• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.334-344
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• 2020

This study explored students' subject interests and task difficulty recognition levels changed when they provided tasks with Keller's ARCS motivation design in PBL(Problem Based Learning) class. This study participant were 79 college students majoring in teaching profession. Experimental and comparative groups were formed for the study. Primary PBLs were conducted to measure prior levels of subject interest and task difficulty recognition. Secondary PBLs were performed to verify the effectiveness of the ARCS motivation design task. The experimental group performed the tasks that reflected the ARCS motivation design. Collected data were analyzed using ANCOVA. As a result, the experimental group had a higher level of subject interest and a lower level of task difficulty recognition.

• The KIPS Transactions:PartA
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• v.9A no.3
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• pp.301-310
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• 2002

Internet has been applied to the educational field such as data search, lecture by motion picture, realtime examination. Most questions made for these remote examinations use methods of making questions randomly using fixed questions or item pools. The designed system in this paper makes questions without knowing MARK-UP language and after undergoing examinations on Web. Also it readjusts degree of difficulty automatically on the basis of the rate of correct answers. In addition, this enables learners to perform feedback learning after examinations and subsequently learners themselves to adjust their degree of difficulty and undergo reexaminations. The automatic selection system makes it easy to select questions, possible to expect average marks and number of questions made, and to prevent that questions may be made too easy or too hard. For a remote examination, as there are much possibilities of dishonesty such as examination by proxy so different types of problems are made, and problems of the rationality caused from that can be avoided.

• 교육공학연구
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• v.33 no.4
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• pp.1001-1024
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• 2017

Flipped classroom has used widely in university in that its unique structure can facilitate learners' higher-thinking skills and promote competencies. Learners are expected to extend knowledge through performing online and offline, but they have difficulty in understanding their roles and specific behaviors to achieve the learning goals in the flipped learning. Therefore, a guidance for students has been required to support learners' mastery learning. The purpose of this study is to identify successful learners' characteristics in terms of "competency". For this, three-phased competency modeling was employed. In Phase I, Behavioral Event Interviews were conducted with eight learners of the flipped classroom. In Phase II for identifying competencies and developing a competency model, the data was coded, followed by testing reliability of the coding. Based on the meaning codes, competencies and behavioral indexes were developed. The final competencies consist of learning orientation, learning management, feedback seeking, peer interaction, and knowledge extension. In Phase III, validation of the competency model was conducted by explanatory factor analysis. As last, competencies were aligned by the two-phase of the flipped classroom. The finding will be used as the guidance for the learners and instructors in the flipped classroom.

• Journal of Korea Society of Digital Industry and Information Management
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• v.17 no.3
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• pp.121-132
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• 2021

The purpose of this study is to explore ways to improve the quality of real-time video lectures in a non-face-to-face environment using IPA (Importance-Performance Analysis). Recently, due to the impact of COVID-19 in universities, all remote classes are being implemented, so research is needed to raise learner awareness. Accordingly, factor analysis, mean analysis, correspondence analysis, and IPA analysis were performed based on the data of 632 students who responded from March 21 to June 30, 2021 for learners of K University in Chungbuk. First, overall satisfaction was low compared to importance, and the difference in system perception was the largest. Second, the difference in learner perception of real-time video lectures through the IPA matrix showed that the system error and screen cutoff were the largest. Third, the difficulty of lecture content, task and test feedback, etc. are classified. Accordingly, the satisfaction of real-time video lectures in non-face-to-face environments is low, suggesting that school-level support for quality improvement to improve learner satisfaction in non-face-to-face environments and the role of instructors are needed to improve learners' academic achievement.

• Journal of the Korea Convergence Society
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• v.12 no.9
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• pp.93-98
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• 2021

The change of programming language learning experience on learning motivation was analyzed. Learning a programming language is generally evaluated as a difficult process even for majors. Measuring psychological changes related to programming learning at this point in expanding to non-majors is necessary for learner analysis. The overall learner attitude change was investigated by measuring achievement goals, academic interest, academic self-efficacy, cognitive involvement, and academic self-regulation, which are motivation-related factors. All factors related to learning attitude showed a decrease in the post-test results. This result is interpreted that the difficulty of the learning process decreased the motivation to learn programming. It was found that the greater the difficulty perceived by the learner, the greater the decrease in the motivation to learn. Based on the results of this study, it has implications that a learning environment and learning process that can give feedback and a situation that can reduce the level of learning difficulty felt by learners should be systematically given.

