• Journal of Digital Contents Society
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• v.11 no.2
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• pp.153-160
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• 2010

The purpose of this study was to investigate the elaboration strategy associated with multimedia learning for children. Main subjects of this study, which were 157 eight-, 150 ten- and 152 twelve-year-old children(total: 459). As a result, the elaboration strategy could find the facts to be effective to twelve-year-old children. And the elaboration strategy at cognitive style was not significant. We would suggest that the age is a significant variable to apply the elaboration strategy in multimedia learning.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.5 no.2
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• pp.183-190
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• 2015

This study investigated a utilization deficiency phase in the situation of children's acquiring mnemonic strategies in which children successfully execute a strategy but the strategy does not facilitate memory performance. This study examined spontaneous acquisition of elaboration strategy among 5th grade children in the learning of noun pairs for 5 sessions. Participants were tested in memory task using different list of word pairs in each session. Results showed that children increased the use of elaboration strategy significantly in 5 sessions but they did not gain benefit in recall. When the word pairs were associated, the use of elaboration strategy was significantly increased but children did not gain benefit in recall. This results were discussed in terms of utilization deficiency.

• Journal of The Korean Association For Science Education
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• v.17 no.1
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• pp.103-113
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• 1997

The purpose of this study was to identify the preferable learning strategies in science learning and to find out the relationship between these strategies and scientific achievement of students in the secondary school. The learning strategies were tested with two categories, self-focused and work-focused learning. The four types of learning strategies in science learning were analyzed, and they were named to organization, monitoring, elaboration and memorization strategies, which were defined by GSSS test. In the self-focused learning, the organization and monitoring strategies were preferred to the elaboration and memorization strategies. Middle school students had a preference for memorization strategy (p=0.000), whereas high school students had a preference for monitoring strategy (p=0.015). In the case of organization strategy, female groups were preferable to male groups (p=0.027). In the second form of learning types, work-focused learning, the memorization strategy was the same preference as organization and monitoring strategies in the secondary school students, especially the male groups of high school students. The preference of elaboration strategy was relative lower compared with that of self-focused learning type. Middle school students had a preference for monitoring strategy (p=0.001), whereas high school students had a preference for elaboration strategy (p=0.001). The difference of each preference between male and female groups was not shown. From the analysis of correlation between learning strategy and scientific achievement, it showed that the monitoring strategy was commonly correlated with scientific achievement. In the self-focused learning, elaboration and organization strategies were correlated with scientific achievement in high school students (p<0.05). In the work-focused learning, memorization strategy was correlated with scientific achievement in middle school students, especially in male groups (p<0.05).

• 대한공업교육학회지
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• v.38 no.2
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• pp.176-194
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• 2013

In this research, 'Construction Technology and Environment' units in 12 different technology home economics textbooks for 1st~3rd year middle school students under the 2009 Revised Educational Curriculum and the content system of textbooks were analyzed based on Reigeluth's elaboration theory, and the following conclusions were derived. First, each of the 12 different textbooks presented the elaboration process by procedural method and composed the content system. Second, the 'Construction Technology and Environment' unit presented many 'Thought Opening' as the systematization strategy of advance learning ability, and 'Unit Summary' presented at the end of the unit as the use strategy of the summarizer was presented preponderantly. In addition, 'Learning Objective' that represents the degree of achievement of the students after learning the unit was presented most as the use strategy of the synthesizer although there are differences in terms. In all of the textbooks, 'Figure,' 'Table,' 'Diagram', and 'Explanation of Terms' were used, and particularly, in the vitalizer strategy of the cognitive strategy, overwhelmingly greater number of 'Figure's, compared with all other elements, were presented as the vitalizer strategy of cognitive strategy. Finally, 'Compensatory Learning,' and 'In-depth Study' were presented as the learner control strategy in each of the 4 different textbooks, and there was one textbook that presents the term 'Supplement Reinforcement' in which compensatory learning and in-depth learning were integrated. Third, the metaphor utilization strategy among the 7 teaching strategies of the elaboration theory was hardly used in the composition items in units of textbooks.

• Journal of Korean Home Economics Education Association
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• v.23 no.3
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• pp.37-51
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• 2011

The contents of 'Nutrition and Diet for Adolescents' in the 12 technology and home economics middle school 1st grade textbooks are analyzed based on the elaboration theory. The elaboration theory is the lecture strategy with 7 essential elements, proposed by Reigeluth. The elaboration strategies shown in 'Nutrition of Adolescents' and 'Diet for Adolescents' are all the same in 12 books, the conceptual elaboration, and the process elaboration, respectively. On the other hand, the elaboration strategies shown in 'Diet and Dietary Habit for Adolescents Nutrition Issues' and 'Proper Eating Habit and Nutrition Issues' are different depend upon the textbooks, all 3 conceptual, theoretical, and process elaborations strategies are shown. The element of pro study is presented by study objective, opening the thinking, and looking back. The summarizer is presented in all 11 but 1 textbooks by various activities and data. On the other hand, the element of analogy has the lowest implementation rate, only 3 among the 12 textbooks implement the analogy. The cognitive-strategy activator and learner control are shown in all 12 textbooks, mostly by data. Implementation of more activities and more analogies might be helpful to the students' participation and understanding the contents of 'Nutrition and Diet for Adolescents'.

