• Journal of Information Technology Services
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• v.19 no.6
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• pp.161-175
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• 2020

The current study aimed to develop the design principles for maker programs using virtual reality and apply them in developing a simulation mobile application. First, through collecting and analyzing the relevant studies and cases eight design principles with four components were derived. Then, these initial design components and principles were revised and improved in accordance with evaluations of an expert panel composed of three professors/researchers, two teachers, and two IT industrial experts. Based on the revised design principles, a VR simulation app for maker education was developed and evaluated on whether the principles were properly applied to the app development by the expert panel. The finalized eight design principles, as a research outcome, can contribute to the design and development of various types of educational programs that can replace the actual making experience even in educational fields where it is difficult to build maker spaces or provide materials and equipment. In the near future, empirical studies are expected to develop customized maker programs considering the characteristics, levels, and needs of students and verify their educational effectiveness.

• International Journal of Computer Science & Network Security
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• v.22 no.10
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• pp.107-112
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• 2022

Nowadays clusters are recognized as an important instrument for promoting industrial development, innovation, competitiveness and growth. An educational cluster is a set of interrelated vocational educational institutions of various levels that are united by industry with each other and are connected by partnership with industry enterprises. This article attempts to develop and describe cluster model of university students' multilingual training. The purpose of this study is to describe multilingual training of university students and their polycultural competencies formation and to define the process of multilingual training in form of a cluster. The authors consider clusters as an integral part of the educational campus within the concept framework of Shadrinsk State Pedagogical University. To determine the essence of the concept of a cluster model of university students' multilingual training, theoretical, empirical, observational, and diagnostic methods were implemented, such as a review of scientific literature, a compilation of best practices, observation, statistical methods, etc. The authors analyzed the programs of partner universities and organized international webinars and internships for bachelors and masters abroad and developed online courses "Foreign language for undergraduate students and masters". Experimental data obtained during the implementation of cluster training show the effectiveness of the formation of students' polycultural competencies.

• Research in Mathematical Education
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• v.25 no.4
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• pp.245-266
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• 2022

This study examines how teaching metacognitive strategies to students in a sixth-grade mathematics class affects their metacognitive awareness. Participants were 36 sixth-grade students in a middle school affiliated with the Ministry of National Education of Turkey in the 2020-2021 academic year. The students in the experimental group (n = 18) were taught a total of 40 mathematics lessons for eight weeks to improve their metacognitive awareness. The students in the control group (n=18) were taught mathematics in line with the regular mathematics curriculum. Using the Jr. Metacognitive Awareness Inventory, participants in both groups took a pre-test at the beginning and a post-test at the end of the study. To better interpret the data obtained, various statistical tests were performed. The pre-test and post-test averages of the groups were compared using the t-test for the normally distributed data for dependent and independent groups. The pre-test results showed no significant difference between the metacognitive awareness scores of the experimental and control groups (p>0.05). The comparison of post-test averages showed that students' metacognitive awareness differed significantly in favor of the experimental group (p<0.05). According to this, it was concluded that metacognitive strategy teaching in mathematics courses positively affected students' metacognitive awareness levels.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.34 no.4
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• pp.250-257
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• 2023

Objectives: Adolescents are at risk of suicide. As suicide is a multifactorial process, risk and protective factors are relevant constructs for suicide prediction. This study explored the effects of risk and protective factors on suicidal ideation in adolescents on the island of São Miguel (Azores). Methods: A sample of 750 adolescents (male: n=358; 47.7%; mean age=14.67 years; standard deviation=1.85 years) from the island of São Miguel (Azores) completed several measures related to suicidal ideation and associated factors. Using a cross-sectional design, this study conducted descriptive, correlational, predictive, mediation, and moderation analyses. Results: Adolescents generally displayed high levels of risk and protective factors; an indicative proportion exhibited significant suicidal ideation with females presenting the greatest vulnerability. Furthermore, the results highlight that depression is the best predictor of suicidal ideation, however, the association between these variables is mediated. Conclusion: The data corroborate that the suicidal reality of adolescents in the Autonomous Region of the Azores is worrisome. Having substantiated the complexity of the suicidal context in young people in the present research, the need to continue studying risk/protective factors in this area is supported.