• International Journal of Advanced Culture Technology
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• v.8 no.2
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• pp.101-108
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• 2020

One difficulty in language learning is the training of reading ability. The improvement on this ability directly affects the process and effect of language learning. At the same time, there are numerous difficulties in actual learning and teaching. Depending on current research, there is two ideas that can utilize to enhance the reading efficiency of learners. One is to amend objective factors; the other is to change subjective factors. Compared with the two ideas, idiosyncratic factors are more manipulable and controllable, so it is more valuable to conduct researches on this. But among the many subjective factors, the degree of their effectiveness is not the same, so this article attempts to compare and analyze the driving effects of two important subjective factors (peer-driven and task-driven) on reading performance. The results show that both factors can have a positive impact on reading comprehension, but different in driving effects. The task-driven has obvious short-term effectiveness; while peer-driven needs to establish its long-term effect on the basis of early coordination and cooperation among team members. Therefore, in order to maximize the achievement of learning, it is necessary to combine strengths and avoid weaknesses according to the characteristics of two factors, so as to help learners improve reading ability most efficiently.

• Journal of The Korean Association of Information Education
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• v.15 no.3
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• pp.505-515
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• 2011

Since MEST accredited web-based training institutes for teacher training in December 2000, although there have been growth quantitatively, due to the issues such as difficulty in securing time for training, in communications infrastructure, in interactions between instructors and learners, in fair online evaluation, in contents renewal, in management of learners, web-based training could not reach the potential we expected. This study was conducted to provide the directions for development of teachers' web-based training along with teacher evaluation for professional development. A survey and interview research was conducted to investigate and anaylze the satisfaction research and suggestions, levels of training system use of trainees who had participated in the pilot test of web-based training.

• Phonetics and Speech Sciences
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• v.10 no.1
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• pp.15-22
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• 2018

Stressed vowels in English are usually produced using longer duration, higher pitch, and greater intensity than unstressed vowels. However, many English as a foreign language (EFL) learners have difficulty producing English lexical stress because their mother tongues do not have such features. In order to investigate if certain non-native English speakers (Korean, Japanese, and Taiwanese-Chinese native speakers) are able to produce English lexical stress in a native-like manner, speech samples were extracted from the L2 learners' corpus known as AESOP (the Asian English Speech cOrpus Project). Sixteen disyllabic words were analyzed in terms of the ratio of duration, pitch, and intensity. The results demonstrate that non-native English speakers are able to produce English stress in a similar way to native English speakers, and all speakers (both native and non-native) show a tendency to use duration as the strongest cue in producing stress. The results also show that the duration ratio of native English speakers was significantly higher than that of non-native speakers, indicating that native speakers produce a bigger difference in duration between stressed and unstressed vowels.

• Journal of the Korea Computer Industry Society
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• v.3 no.8
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• pp.1007-1018
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• 2002

A systematic and multi-dimensional analysis in evaluation results may play a role of providing both learners and instructors with essential information. Conventional types of evaluation research have a tendency of partiality for developing evaluation tools, and analyzing the evaluation results has mostly been fragmentary and a one-dimensional analysis. In this study, through analyzing evaluation results in a multi-dimensional way, a multi-dimensional evaluation result analyzing system was developed for the purpose of providing various information for both learners and instructors to accomplish quality learning teaching. Dimensions are classified into four dimensions including period, student, difficulty degree, and evaluation domain. Analysis results are presented in various types of Dcube, graphs, and spreadsheets.

• Journal of the Korea Society of Computer and Information
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• v.25 no.9
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• pp.193-201
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• 2020

In this study, we developed a simulation app that performs the Test-and-Set algorithm. The test-and-set algorithm is a highly difficult algorithm, so this simulation app was created for learners who have difficulty understanding it. Learners who want to understand the Test-and-Set algorithm gather to form a team, and use this simulation app to discuss and practice, and these teams can practice at the same time. The test-and-set, which is assumed to be a machine language, is not interrupted by using a queue, and it can be seen that the configured simulation app performs well in all three conditions of 'mutual exclusion', 'progress', and 'bounded waiting' that must be solved in the critical area problem.