• Asia Marketing Journal
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• v.14 no.3
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• pp.153-167
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• 2012

KB Kookmin Card has separated as an independent corporation from KB Kookmin Bank Credit Card Business Group on March, 2011. Ever since, KB Kookmin Card worked to build its own brand identity. The strategic preparation and conscientious implementations made KB Kookmin Card position in consumer's mind with a strong and unique brand image. Its new brand image was rooted in the inherited strengths of reliable and sincere image. However, it faced the challenge to compete in credit card industry in which most competitors had an advanced and sophisticated image. The strengths of KB Kookmin Card were also at the same time their limitations. KB Kookmin Card took a strategy that strengthened the strengths and improved the weaknesses. It focused on the core competence of being a people's sincere life supporter that helps people make savings from everyday events to make a good sum rather than being a lump sum benefit. The brand introduction strategy was implemented in 2011. The implementation focused on the activities that made internal as well as external customers be aware of the brand. Communication programs using a variety of media were executed to attain this goal. In 2012, second phase communication programs were introduced to elaborate the newly established brand image. It introduced many extended products as well as accessory programs which targeted the segments. Also, various CSR activities in many social domains helped consumers and the public to consider KB Kookmin Card an authentic, caring, trustworthy, and consistently-developing supporter in their everyday lives.

• Journal of Gifted/Talented Education
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• v.21 no.3
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• pp.611-630
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• 2011

The purpose of the study was to investigate which psychological factors influence on the gifted students' achievement. As a psychological factor, self-determination, learning goal-orientation, self-efficacy, belief of intelligence, and self-regulated learning strategy were examined. The difference in psychological factors between the gifted with high achievement and the gifted with low achievement was to explored. For the study 128 gifted students' data from second-year data of Korean Education Longitudinal Study (KELS) were selected and analyzed. The findings indicate that the predictors of gifted students' achievement are extrinsic regulation, identified regulation, mastery-approach goal, self-efficacy, elaboration, and meta-cognition factor. Especially, the factor of elaboration and identified regulation are the strongest predictors. The findings from t-test analysis indicate that the gifted with low achievement show the low level in self-determination, mastery-approach, self-efficacy, elaboration, meta-cognition, place management and seeking social assistance from teacher. Therefore the developing elaboration, one of regulation learning strategy, is essential to improve the achievement of the gifted students with low scores.

• 대한공업교육학회지
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• v.37 no.2
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• pp.99-125
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• 2012

The objectives of this study was to apprehend the displaying components by comparing and analyzing the ten types of construction textbooks used in Technical high schools by elaboration theory by Ferigeluth, and to supply preliminary data for the following revising textbooks. To achieve them, first, comparable units were excerpted by analyzing between the national textbooks of 7th curriculum and the new revised curriculum used in Technical high schools. Second, each five types of 7th and new curriculum textbooks were compared and analyzed by seven requisites in the Elaboration theory by Reigeluth. As the results of the study, first, elaborating process like conceptual, procedural, and theoretical elaboration has been applied to the different subjects according to their properties. Second, cognitive strategy activator among the seven strategies was widely used. Whereas, analogy was not applied to all the ten types of the text books. In addition, Learning prerequisite sequence was presented with only simple picture and explanation, and it was inadequately used in practice. Third, summary was more used in 7th curriculum text than the new revised text. Fourth, six strategy components were widely used to all texts except construction and materials in the five types of texts. Lastly synthesis of theory and practice was more used than summary in theory subjects and learner control was more used in the subject of the synthesis of theory and practice.

• Korean Journal of Child Studies
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• v.28 no.6
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• pp.169-182
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• 2007

Creative problem solving skills in mathematics were measured by fluency, flexibility, and originality; cognitive strategies were measured by rehearsal, elaboration, organization, planning, monitoring, and regulating. The Creative Problem Solving Test in Mathematics developed at the Korea Educational Development Institute(Kim et al., 1997) and the Motivated Strategies for Learning Questionnaire(Pintrich & DeGroot, 1990) were administered to 84 subjects in grade 5(45 girls, 39 boys). Data were analyzed by Pearson's correlation, multiple regression analysis, and canonical correlation analysis. Results indicated that positive regulating predicted total score and fluency, flexibility, and originality scores of creative problem solving skills. Elaboration, rehearsal, organization, regulating, monitoring, and planning positively contributed to the fluency and flexibility scores of creative problem solving skills.

• Journal of Information Technology Applications and Management
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• v.16 no.4
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• pp.41-58
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• 2009

This research investigated how people are influenced to adopt online review. We applied the Elaboration Likelihood Model (ELM) and the Technology Acceptance Model (TAM) to this study. Our research model highlights the assessment of online review usefulness as a mediator from online review quality to online review adoption. This research predicted online review consensus has a role to bulid up online reviw usefulness. This study also includes vividness and perceived similarity as determinants of online review quality. Survey data reflect user's perceptions of actual online review they read. Results support most of research hypotheses except hypothesis related to moderating effect of user involvement. This research offers a model for understanding online review user's acceptance. Additional theoretical and practical implications are also discussed in the paper.