• International Journal of Advanced Culture Technology
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• v.12 no.1
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• pp.182-189
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• 2024

Many South Korean universities highly value and place much investment on the development of students' characteristics as their core competency, offering corresponding educational initiatives and programs. The present study specifically evaluated the level of characteristic competency among freshmen at C University, in which characteristic development is at the central to the institution's core competency. The researchers conducted the study to utilize the findings to inform the design of liberal arts courses and extracurricular programs. The study recruited 210 freshmen at C University in Changwon, South Korea. To ensure anonymity of the respondents, an online questionnaire was administered during the data collection period (i.e., between December 5th and 7th, 2022) with a total of 201 faithful responses finally analyzed. The results showed an average characteristic competency level of 4.21 out of 5 among the freshman participants. Notably, the highest score was ranked in the 'righteous domain' (4.27±0.66), whereas the 'behavioral domain' scored the lowest (4.08±0.77). These findings provide valuable insights for the development of educational programs that aim to promote characteristic competency among university students. The implications of the findings are further discussed.

• Educational Technology International
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• v.25 no.1
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• pp.27-65
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• 2024

The purpose of this study was to identify differences in learning patterns according to content complexity in video-based learning environments and to derive variables that have an important effect on learning achievement within particular learning contexts. To achieve our aims, we observed and collected data on learners' cognitive processes through perceived affordances, using behavioral logs and eye movements as specific indicators. These two types of reaction data were collected from 67 male and female university students who watched two learning videos classified according to their task complexity through the video learning player. The results showed that when the content complexity level was low, learners tended to navigate using other learners' digital logs, but when it was high, students tended to control the learning process and directly generate their own logs. In addition, using derived prediction models according to the degree of content complexity level, we identified the important variables influencing learning achievement in the low content complexity group as those related to video playback and annotation. In comparison, in the high content complexity group, the important variables were related to active navigation of the learning video. This study tried not only to apply the novel variables in the field of educational technology, but also attempt to provide qualitative observations on the learning process based on a quantitative approach.

• Journal of the Korean Institute of Educational Facilities
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• v.14 no.4
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• pp.66-74
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• 2007

This research intends to study the influential factors of the recent integration of a 4-year university and a 2-year college on the students. To this end, the problems of each campus following the integration process and the requests of students will be grasped by a comparative analysis of the satisfaction levels of students in each campus. Therefore, the purpose of this study is to offer a basic material in order to reflect students' opinions in the process of future integration between universities and to enhance the convenience of university life and the extent of satisfaction for the students.

• Journal of Agricultural Extension & Community Development
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• v.2 no.2
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• pp.135-145
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• 1995

The objectives of this study were 1) to investigate the important items affecting the farmers' education system, 2) to estimate their influences on the farmers' education and 3) to present the development directions of farmers education under the changing circumstances of localization. The major or results and implications were as follows. 1. The important items of farmers education were authority in organizing the agricultural extension agency, personnel management, finance, and inspection and audit. 2. The development directions of farmers education were such views as differenti-ation of educational functions of various levels extension organizations, extensionists' competence, developing programs corresponding with farmers needs, participation of farmers, and expanding the educational opportunity for urban-ites and the old generation, etc.

• Korean Journal of Child Studies
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• v.22 no.3
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• pp.167-181
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• 2001

This study explored the beliefs and practices of Developmentally Appropriate Practice (DAP) in 83 principals and 83 teachers of public and private kindergartens in Pusan and Ulsan. The research instruments was a teacher questionnaire by Kang(2000). Data were analyzed by t-test and ANOVA. Results showed that educational and career variables were unrelated to the DAP beliefs of principals, but there were differences in DAP beliefs by career variables of teachers. Teachers' use of DAP varied as a function of children's age and of combined levels of beliefs of principals and teachers.

• Journal of the Korean Home Economics Association
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• v.32 no.3
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• pp.147-157
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• 1994

The subjects were 574 eleven-and fourteen-year-olds enrolled in elementary and junior high school in seoul. To measure subjects' depression and attributional style the childrdn's Depression Inventory(CDI) and the Childrens' Attributional Style Questionnaire(CASQ) were used. Adolescents' depression score was higher than that of children's There was no sex difference in Children's and adolescents' depression. In the children's and adolescents' depression there was significant difference according to maternal educational level. That is the lower maternal educational level, the higher children's and adolescents' depression score. As predicted by the reformulated learned helplessness theory Children and adolescents with high levels of depression score were more likely to attribute bad events to internal stable global causes and good events to external unstable specific causes. Subject who were moore depressed had significantly lower academic achievement scores than subject who were less depressed.