198-205
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• 2020

The purpose of this study is to investigate the effect of real-time remote video instruction using zoom on learners' English reading achievement. The study also sought to identify the efficiency of zoom video lectures and consider supplementing them by surveying learners' opinions and satisfaction regarding zoom video lectures. To this end, control and experimental groups were set up, and two achievement tests and a questionnaire were conducted. The study's results demonstrated that zoom video lectures have a positive effect on learners' English reading achievement. The questionnaire found that learners are satisfied with zoom video lectures for the following reasons: 'increased interest in and motivation towards learning', 'self-directed learning', 'active interaction', 'ease of access', 'ease of information retrieval'. At the same time, the questionnaire also found that some learners are dissatisfied with zoom video lectures due to 'mechanical errors or defects', 'poor audio quality', and 'the need to add customized functions for efficient classes'. In practice, zoom video lectures must be supplemented with automatic attendance processing, convenient data upload and download, and more efficient video screen management. Given the recent increase in online classes, we, as instructors, must develop teaching activities and/or strategies for video lectures that can encourage active participation by learners.

• The Journal of the Korea Contents Association
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• v.7 no.10
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• pp.262-273
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• 2007

The current study sought to acknowledge the female sport fan as a sport marketing segment. In order to do so, female sport consumption motivation was identified and among motivation factors, factors effecting re-attend intention and word of mouth intention according to level of team identification was identified. In order to accomplish the purpose a focus group interview was conducted concerning female sport fans, and a survey took place in Korean Pro-sport event collecting 300 data. Among 300 data 248 data were used for the analysis. Using Lisrel 8.7 and SPSS 15.0 correlation analysis, descriptive analysis, confirmatory factor analysis, and multiple regression analysis was conducted. The results of study are as follows, First, 9 female sport consumption motivation was identified and among these factors, skill, achievement, drama, and escape had a positive effect on re-attend intension. Second, among 9 female sport consumption motivations skill, achievement, and social factor had a positive effect on word of mouth intention. Third, among the motivation factors, factors effecting re-attend intention had difference on the level of team identification. Forth, among the motivation factors, factors effecting word of mouth intention had difference on the level of team identification.